Self-Evaluation Grade: 4.5: Asking For Directions On The Street: As My Group and Me Are Familiarized, It Would Be A
Self-Evaluation Grade: 4.5: Asking For Directions On The Street: As My Group and Me Are Familiarized, It Would Be A
Self-Evaluation Grade: 4.5: Asking For Directions On The Street: As My Group and Me Are Familiarized, It Would Be A
This activity is based on the two chapters that you had to read.
What I understand about this topic is that the kind of speaking of a person causes an effect
on her/his interlocutor. It depends on several factors. Richard mentions some of them:
formality, manner, directness and volume.
The first one refers to the use of formal words and expressions appropriated for the context.
For example, they are useful at a job meeting or a business party.
The next one refers to the gestures, expressions and words that a speaker usually uses. For
instance, to say “right” at the end of each sentence to call the interlocutor’s attention.
Directness refers to the fact of expressing clearly the speaker’s intention. At a business
meeting, an employee may say “I have a new idea to raise our sales!”
Finally, the last one has to do with modulating voice’s volume according to the context. It
would be higher at a lecture than at a library.
1. Showing interest: To say “uh- hu” or “that’s interesting!” along the conversation to
motivate the student.
2. Giving to the student the word that he / she is looking for: A student is talking
about a tsunami but she does not know the appropriate word to express that a city
has got flooded. She hesitates but cannot figure it out. So, the teacher helps her and
says “flood, it is a flood”.
3. Asking questions about already told information: A students is talking about a TV
show about how to take care of dogs. She already mentioned some tips to feed and
bath properly a dog. However, she does not how to continue. In order to help her, the
teacher asks “how many times should we bath a bog in a month?” and then, the
teacher will ask “Which is better for a dog: dry food or wet food?”
3- Here are a number of common speaking genres. Which ones would be most useful to
work on with a class of students you are familiar with? (Choose two) Why?
Asking for directions on the street: As my group and me are familiarized, it would be a
good idea to work in this activity. Students will not feel awkward, nor they will not judge
between them. So, it is a “safe” place, where it is possible to practice giving directions
without anxiety.
Telling a joke in a café: With a familiar group, I consider they would be more willing to work
on this activity. It would be funny and interesting at the same time for them.
- Set task
- Plan the speaking
- Rehearse the speaking
- Do the speaking
- Feedback/ Review the success
- Add/ Correct / Revise
- Redo the task
Evaluation activity:
Stress pronunciation activity:
APPENDIX 1
Sentences:
1. The protest is arranged for this weekend.
2. That is a cruel activity, I will protest!
3. Technological progress helps industrial capitalism.
4. The wagon train progress through the valley.
5. My father would never permit that.
6. I do not have a work permit.
7. I suspect that he has left already
8. Our murder suspect is in the house.
9. She went to school to increase her knowledge.
10. The government plans to increase taxes.
11. Some animals can survive in the desert on very little water.
12. You desert his wife and children.
13. You have to contrast hometown transportation with a big city transportation.
14. There is a great contrast between the first candidate and the second one.
15. My views on language learning conflict with yours.
16. Armed conflict is not the only way to solve disputes.
APPENDIX 2
Student A: You are a newsreader, talk about the government decision to increase taxes
(percentage, payment dates, sectors affected).
Student B: You are a reporter, interview the government representative (Why the tax
increase, what does this mean for the country, support for the poorest).
Student C: You are the government representative, you have to communicate the reason for
the government's decision and give information about it, what is the police doing now? etc.).
Pre - activity:
- The teachers will display the following video: (just the first minutes)
https://www.youtube.com/watch?v=GlNbzAGZC2M
- The classroom will be divided into pairs.
- Teachers will give role cards to the students. Student A will be the seller and will
have to serve student B. By the other hand, student B will be the client and will have
to buy some fruits.
There are some expressions like:
Student B: Client
- Can I have a …
- Excuse me, I’m looking for…
- What is the price?
- Can you give me ___
- Do you have more of these?
- How much does ____ cost?
- How much do I have to pay?
Student A: seller