writing and speaking skill
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Writing and Speaking Skills
Fidiyah Retno Wulandari 16716251024
Citra Kinanti Kayang 16716251028
Mulya Sari Bunaya 16716251031
OutlineWriting Skills Speaking Skills Resource-based Activity
1. Reason for writing2. Type of writing3. Traditional writing4. Current literature5. Levels of writing6. Audience7. Process-oriented
classroom procedures8. Writing environment9. Correcting written
work10.Feedback guidelines
1. Reason for speaking2. Communicative
language theory3. Characteristics of
spoken language4. Teaching pronunciation5. Current advice to
increase ‘intelligibility’6. Conversation analysis7. Features of speech8. Classroom implication9. Feedback learners
1. Type of activity to promote speaking skill
2. Communication games3. Example of
communication games4. Problem solving5. Simulation/role play6. Material requiring
personal respones7. Materials illustrating
tendencies/patterns of conversation
8. Materials to enhance academic speaking skill
Writing SkillsBy Fidiyah Retno Wulandari
Reference:McDonough, Jo., Shaw, Christopher., Masuhara, Hitomi. (2013). Materials and method in ELT. A John Wiley & Sons, Ltd. Publication : West Sussex, PO19 8SQ, UK
Reason for Writing
Different intention
Different way
Reason for
writing
McDonough, Shaw, & Masuhara (2013).
Type of Writing
Personal writing Public writing Creative writing Social writing Studty writing Institutional writing
Hedge (2005) as cited in McDonough (2013).
Traditional Writing
McDonough, Shaw, & Masuhara (2013).
Types of writing task
Orientation Teacher’s attention
Function
• Controlled sentence construction
• Free composition
• The ‘homework’ function
Product-oriented
• Sentence structure
• Spelling• Word choice• Paragraph
construction
Consolidating function
Current Literature
Written Product • Traditional writing +• Genre • Purpose• Socio-cultural factors
McDonough, Shaw, & Masuhara (2013).
Levels of WritingHandwriting, spelling, punctuation
Sentences, grammar, word choice
Paragraphs
Overall organization
McDonough, Shaw, & Masuhara (2013).
Audience
To other students
For the whole class
For new students
To the teacher
For themselves
To pen friends
To other people in the school
To people and organizations outside the school
If the school has access to a network of computers, many of these activities can be carried out electronically as well.
McDonough, Shaw, & Masuhara (2013).
Process-oriented Classroom Procedures
Communicating Crafting
Hedge (2005) as cited in McDonough (2013).
Writing Environment
Collaborative, interactive framework involving ‘Brainstorming’ a topic by talking with other students
Co-operating at the planning stage
‘Jigsaw’ writing
Editing another student’s draft.
Preparing interview questions.
Correcting Written Work
Schemes of teacher feedback Communicative quality
Logical organization
Layout and presentation
Grammar
Vocabulary
Handwriting, punctuation and spelling
McDonough, Shaw, & Masuhara (2013).
Feedback Guidelines
Teacher should Prioritize
Treat students as individuals
Be encouraging
Be clear and helpful
Avoid imposing their own ideas on students writers
Ferris (2003) as cited in McDonough (2013).
Speaking SkillsBy Citra Kinanti Kayang
Reference:McDonough, Jo., Shaw, Christopher., Masuhara, Hitomi. (2013). Materials and method in ELT. A John Wiley & Sons, Ltd. Publication : West Sussex, PO19 8SQ, UK
Reason for Speaking
Speaking is a skill that:
Enables us to produce utterances
Is used to communicate something to achieve a particular end
Plays a large part in making our students communicatively competent, both in english as a foreign and second language
Takes place in real time that allows very little time for the speaker to respond to the listener IF the flow of a conversation is to be maintained
Communicative Language Theory
Richards and Rodgers (2001: 161) offer the following characteristics of a communicative view of language: Language is a system for the expression of meaning
The primary function of language is for interaction and communication
The structure of language reflects its functional and communicative uses
The primary units of language are not merely its grammatical and structural features but its functional and communicative meaning
Characteristics of Spoken Language Motor-receptive speaking skills
Pronunciation, vocabulary, chunks and structures
Social and interactional skills
What and how to say things effectively in specific communicative situations
Teaching Pronunciation Drill correct pronunciation habits
Develop comprehensibility within fluency
Dalton and Seidlhofer (1994) stated that teaching pronunciation is to create examples for guidance not for imitation
Key aspects of pronunciation, teachers in theory could focus on:
Bottom-up (forming and hearing sounds as “intelligibly”)
Top-down (learner’s pronunciation a part of communicative approach)
Common Advice to Increase “Intelligibility” Individual sounds
Word stress
Sentence stress and rhythm
Intonation
Sound and spelling
Conversation Analysis General principles proposed by McCarten and McCarthy
(2010) that could be applied to expose the features of real conversation: Keep turns generally short, except for narratives
Allow speakers to react to the previous speaker
Do not overload speech with compact information
Include some repetition, rephrasing, fragmented sentence but maintain transparency
Keep speakers “polite” not confrontational or face-threatening
Burns (2012) Features of Speech
Spoken interaction often show these features; Ellipsis (incomplete utterances)
Use of conjunction to add information and achieve continuity
Very few passives
Replacing/refining expressions
The use of vague language
The use of pauses fillers
Classroom Implication A good speaking skills classroom have;
Learners who talk a lot
Participation is even
Motivation is high and,
The language is at an acceptable level
Thornbury (2005) promotes three key elements of teaching speaking, they are;
Awareness
Appropriation
Autonomy
Feedback to Learners
“How” and “when” to give feedback is sensitive
Correcting the learners during oral work will tend to restrain further those learners who are already very silent in class
It is also unhelpful to correct a student in mid-sentence
Teachers prefer to record spoken language mistake in writing and hand it to the students at the end of the class
Resource-based ActivityBy Mulya Sari Bunaya
Types of Activity to Promote Speaking Skills
Communication games
Problem solving
Simulation/role play materials
Material requiring personal response
Material illustration tendencies/patterns of conversation
Material to enhance academic speaking skill
Communication
Why games???Games are often a useful way of giving students valuable opportunities to use English, especially, although by no means exclusively, where younger learners are involved. Game-based activities can involve practice of oral strategies such as describing, predicting, simplifying, asking for feedback, through activities such as filling in questionnaires and guessing unknown information.
Games resources on promoting speaking skill:• BBC• British Council• Edutopia.org• Busyteacher.org • Etc.
Example of Communication Games Find The Partner
Prepare a small slip of paper for each student in your class. Each paper should have one word on it that goes with a word on another slip of paper. Fold the papers and put them into a hat. Each person then draws one slip of paper. On your word, students must circulate and talk to one another trying to find their partner.
Guess Me
Write one word or phrase on the paper, do not show it to the students. It can be the name of famous people, places, animal etc. Hide the word or phrase, give they only one clue then let students ask you any questions so they can finally guess the word or phrase.
Hide and Speak
Write several questions each on one index card or post-it note. These questions can be get to know you questions, comprehension questions or questions using current vocabulary words. Before your students arrive, hide these cards throughout your classroom. At the start of class, break your students into two teams. Explain that you have hidden cards throughout the room. On your word, students will search the room for the cards you have hidden. They can only pick up one card at a time. When a student finds a card, he must bring it to you and answer the question on the card. If he answers it correctly, he earns the card for his team. If he does not answer it correctly, he must get someone else from his team to help him find the answer.
Problem Solving Setting up the problem to raise students’ opportunities of communication
while working on the problem solving.
Example: Mishan (2010) gives the students the reading a mystery story about a man who was
found wandering on a seafront road in the South East of England. She uses a maze format in which students develop this story by choosing a plausible option for solving this mystery.
She gives two further examples of materials using problem solving principles. One of them involves the ‘Whodunit?’ genre, where the students have to solve a mystery that led to the death of a person. She makes use of a novel, an audio book and a film in giving clues as necessary. The main objective is to create motivations and opportunities for communication while working out the likely plot based on the character profiles. The other example involves the students in developing a web site (e.g. Wiki, Blog) to help future Erasmus European Exchange Program students to understand the host country and people in order to reduce the impact of having culture shock.
Simulation/Role Play Materials
Role plays require a situation, a profile of the people and an outcome for the interaction.
The students can have freedom in what they will say according to the given context or situation.
Role-play materials are often written specifically to get learners to express opinions, to present and defend points of view, and to evaluate arguments for which there is no one objective way of demonstrating the outcome as right or wrong.
Materials Requiring Personal Responses
Tomlinson (2011b) stresses the importance of materials being underpinned by learning theories and proposes a flexible text-driven framework in which engaging spoken or written texts drive the sequence of materials. The learning principles are include:•Provide extensive, rich and varied exposure to language in use.•Ensure affective and cognitive engagement to maximize the like-hood of intake •Facilitate hypothesis forming, trialing and revising•Provide opportunities to use the language for outcome-oriented output.
Materials Illustrating Tendencies/Patterns of Conversation Do teaching materials reflect what we have come to understand
about spoken interaction? (expression, polite/impolite)
Students should be natural when participating in conversations and discussions.
The ability to use some strategies or well-accepted spoken expression may be misinterpreted by other participants.
Materials to Enhance Academic Speaking Skill Students need to speak in an academic community. Examples of Materials:
Study Speaking (Anderson et al., 2004)
Bell (2008) language and skills necessary for oral presentation
Schmidt and Schmidt (2005) and McCarthy and O’Dell (2008) offer practice for useful academic vocabularies and expressions.
Reference:
McDonough, J., Shaw, C., Masuhara, H. (2013). Materials and method in ELT. A John Wiley & Sons, Ltd. Publication: West Sussex, PO19 8SQ, UK
britishcouncil.co.uk
busyteacher.org
Bbc.org
THANK YOU
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