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Accuracy Activities
- Accuracy activities are usually part of the study phase.
- Accuracy activities are concentrated on producing correct language.
- These activities are controlled in order to ensure accurate reproduction of
language.
Fluency Activities
- Fluency activities are usually part of the activate phase.
- Fluency activities are concentrated on allowing the students to experiment
and be creative with language.
- Here we are less concerned with accuracy, but more concerned with the
effectiveness and flow of the communication.
i- Drilling
This is accuracy based activity. The teacher says a phrase or sentence several
times and then asks the learners to repeat. Some learners can be called on to
repeat individually, and then the class may repeat together. Because it is
helpful to give learners quite a lot of repetition practice in beginning level
courses, the teacher needs to find ways of varying repetition activities to
keep the learners interested. As an example, use the sentence "Where is the
train station?"
The teacher can vary the content of the sentence. For example:
Where is
the station?
the post office?
your house?
the bank?
Task 4 - Give examples of ways that the teacher can encourage students to
speak and interact during a lesson:
Task 5 - List five ways, with short explanations, that a teacher can generate
interest in a topic. Come up with ideas of your own:
i- When students like the subjects, they are more motivated to learn.
Teaching methods which arouse students?interest such as providing more
learning activities and making use of multi-media learning and teaching
resources should be employed in the English classroom.
ii- Providing students with opportunities to explore both the spoken and
written English language through appropriate and effective teaching
strategies (such as the task-based approach) as well as learning activities
which are designed to engage students in the authentic, practical and
functional use of language for meaningful purposes.
iii- Using the classrooms, display boards, walls, etc. in the class to display
students work, language learning resources, and information related to
language learning activities.
iv- Setting up an English corner or room with resource materials such as
multi-media learning materials, educational CD-ROMs, story books, audio
tapes, videos to create a comfortable and language-rich environment for self-
access learning, providing activities that make explicit links to classroom
learning.
v- Organizing co-curricular and extra-curricular activities using English, e.g.
visits to museums with exhibitions presented in English, talks given in
English by guest speakers from different professions, dramas or shows
performed in English, English club, English day/week, English drama
competitions and English camps.
The learners objective would be for the students to be able to use the
language related to house and present their dream house.
Study- Elicit housing related vocabulary and complete various matching and
gap-fill exercises.
For example:
Gap-fill exercise
Matching Exercise
List A List B
Task 7 - What additional issues does the teacher have to consider for a
writing activity?
The teacher should consider the following issues for a writing activity:
Task 8 - Think of five traditional games that could be adapted for the
classroom and details of how you would use them (these games should not
include any of those mentioned in the course unit):
ii- Typhoon
- Divide class into groups and select one group to help demonstrate rules
- Teacher starts by saying, "I went to the market and I bought an apple."
- Student next to the teacher follows by saying, "I went to the market and
I bought an apple and some eggs."
- The next student continues by saying, "I went to the market and I
bought an apple, some eggs, and a potato."
- Play continues with each student repeating what previous members said
and adding one item to the shopping list
V- Clap/don't clap