View Content #4832
| Contentid | 4832 |
|---|---|
| Content Type | 1 |
| Title | More Oral Practice and Assessment Ideas (Part 2) |
| Body | This weeks ideas address problems with classroom management and participation during speaking tasks. ---- Having all partners or groups come up to the front of the class to do their dialogues takes up a lot of time. Also, I have found that high school students' attention span wears very thin when doing that type of activity. For me, it works well to make the other students take notes and give them points for saying what the other groups talked about OR to have them ask a question in the TL. It also seems to help if I choose the pairs either randomly or purposefully with an eye toward splitting up friend groups. That way all of them want to listen to the other groups. Pickles, J. Re: Managing Dialogue presentations (was: Oral evaluation). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I take students through several examples as a class before they start the activity. I explain how the activity works and then, as a whole group, they ask questions based on prompts and give answers based on prompts as well. After each example I ask if there are any questions to ensure that they all know how to do the activity. I ask them again right before we start the activity if there are any questions again. They know that once the activity starts there is no English or they will lose their points. If I see someone speaking English, I simply say "Ingles." They know what that means: that they have lost the points for this activity. They know at this point that theyd better get on task, because if they do, I will give them half credit for the activity. One thing that I think is really important is to make sure that the focus is on positive reinforcement by using little words or gestures as you walk around the room. If I say Ingles they usually get right back on track. I watch them a little more closely as I continue to walk around and when I catch their eye I give them a thumbs up, or something to that effect, and they know that they have just worked their way back to partial credit and feel good about it because I've recognized that they are back on track. I work very hard to create a positive relationship with my students and they know that I think that they are phenomenal individuals. LaMotta, C. Re: Oral assessment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). |
| Source | FLTEACH |
| Inputdate | 2006-07-20 12:27:00 |
| Lastmodifieddate | 2006-07-20 12:27:00 |
| Expdate | Not set |
| Publishdate | 2006-07-24 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
