Components of Effective Teaching (Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14) 1 The Teacher Personal and Professional Traits Roles Manager, counselor, motivator, leader, model, public relations officer, parent surrogate, facilitator, instructor 2 The Learner The child as a biological organism with needs, abilities, and goals; The social and psychological environment; Cultural forces of which he is a part . 3 The Classroom Activities are well organized Mutual sharing of responsibilities in maintaining a state of order and democratic living Pleasant and hygienic conditions prevail Physical environment Location, shape, size, construction of the room Furniture in the room Instructional supplies or resources for learning Provisions for lighting, heating, ventilating Acoustics of the room Provisions for sanitation, cleanliness, orderliness Intellectual Climate Patterns of behavior Interaction pattern Qualities of interaction Attributes that help learners think clearly, critically, and creatively Social Climate Autocratic – teacher centered Laissez-faire o Learner operates as an individual o Strives for recognition of his own achievement o Develops little regard for the rights & accomplishments of others Democratic o Goals are established by group participation o Teamwork is fostered o Teacher as a guide o Leadership is open to all Emotional Climate Emotional adjustment and mental health of learners 4 The Curriculum The blueprint or master plan of selected and organized learning content Actual implementation of plan through simulated experiences in the classroom Academic Curriculum Formal list of courses offered by a school Extra Curriculum Planned but voluntary activities sponsored by a school (sports, drama, social clubs) Hidden Curriculum Unplanned learning activities that are natural by-product of school life (how to cope with school bureaucracy, boredom, etc.) 5 Materials of Instruction Various resources available for teachers and learners which help facilitate instruction and learning Two-dimensional materials (any visual appearing to have height and weight) Flat pictures Graphics Three-dimensional materials (have depth or thickness in addition to h-w) Model Diorama Realia Puppets Mock-up Audio-recording materials (experiences of pure listening) Recordings Radio Projected materials (enlarged on a viewing screen) Still projection Motion Pictures Educational television 6 Administration The organization, direction, coordination, and control of human and material resources to achieve desired ends. o Seeing that all money is economically expanded and accounted for o Preparing the school budget o Selecting and purchasing school sites o Planning, erecting, and equipping school buildings o Operating the school plant and keeping it in an excellent state of repair o Selecting, training, and supervising teachers o Providing supplies, textbooks o Assisting in curriculum construction o Organizing and instructional program o Keeping the public informed of the aims, accomplishments, and needs of the school o Keeping school records and accounts Aspects or Dimensions of Individual Learning Style Biological Developmental-Sociobiological Preference Sound Light Temperature Design Perception Intake Chrono-biological highs and lows Mobility needs persistence Motivation Responsibility Need for structure Different Learning Disabilities Apraxia (Dyspraxia) The inability to motor plan or to make an appropriate body response Dysgraphia Difficulty writing, both in the mechanical and expressive sense, difficulty with spelling Dyslexia Difficulty with language in its various uses, not just reading Dyssemia Difficulty with social cues and signals Auditory Discrimination Trouble with perceiving the differences between sounds and the sequences of sounds Visual Perception Difficulty with the ability to understand and put meaning to what one sees Recognizing Learning Disabilities: (National Center for Learning Disabilities, USA) 1. difficulty with reading, wiritng, speech, and mathematics 2. difficulty with perception of time and space 3. concentration and attention problems 4. impulsive behavior 5. difficulty with short-term memory 6. socialization problems 7. difficulty with fine motor coordination 8. low self-esteem 9. difficulty with organization (Disabilities Association of America) 10. disorganization 20. inability to follow simple 11. easily distracted instructions 12. poor attention span 21. poor emotional control 13. overreacts to noise 22. difficulty remembering or 14. doesn’t enjoy when being read to understanding sequences 15. poor hand-eye coordination 23. chooses younger playmates 16. can’t make sense of what s/he hears or prefers solitary play 17. uses words inappropriately 18. hyperactivity 19. limited vocabulary Principle Components Activities 1. Educate the whole child Aspects of development: physically, socially, emotionally, ethically, and intellectually Challenge emerging interests, and abilities 2. Keep the program informal, flexible, and democratic Confidence in their power of achievement Ask questions freely Confer with other learners Share in planning activities Carry personal responsibility 3. Capitalize upon present student interest Teachers discover what interests and purposes students have Limited versus wide interests Praiseworthy purposes to promote educational growth 4. Let motivation be intrinsic Most moving incentives are those of real life Explore the new and the interesting Associate actively with other people Manipulate and construct things Compare opinions about important matters Express one’s self artistically 5. Make learning experiences vivid and direct Generalizations will be useless and mere verbalisms unless grounded on meaningful personal experiences The need to receive more concrete, interesting and meaning experiences Constant opportunities for: Motion pictures Radio programs excursions interviews service projects work experience Basic Principles of Successful Teaching at any Academic Level (Olsen, et al as cited in Principles & Strategies of Teaching by Acero, et al) Principles Components Activities 6. Stress problem solving, the basis of functional learning Ability of children to intelligently attack real problems Discover, define, attack, solve, interpret personal and social problems 7. Provide for the achievement of lasting student satisfaction Teachers put extra effort to make learning situations opportunities for students achieve something Offer genuine success, Personal satisfaction Opportunity for intellectual, social, and emotional growth 8. Let the curriculum mirror the community Learning situations reflect students’ community life Simulations Humanistic Teaching (…is non-threatening coupled with unconditional love) Principle Components 1. Emphatic Understanding Internal frame of reference Putting oneself in the place of another 2. Respect or non-possessive warmth Warm and total acceptance for another as a person Deep interest and concern for the development and welfare of students 3. Genuineness Real and not a mythical teacher Principles of Good Teaching Basic Principles of Today’s Teaching 1. Active Learning 2. Many Methods 3. Motivation 4. Well-Balanced Curriculum 5. Individual Difference 6. Lesson Planning 7. The Power of Suggestion 8. Encouragement 9. Remedial Teaching 10. Democratic Environment 11. Stimulation 12. Integration 13. Life-like Situation 14. Independence Children learn by doing. Learning should be gradual and continuous, not discrete. Motivation should be intrinsic and natural, not artificial. The child can best be educated as a whole, as a unit organism. Instruction should be adopted to individual needs. Education means improving the quality of learning. Learning depends upon the child’s ability. Teacher-student and inter-student relationships should be cooperative Learning comes through sense impressions. Natural social settings should constitute learning situations Writing Lesson Objectives Other terms for instructional objectives Performance Learner Behavioral Specific (objectives) emphasis on the student outcomes manifested in behavior Process objectives Focus on mental skills: observation, organization, categorization, evaluation, drawing inferences Enabling objectives Include task analysis: breaking a complex task into a logical sequence of steps to achieve the intended outcome Characteristics of Performance Objectives SMART Specific, Measurable, Attainable, Result-oriented, Reliable, Realistic, and Time-bounded, Terminal Taxonomy of Instructional Objectives Cognitive Knowledge Recall facts, concepts, and generalization Comprehension Check understanding of information learned Application Apply information in performing concrete actions (ex: writing, reading, handling equipment) Analysis Examine factual content in order to solve problems Divide information into component parts Utilize inductive and deductive learning Synthesis Bring to bear information from various sources to create a product, a pattern or structure (written, oral, practical) Evaluation Apply a standard in making a judgment on the worth or something (decision-making skills, action, design) Affective Receiving Show willingness to attend to a particular classroom stimuli in the learning environment Responding Require active participation based on the stimuli Valuing Display definite involvement or commitment toward some experience Organization Integrate a new value into their general set of values and give its proper place in a priority system Characterization by Value Act consistently according to the value and is firmly committed to the experience Taxonomy of Instructional Objectives Psychomotor Reflex Movements Occur voluntarily in response to stimuli Basic Fundamental Movements Has innate movement pattern from from a combination of reflex movements Perceptual Abilities Translate stimulus received through the senses into appropriate desired movements Physical Abilities Develop basic movements that are essential to the development of more highly skilled movements Skilled Movements Develop more complex movements requiring a certain degree of efficiency Non-discursive Communicate through body movement Mager’s Approach in Writing Objectives: Three Elements: 1. Performance / Behavior - refer to what the learner displays 2. Condition – refer to the circumstances under which the learner is able to perform or exhibit the learned behavior 3. Criterion of Success – standard against which the learner’s performance is evaluated for teachers to know whether or not the learner’s objective has been attained _______________ References 1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93). 2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp84-90). Methods and Techniques of Teaching EXPOSITORY VS EXPLORATORY STRATEGY (Notes from: COI Workshop – 2003, AdDU) Expository Strategy Exploratory Strategy Less delivery time Utilizes expositive strategies such as: o Direct teaching o Deductive proces o Teacher controlled method Less students involvement: Passive Active More delivery time Utilizes discovery strategies such as: o Inquiry teaching o Inductive process o Teacher facilitated methods High student involvement Active Interactive (Notes from: COI Workshop – 2003, AdDU) Expository Teaching What When to use Steps Expository or Didactic Method A telling method where facts, concepts, principles, and generalization ore stated, presented, defined, interpreted by the teacher, and followed by the application or testing of these concepts, principles, and generalizations in new examples generated by students. o When there is an immediate need of a relevant information to make students understand a part in the lesson o When information is not available and time can be saved by the teacher directly telling it o When an idea or principle can be best learned only by explanation o When the source material is not accessible to the students Expository Teaching of Concepts 1. Teacher presents concepts and definition 2. Teacher presents and links concept with related higher concepts 3. Teacher presents positive and negative examples 4. Students classify examples as either positive or negative 5. Students provide additional examples Expository Teaching Principles and Generalization Teacher states rules, principles and generalizations Teacher explains concepts with a principle or generalization Teacher presents positive and negative examples Students classify and explain examples, either positive or negative Students provide additional examples (Notes from: COI Workshop – 2003, AdDU) Expository Teaching What When to use Steps Demonstration Telling and showing method performed usually by a teacher or a trained student while the rest of the class become observers o When process is significant but apparatus need is limited o When school lacks facilities for every student o When equipment is too expensive, sophisticated, dangerous o When lesson requires skill in investigative procedure or technical know how 1 2 3 4 5 Preparation, motivation, clarifying objective Explaining concept, theory, process, Demonstration of correct process involved in a theory or performance Discussion/Practice Feedback on elements of process Transfer to “real” world Deductive Teaching Process of teaching that starts with a rule or general statement that is applied to specific cases/examples When pupils re asked to: o test a rule or further develop it o answer questions o solve problems by referring to laws, principles, and theories 1. Statement of the problem o State real life cases, situations, problems 2. Statement of a generalization or rule o Recall two or more generalizations, rule, definitions, or principle o Select one which will be the solution to the problem 3. Apply the rule 1. Test the rule to specific cases or problems 4. Further verification of the rule o Try our the rule using other examples o Determine the validity of the inference by consulting accepted authorities (Notes from: COI Workshop – 2003, AdDU) Experiential Methodologies : Exploratory What When to Use Steps Inductive Teaching ☺ An exploratory method of logic when one arrives at a fact, principle, truth, or generalization ☺ Studying: observing, comparing, many instances or cases in several instances to discover the common element and form of generalization ☺ Formulating conclusion, a definition, a rule, a principle or formula based on knowledge of examples and details ☺ When the rule, concept, truth, principle, or generalization is important enough to justify the time devoted to the lesson ☺ When the pupil has the ability to form and state the rule, principle, truth, or generalization by themselves through comparison and abstraction of instances 1 2 3 4 5 Preparation: o Set an apperceptive basis by reviewing old facts or lessons that can be utilized as background for the new o Motivate by arousing the need to achieve the objective o State the aim which may be in the form of a problem or goal statement Preparation = present specific cases, instances, and examples to the class Comparison and Abstraction = discover and identify the common elements among the specific cases Generalization = state the common element deduced from the specific instances/examples as a concept, a generalization, a rule, a definition, a principle, or formula Application = use the learned concept, generalization, rule, and principle in new situations. Discovery Teaching o Thoughts are synthesized to perceive something that the individual has now known before o Learner gets directly involved in learning Learning is a result of the learner’s own internalized insight, reflection, and experience. Deductive discovery: Presenting a main idea that can be checked against evidence Finding supporting evidences or examples for the main idea Stating why the evidence is supporting the main idea Finding other evidence or “proof” of the main idea Inductive Discovery: Presenting the following = specific examples, instances for observation, discussion Identifying attributes of the common elements Discussing the elements among given examples Stating the main idea based on the common elements Checking the main idea against new examples (Notes from: COI Workshop – 2003, AdDU) Experiential Methodologies : Exploratory What When to Use Steps Problem-Solving Method o Problem is a felt difficulty in a situation that needs to be removed o Problem solving is any purposeful activity that will remove a recognized difficulty or perplexity in a situation through the process of reasoning When the goal is: o To sharpen the power to think, reason, and create a new idea o To learn how to act in difficult situations o To improve judgments 1 Identification and recognition of the problem 2 Discussion of key elements of the problem 3 Statement of hypothesis/proposal of solution(s) 4 Collection and interpretation of related evidence(s) 5 Critical evaluation of suggested solutions 6 Verification of accepted solution(s): o If acceptable – use the solution to solve the problem o If not, prepare another solution Project Method A significant practical unit of an activity of a problematic nature carried on by students in a lifelike manner and natural setting. It may be construction, an employment, a problem, or a learning project o When problems in life situation exist o When learners initiate and impose the tasks on them o When time and materials are available o When there is a decided advantage over the other methods in meeting the needs o When training in cooperation, perseverance, open-minded, creativity is need. 1 Purposing = determining goals and activities cooperatively 2 Planning = deciding on the activities 3 Executing = carrying out activities 4 Evaluating = judging the finished projects/results against the goals Laboratory Method A set of first learning activities wherein the individual investigates a problem conducts experiments, observes processes, or applies theories and principles in a simulated setting o To cultivate students’ skills in the basic science processes o To enhance higher order thinking skills o To induct learners to scientific processes o Preparation = motivation, goal setting, orientation o Supervised work = working on the problem o Culmination = organizing findings o Reporting findings = communicating results Inquiry teaching Learners are confronted with a puzzling situation and are let to enter into investigative work to solve the problem o Step 1 = presentation of a problem/puzzling situation (by a teacher, class, learners themselves) o Step 2 = defining the problem (list questions) o Step 3 = Gathering and appraising information o Step 4 = Gathering information (answer questions) o Step 5 = Drawing conclusions o Step 6 = Evaluating (conclusions, answers to questions, thinking processes used0 REFLECTIVE TEACHING as Experiential Learning Cycle (Notes from: COI Workshop – 2003, AdDU) Reflective Teaching ☺ An on-going process that enables individuals to continually learn from their own experiences by considering alternative interpretations of situations, generating and evaluating goals, and examining experiences in the light of alternative goals and hypothesis ☺ A teaching approach that brings the individuals to continually learn form their experiences through thoughtful analysis of their own experiences, actions, decisions, beliefs in the light of alternative goals and hypothesis ☺ The act of teaching that focuses thought on certain phenomenon through inspection, introspection, and analysis Stages Instructional Activities 1. Concrete Experience Identify problematic situation 2. Observation & Analysis Observation: o Gather information about the experiences, beliefs, values, intentions, attitudes, feelings, and actions o Describe the experience in a multidimensional and comprehensive way Analysis: o Reflective analysis of the experience by individual and group o Examine both actions/outcomes 3. Abstraction Re-conceptualizaiton o Active and self-directed search for new ideas and new strategies o Reshape theories o Engage in creative self-definitional approach o Test assumption and new conceptualizations METACOGNITIVE TEACHING APPROACHES (Notes from: COI Workshop – 2003, AdDU) What A teaching approach where learners are trained to become aware of and exert control over their own learning by using metacognitive processes How Through the use of the following metacognitive processes Planning= deciding what my goals are and what strategies to use to get there Deciding = what further knowledge or resources I need Monitoring progress along the way = am I going in the right direction? Evaluating = when I have arrived; and Terminating = when the goals have been met Strategy Heuristic or Self-questioning Before = when you are developing the plan of action, ask yourself: ☺ What in my prior knowledge will help me with this particular task? ☺ In what direction do I want my thinking to take me? ☺ What should I do first? ☺ How am I reading this selection? How much time do I have to complete this task? During = when you are maintaining/monitoring the plan of action, ask yourself: ☺ How am I doing? ☺ Am I on the right track? ☺ How should I proceed? ☺ What information is important to remember? ☺ Should I move in a different direction? ☺ Should I adjust the pace depending on the difficulty? What do I need to do if I do not understand? After = when you are evaluating the plan of action, ask yourself: ☺ How well did I do? ☺ Did my particular course of thinking produce more or less than I had expected? ☺ What could I have done differently? ☺ How might I apply this line of thinking to other problems? Do I need to go back through the task to fill in any “blanks” in my understanding? Developing Metacognitive Awareness Knowing when you know ☺ Guide student in the use of reading, writing, and reasoning process ☺ Repeat successful experience with the process Knowing what you know ☺ What is known when you know ☺ Awareness of acquired knowledge and understanding Knowing what you need to know ☺ Subjects/concepts can be studied at multiple levels of sophistication ☺ Push boundaries of knowledge as far as one can ☺ Learning processes (reading, writing, reasoning) grow as the learner grows: o Becoming more selective as information becomes more dense o Becoming more creative in the blend of resources o Becoming more elaborative in the synthesis of ideas COOPERATIVE LEARNING STRATEGY (Notes from: COI Workshop – 2003, AdDU) A type of group work in which two or more students interact with the common goal or mastering specific academic materials. Two Essential Components: ☺ Cooperative Tasks ☺ Cooperative Incentive structure: o Students are encouraged and motivated to help one another to learn rather than compete against each other. o They are dependent upon the efforts of one another to achieve success. o They are rewarded on the basis of learning of all team members Sample Approaches: ☺ STAD – Student Teams Achievement Approach (Slavin) 1 Academic information are presented each week through verbal text. 2 Students are divided into learning teams or four members (heterogenous) 3 Team members help one another to master the academic materials using worksheets, tutoring, quizzing one another, and team discussion 4 Quizzes are administered weekly/biweekly and scored and each student is given improvement score. 5 Improvement scores exceed the student’s past averages 6 Individual improvement scores are added to give a team score 7 Team success is acknowledged through short newsletter containing the learning outcomes ☺ Jigsaw I (Dronson, etal) 1 Student is assigned to heterogenous study home teams 2 Academic material divided into clearly defined sections is presented to the students in text form 3 Within each team, one student is responsible for mastering a section 4 The teams split into specialist group, student responsible for section materials meets with corresponding students from other groups. 5 Each member of the specialist group helps one another in the same materials referred to as task specializations 6 Each student in the specialist group returns to his home team and teaches other members of the teams 7 Following home teams’ discussions are quizzes given individually DISCUSSION TECHNIQUES (Notes from: COI Workshop – 2003, AdDU) ☺ Panel – informal discussion of a topic by a group of four to six students led by a chairman. Each student gives a key opening statement about the topic. ☺ Symposium – more formal setting than a panel discussion points representing views of different people. ☺ Forum – similar to panel in which a group of five to six students take turns in discussion with the class topics on hand ☺ Round Table – five to six students seated around a table discuss a topic/problem among themselves and with the other class members ☺ Buzz session – four to seven students meet together to share each other’s opinions, viewpoints, and reactions without formal preparations ☺ Brainstorming – class members are tasked to share ideas regarding an issue, plan, or project. All suggestions are recorded. Decisions are made later by the whole class . ☺ Debate – formal “speeches” and rebuttal by sets of members of two opposing teams Simulation Discussion Techniques (Notes from: COI Workshop – 2003, AdDU) ☺ Role playing – class members are assigned or adapt certain roles simulating a situation ☺ Socio-drama – portrayal of special scenes from history or literature ☺ Jury trial technique – a simulation of court room procedure which engaged the students in research and a panel in the discussion of an issue CLASSROOM MANAGEMENT Definition: ☺ Administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils. (CV Good’s Dictionary of Education) ☺ Includes operation and control of activities (seating, attendance, use of instructional materials, classroom courtesies); requires planning and foresight. (Lardizabal, 1991) Management Techniques Aspects of CM Techniques Setting ☺ Clear all identified traffic routes ☺ Frequently used materials should be kept in readily accessible place ☺ Establish rules for every learning station in the room ☺ Arrange of pieces of furniture that facilitate easy movement, overall monitoring, visibility and accessibility ☺ Make explicit all procedures for getting, using and returning materials Instruction ☺ Maintain effective flow of pacing, momentum, and transition from one topic to another ☺ Observe effective techniques of questioning to maintain group alertness ☺ Promote cooperation and cohesiveness by holding students accountable for classroom incidents ☺ Ensure satisfaction and sense of progress and mastery through adjusting tasks and requirement to student’s capability level Conduct ☺ Prepare a “wish list” of desired behavior ☺ State rules as desired behaviors ☺ Limit rules to six ☺ Model and teach the rules ☺ Display rules publicly ☺ Apply disciplinary procedures consistently to all pupils ☺ Link disciplinary procedures to student’s inappropriate behavior ☺ Deal immediately with all appropriate and inappropriate behaviors ☺ Rewards fro appropriate behavior should be appealing to students ☺ Explicitly state and consistently apply punishments ☺ Check the deterrent values of penalties ☺ Provide parents copies of school rules and their consequences for violations ☺ Enlist participation of the principal and colleagues in the formulation and administration of school rules and in determining their positive and negative consequences ☺ Establish a conduct code ☺ Employ low-profile classroom controls Routine ☺ Identify daily activities that can be routinized to save time and effort ☺ Inform students why routines are established Climate ☺ Respect and value students as human beings ☺ Enforce freedom within reasonable limits ☺ Stress group cooperation and cohesiveness over competition ☺ Maintain an atmosphere of “freeing” rather than control Relationship ☺ Make every student in the class feel free s/he is valued ☺ Be direct and honest with students and encourage them to do the same ☺ Develop a sense of interdependence ☺ Be personally involved rather than alienated ☺ Sustain positive and constructive conversations with and among students ☺ Employ corrective measures without sarcasm and ridicule ☺ Employ communication that safeguard self-esteem, and convey respect ☺ Assist every student in building confidence ¬¬¬Reference: COI workshop Notes, 2003 Rules to Remember (Reference: Tchng Strat 1 by Alcantary et.al) RULE EXAMPLE Content words, usually stressed Nouns, verbs, adjectives, adverbs, Demonstrations: this, that, these, those Interrogatives: who, when, why, where, how Function words are usually unstressed Articles: a, an, the Prepositions: to,of,in,from,by,etc. Personal Pronouns: I,me,she,he,it,etc. Possessive adjectives: my,your,his,our,etc. Relative pronouns: who,that,which,what, etc. Common conjuctions: and, but, as, if, etc. Noun substitutes Verbs used as auxiliaries or helping verbs: be, have, do, will, shall, would, should, can, could, may, might, must. Note: These verbs are usually unstressed, even when they are used as principal verbs. However, when they come at the end of a sentence or when they are used in reiterative formulas, they are stressed. Most words with two syllables are stressed on the 1st syllable Dancer, river, person, holy, etc. Intensive- reflexive pronouns receive a stronger stress on the 2nd syllable Yourself, myself, itself, herself, himself, ourselves Phrases which end in a noun generally have the phrase stress on the noun I sent her a gift. His companion is Rico. You owe me a peso. The boys are playing basketball. Phrases which end in noun compounds, the phrase stress is on the 1st part of the compound. Miss Almazan is our English Professor. Please go to the post office. My brother is a truck driver. We have a kitchen table. Phrases which end with an adjective usually have the phrase stress on the adjective The test is difficult. All the children got scared. The rooms on the floor are dirty. Nora’s performance is excellent. In phrases where there are two items with primary stress, one of them, usually the 1st, is reduced to secondary stress. The adjective is given the secondary stress, while the noun gets the primary stress Mr. Garcia owns the new house. Your friend is a personable, young man. I found a gold ring on the table This pattern (^’)should be learned in contrast with another pattern, a sequence of primary-tertiary (‘^)found in “noun constructs” or compound noun. In “noun constructs”, both items may be nouns as bus stop, milk shake or a combination of an adjective and a noun greenhouse, freeway, shortstop. Phrases (^’) Constructs (‘^) English teacher (a teacher from England) hair brush (a brush made of hair) blue stocking (a stocking that is blue) grand father (a wonderful father) English Teacher (a teacher of English hair brush (a brush of for the hair) Bluestocking (an intellectual woman) grandfather (the father of one’s father or mother Pointers for Verse Recitation 1. Be clear. Speak so that every word is heard. 2. Vary the speed. Some parts should be faster than others. 3. Vary the tone of voice. Some parts should be matter-of-fact, some angry, some mock-serious, some tender, etc. 4. Vary the volume. Some parts should be louder or softer than others. 5. Recite intelligently. Do not recite mechanically at the end of lines regardless of the sense. 6. Decide what emphatic words are emphasize them. 7. Pause in appropriate places. Do not be afraid to keep the audience waiting. Give them time to ponder what has been said to speculate about what is to come. Pause before emphatic words, before and after direct speech, before any kind of climax Suggested activities to test the students’ proficiency in speaking: 1. Reading aloud to test pronunciation, stress, and intonation. 2. Short talks (with preparation) on topics chosen from a list or based on a picture. 3. Conducting an interview. 4. Role simulation (giving instructions, advice, etc.) 5. Role-playing with examiner and student each taking part. 6. Role-playing in typical situations. 7. Vocational exposition and demonstration (projects). 8. Giving appropriate responses in a series of situations. 9. Re-telling of a story read aloud by the examiner. 10. Giving appropriate instructions in a series of situations. Reference: Tchng Strat 1 by Alcantary et.al
Posted on: Tue, 19 Nov 2013 06:08:31 +0000
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