1 Speaking. 1.1 IT vocabulary rap CODE USER

Transcription

1 1 Spaking CODE USER As spakrs, Cod usrs draw on thir knowldg of th sound systm to communicat manings through appropriat strss, intonation, pausing and chunking. 1.1 IT vocabulary rap Skill Exploring corrct strss and rhythm Outlin Studnts us vocabulary to crat and prform a rap. Lvl * Tim 20 minuts Background A rap is a typ of rhythmical pom, mad famous by African- Amrican youth cultur. Procdur ı Explain to th class that using th corrct strss and rhythm of words can facilitat ffctiv communication in English. In this activity studnts will b askd to brainstorm vocabulary within a particular fild and thn us ths words to crat a rap. Th xampl in Box ı.ı uss words within th fild of Information Tchnology (IT). 2 Divid th class into small groups and giv ach group a blank pic of papr. 3 Ask th groups to appoint a scrib, and in on minut, studnts should writ as many words connctd to your topic as possibl. 4 Aftr on minut, groups pass thir papr to th nighbouring group. Thy hav a fw momnts to rad th othr group s vocabulary, thn in on minut th groups contribut mor vocabulary. Kp rotating th paprs until thy rturn to th original group. 5 Studnts can choos any words from thir pic of papr to crat a rap. Provid a sampl rap to illustrat. S Box ı.ı. 6 As thy work on thir raps, ask th groups to us strssd and unstrssd syllabls as wll as pauss to crat a rhythmic pattrn. In Box ı.ı, X 9

2 Communicativ Activitis for EAP rprsnts a strssd syllabl, x is an unstrssd syllabl. signifis a paus. 7 Studnts thn practis thir raps in prparation for a group prformanc. If studnts ar not sur how to pronounc som of th words, you could rfr thm to an onlin sourc such as Using this onlin dictionary, studnts can ntr thir words and listn to how thy ar pronouncd. Thy can also discovr th strss pattrns of th word along with a dfinition. 8 Finally, ask th groups to prform thir raps for th class. Box 1.1: IT rap Multimdia (Xx Xxx) Cllular phon (Xxx X) Icon, Intrfac (Xx Xxx) HTML (Xxx X) Follow-up Studnts may b intrstd in a short vido of a ral rap prformanc. Thy could not th gsturs which accompany th rap and incorporat ths into thir own raps. Groups tach thir rap plus movmnts to th othr groups. If you collct all th raps, ths could b usd in warm-up activitis. 10

3 Spaking 1.2 Rading aloud Skill Rading aloud with appropriat chunking, pausing and strss Outlin Studnts work in pairs to first listn to and thn analys a quot, marking in chunking, pausing, and strss symbols. Thy thn rad th quot aloud to th class. Lvl * Tim ı0 ı5 minuts Prparation Writ th quot on th board. Photocopy th sam quot. S Box ı.2a. Studnts will nd to choos anothr quot from an acadmic txt. Background Whil studnts most oftn spak from a st of nots, thy somtims support a ky point with a quot which thy rad aloud. Procdur ı Divid th class into pairs and appoint on studnt as A, and th othr as B. Distribut th quot you hav chosn for analysis. 2 Th pairs rad th quot and discuss th gist of th txt. Encourag th studnts to shar thir undrstandings of th txt and to ask qustions in ordr to clarify unfamiliar vocabulary. 3 Introduc symbols which studnts can us to indicat how th txt should b rad aloud. Dmonstrat ths so that th studnts undrstand th function of th symbols. At this stag in th activity, focus only on chunking, pausing and strss. S Box ı.2b. 4 Rfr to th quot on th board and rad it aloud to th class. As you rad, ask Studnt A to not th words that you groupd togthr, th placs whr you pausd for a short tim and for a longr tim. Studnt B listns for th syllabls which you strssd. Thy should mark thir copy of th quot to dmonstrat ths faturs of spokn languag. 5 Draw on thir obsrvations to mark th quot on th board and invit th class to join you in a chorus rading of this txt. S Box ı.2c. 6 Ask th pairs to find anothr quot that thy want to rad out in support of a ky point in a prsntation. Thy now us similar symbols to mark this quot and practis rading it aloud. Offr fdback and support as thy practis. 7 Finally, th pairs mmoriz thir quot and togthr prsnt it to th class. Allocat points for chunking, pausing and strss and hav a small priz for th bst prformanc. 11

4 Communicativ Activitis for EAP Box 1.2a: Managing mploys Managrs know that popl mak th critical diffrnc btwn succss and failur. Th ffctivnss with which organizations manag, dvlop, motivat, involv and ngag th willing contribution of th popl who work in thm is a ky dtrminant of how wll thos organizations prform. Institut of Prsonnl and Dvlopmnt ı997 From Communicativ Activitis for EAP Cambridg Univrsity Prss 20ıı PHOTOCOPIABLE Box 1.2b: Symbols for oral pronunciation Symbol Maning Undrlin ths words Chunk ths words togthr / Short paus // Long paus ˇ ˆ Bold syllabls Rising pitch Falling pitch Strss ths syllabls Box 1.2c: Analysd quot Managrs know / that p opl mak th cri tical diff rnc // btwn suc css ˇ / and fail ur ˆ. // Th f fc tivnss with which organizations man ag, ˇ / d vl opˇ, / mo tivat, ˇ/ in vol v ˇ / and n gag th will ing contri bu tion / of th p opl who work in thm / is a ky d tr minant / of how wll thos or gani za tions pr form ˆ. Follow-up Choos a diffrnt quot and writ it on th board. Ask th class to suggst th strssd and unstrssd syllabls, th placs for pausing and th words that ar groupd togthr. Mark ths on th quot. Now rad th quot aloud, and ask th studnts to not th rising and falling pitch of your voic. 12

5 Spaking Us symbols to mark ths faturs on th quot. S Box ı.2b. Finally, invit th class to participat in a chorus rading of th quot. 1.3 Fish bowl Skill Infrring manings from non-vrbal communication Outlin A small group of studnts ar satd in a circl insid th fish bowl and othrs sit on th outsid of th circl looking into th fish bowl. It is thir job to mak obsrvations about what is going on in th fish bowl. Lvl * Tim minuts Prparation You will nd a short vido xcrpt of a group of popl discussing a topic (two or thr minuts). Entr panl discussion into an onlin sarch ngin and choos a topic of intrst to your class. You should also prpar a numbr of qustions for small-group discussion. S Box ı.3a for suggstions. Background In all culturs, mssags ar communicatd through non-vrbal communication. Th sam body languag may hav diffrnt manings in diffrnt culturs. Procdur ı Point out to th class that in spokn languag, words communicat only a part of our mssag. Body languag and ton of voic also contribut to our maning. You could dmonstrat this by saying somthing vry complimntary to th class, but us body languag and a ton of voic to signal that you ar sad or angry. Thn ask th studnts to nam th body languag and vocal signals that communicatd your mssag. Did thy bliv your words or your non-vrbal communication? 2 Introduc th short vido xcrpt by providing th topic for discussion and a littl background about th spakrs. 3 Show th vido with th sound turnd off. Ask th studnts to obsrv th body languag of th participants. Thn show th vido with th sound. For both showings, us th qustions in Box ı.3a as a guid for class discussion. 4 Divid th class into groups with four or fiv studnts in ach group. You will nd an vn numbr of groups. Eithr provid a diffrnt discussion qustion for ach group or invit th groups to dtrmin thir own qustion. S xampls of qustions in Box ı.3b. Group mmbrs could tak on diffrnt rols,.g. a group ladr, an xprt in th fild, a 13

6 Communicativ Activitis for EAP journalist, an acadmic. Allow tim for th groups to dcid on thir rols and thn to discuss th qustion brifly. 5 Nxt, ask th groups to practis discussing without spaking. Thy should us body languag to r-nact thir discussion from Stp 4. 6 Ask two groups to join. Firstly, th studnts inform ach othr of th qustions to b discussd. Thn Group ı sits insid th fish bowl facing ach othr in a small circl, whil Group 2 sits around th outsid, looking in. Now ask thos in th fish bowl to discuss thir qustion using body languag only. 7 Th studnts on th outsid mak obsrvations about th body languag of th spakrs. Thy thn rport thir obsrvations to Group ı. S Box ı.3a for a list of obsrvation qustions. 8 Group ı now conducts thir discussion with th sound on. 9 Allow a fw minuts for th groups to discuss how accurat thy wr in intrprting th mssags. Thn ask th groups to swap positions in th fish bowl and rpat th activity from Stp 6. Complt th activity with anothr opportunity to discuss th accuracy of thir intrprtations. 14

7 Spaking Box 1.3a: Obsrving body languag Viwing without sound What do you think ach participant is talking about? Who is infl untial in th group? Who ar th ladrs and who ar th followrs? What is th rlationship btwn th participants? What body languag snt you ths mssags? Viwing with sound How did th spakrs us body languag to nhanc thir vrbal mssags? Wr thr any instancs whn th body languag did not match th vrbal mssag? Box 1.3b: Discussion topics Why ar som markting campaigns succssful and othrs not succssful? What ar th bnfi ts/disadvantags of globalization? Should govrnmnts xrcis mor control ovr th banking systm? Why? / Why not? To what xtnt is human activity rsponsibl for global warming? What ar th bnfi ts/disadvantags of th jury systm? Follow-up In multicultural classrooms, xplor how diffrnt cultural groups us body languag to communicat. For instanc, how much prsonal spac should b lft btwn frinds, collagus, businss partnrs, mployr and mploy, or strangrs? How should a prson in businss grt a visiting businss prson? What ar th taboos? 15

8 Communicativ Activitis for EAP 1.4 Connctd spch Languag Making statmnts Skill Conncting spch Outlin Studnts ask and answr qustions and rflct on tchniqus for conncting thir spch through wak forms, liaison, lision and assimilation. Lvl * Tim minuts Prparation Dcid on a numbr of topics for a qustion and answr discussion and writ ths on th board. Th xampl uss topics rlatd to thics. S Box ı.4a. Procdur ı Ask studnts to work individually. Rfr thm to th discussion topics on th board and ask thm to choos on topic. Altrnativly, thy could choos a topic of prsonal intrst. 2 Th studnt has tim to think about th topic and thn dcids on a prsonal position in rlation to th topic. For instanc, th studnt may fl strongly about abolishing/rinstating th dath pnalty. 3 Th studnt thn writs a short statmnt outlining his/hr position. In th xampl in Box ı.4a, th studnt crats a position statmnt about acadmic intgrity. 4 Writ a sampl statmnt on th board and dmonstrat how to connct th spch. (S th xampls in Box ı.4b.) Rad th txt aloud and point to th sounds which ar linkd. Thn invit th class to rad along with you. You could also ask individuals or pairs to rad your sampl txt so that vryon undrstands what to do. 5 Still working alon, studnts analys thir position statmnts and mark th txt whr spch should b connctd. Encourag th studnts to rad thir sntncs aloud and offr assistanc as ndd. 6 Nxt, ach studnt chooss a partnr not ncssarily on who has chosn th sam topic. Thy writ out thir position statmnt minus th markings and giv this copy to thir partnr. Th first studnt rads out his/hr position statmnt, making sur to connct th spch as markd. Thir partnr listns and nots on thir copy which words wr linkd. 7 Th pairs compar th nots of th listnr with thos of th spakr. Thy thn swap rols. As you obsrv, you could call on individuals who hav mastrd th skill to dmonstrat to th class. 16

9 Spaking 8 Aftr both studnts hav prsntd thir position statmnts to thir partnr, provid an opportunity for th pairs to qustion and discuss th statmnts. Box 1.4a: Ethics topics Ethics topics Abortion Acadmic intgrity Animal rights Biothics Computr/IT thics Th dath pnalty Punishmnt Environmntal thics Euthanasia Gndr and sxism Povrty and wlfar Rac, racism and thnicity Sxual orintation War, pac and trrorism World hungr Sampl statmnt: acadmic intgrity All univrsitis hav an stablishd thical standard, but bcaus of th xplosion of information on th World Wid Wb, idas can asily b plagiarizd. Univrsitis should provid clar guidlins in th form of an acadmic cod of thics for all nw studnts. Box 1.4b: Tchniqus for linking spch Exampl an stablishd thical standard -n stabl sh-tth c l stand d idas and matrial ida-s n-matrial acadmic cod acadmi-cod World Wid Wb worl-wi-dwb Tchniqus for linking spch Wak forms (oftn pronouncd as / Liaison (a sound is introducd at word boundaris) Elision (th sound disappars) Elision (th sound disappars) Assimilation (th sound is infl uncd by a nighbouring sound) /) Cambridg Univrsity Prss ı997 17

10 Communicativ Activitis for EAP Follow-up Studnts rcord a small sampl of authntic spch. Thy transcrib th spch and mark th txt showing how th spakr has linkd th words with wak forms, liaison, lision and assimilation. TEXT MAKER Txt makrs draw on thir prior knowldg as wll as thir knowldg about gnrs to crat txts, mak intrtxtual links and xprss litral manings. 1.5 Tips and advic Languag Gnralizations Outlin This activity could provid a framwork for group spaking tasks. (i) Aftr providing a topic for discussion, groups dcid on a numbr of sub-topics. (ii) Studnts discuss th sub-topics and mak gnralizations. (iii) Th groups thn support thir gnralization with xampls. Lvl * Tim ı0 ı5 minuts for prparation plus 5 minuts for ach prsntation Prparation On th board, writ th gnralization signal words from Box ı.5a. Procdur ı Divid th class into small groups. 2 Tll th class that you want thm to prpar som tips or advic. Hr ar a fw topics thy could choos from: advic or tips for a hospital visit, advic about building a nw hom, tips for mployrs whn mting with mploys or a union rprsntativ, or cultural advic to a forign visitor. Th activity would work wll if studnts drw on thir acadmic background and if ach group had a diffrnt topic. 3 Firstly, th groups should brainstorm a numbr of subhadings. In th cas of cultural tips, for xampl, ths could b: food, customs, mannrs, traditions, languag or family rlationships. For hospital admission, subhadings could includ: pr-admission appointmnts, halth insuranc, ward routins, facilitis, catring, support for familis of th patint or mdical spcialists srvics. 18