H) Find examples of communicative grammar games and run them with your classmates.

Task 9. a) Read the information given below and practice your skills:

Grammar Production

Grammar Production Stage is where the learners actively produce the required grammar structure without specific prompts form the teacher. The task should be designed in such a way that using the target grammar should be necessary to complete it (e.g., when asked to talk about the daily routines of their grandparents in their youth, students will hardly be able to do it without using the Past Simple, which is the target grammar structure of the activity). However, it doesn’t mean that learners should be left with the task on their own, without instruction and guidance. Remember the 3 stages of Grammar Production tasks:

• Pre-activity (reviewing grammar rule, preparing for the language, preparing for the ideas)

• While-activity (doing the task)

• Post-activity (focus on the language, correcting mistakes and setting further grammar practice if needed, integrating with other material, setting a follow-up task).

An example of a Grammar Production task

The grammar subject of this activity is Present Continuous (upper intermediate level).

"Imagine that you are in the Zoo watching the monkeys and exchanging your comments. Imagine also that monkeys are watching you and exchanging their comments about people: "Look! This girl is making faces!" Make up a dialogue.

B) Create a pre-activity for this task.

C) Grammar Production tasks can often be games. Read the example task.

“Alibi”

Grammar focus: Past Simple, Past Continuous

Invent a crime, when it was committed and where. Next, divide the class into groups of four or five students. Ask one group to volunteer to be the suspects. Tell them that they have to produce an alibi. The students who aren't suspects, the investigators, must try to find holes in their alibi. The way they do this is by interviewing each of the suspects separately and then comparing the stories to see if they match. So, send the suspects out of the room to try to get their stories straight. While the suspects are talking about the details of their stories, the investigators in each group come up with a list of questions about the suspects’ alibi. They can ask things like, "what was the waitress wearing, how long did you stay, how did you get there?" After the students are finished preparing invite the suspects back in, one suspect goes to each of the groups to be interviewed. Once each group has interviewed each suspect, compare with the class. If the suspects' stories match, they are off the hook, if not, they are officially accused.

D) Create a pre-activity for this task

Task 10. Try your hand at teaching. Compose or choose from a course-book and run a grammar activity with pre-activity, while-activity and post-activity phases. Try to find fun activities. After micro-teaching with your peers, reflect on how the activity went on and what you would like to change in the future.

Unit 4

Teaching Speaking

Date: 2016-04-22; view: 1051