Oral Communication A Name: Teacher: PhD Candidate, MA ELT ...winjeel.com/blog/wp-content/uploads/2015/03/CourseInfo_Sem1_20… · Text: Howrey, J. (2016) OCA Handbook. NEEC. (from

OCA Sem1, Page 1 of 40

Oral Communication A Name: Semester 1, 2016. (10301-004/5 & 10306-004/5) Mon, Wed, Fri, Rm, L13 (LL4)

Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc Contact: [email protected] (Don’t use mobile email); Twitter.com/winjeelelt; http://winjeel.com Text: Howrey, J. (2016) OCA Handbook. NEEC. (from Asano Books) Materials required: Notebook, small pocket notepad (for vocabulary notes), computer (at home).

Wk Date Content (subject to change) Homework 1. 6 Apr Unit 1. Meeting people 1. Review and preview 2. 11 Apr Unit 2. Family vocabulary, conversation 3. 18 Apr " strategies, pronunciation, 4. 25 Apr Unit 3. School and English education and topic articles. 5. 2 May " 2. Prepare possible answers 6. 9 May Unit 4. Friends and relationships for discussion questions. 7. 16 May " 3. See latest homework 8. 23 May Unit 5. Crime and punishment details at Winjeel.Com > 9. 30 May " Oral Communication > 10. 6 Jun Unit 6. Environment Homework > OCA. 11. 13 Jun " 4. Enjoy life 12. 20 Jun Practice presentation preparation 13. 27 Jun " 14. 11 Jul Practice presentations. Conversation tests 15. 18 Jul Conversation tests

NB: You may forfeit some of your marks if you miss an assessment

Contents About .......................................................................................................................................... 2

Personal Goals ........................................................................................................................ 2 If you have problems… もし問題があったら… ................................................................. 2 Assessments 評価方法 .......................................................................................................... 2 How to pass this class ............................................................................................................. 3 Practice 練習 .......................................................................................................................... 3

Conversation Structure (generic) v2 .......................................................................................... 4 First Day Bingo .......................................................................................................................... 5 1st Day Find Someone who… (intermediate) ............................................................................. 6 Classroom vocabulary ................................................................................................................ 7 Choosing a News Topic ............................................................................................................. 8

Example of checking vocabulary ........................................................................................... 9 Pronunciation Activities ........................................................................................................... 10

Pronunciation Practice: Japanese Names ............................................................................. 10 Join the dots: Introduction to IPA ........................................................................................ 11 Phonetic crossword .............................................................................................................. 12 Letters and Numbers dot to dot ............................................................................................ 13 English Intonation ................................................................................................................ 17 Sounds English ..................................................................................................................... 17

During speaking tests ............................................................................................................... 18 Pronunciation In Use ................................................................................................................ 18

Unit 5 Vowels ....................................................................................................................... 19 Unit 6 Vowels ....................................................................................................................... 21 Unit 28 Syllables .................................................................................................................. 23 Unit 29 Syllables .................................................................................................................. 25 Unit 44 Intonation: Old & new information ......................................................................... 27

Speaking test 0. Meeting People .............................................................................................. 29


Speaking test 1. Family ............................................................................................................ 31 Speaking test 2. Education ....................................................................................................... 33 Speaking test 3. Relationships .................................................................................................. 35 Speaking test 4. Crime ............................................................................................................. 37 Speaking test 5. Environment ................................................................................................... 39

About Personal Goals Write in your personal goals you’d like to achieve in this class. Use your ideas for 5&6

1. For pronunciation.

2. For fluency

3. For listening

4. For class participation

5.

6.

If you have problems… もし問題があったら… A moment of shame of asking a question prevents a lifetime of not knowing (and on-going shame). A western view is that if you don’t ask, you don’t learn; and that there is no shame is asking a question. 聞くは一時の恥。聞かぬは一生の恥。西洋の観点ではもし尋ねなければあなたは学ばないと考えられ

ています。質問をすることは決して恥ではありません。

Assessments 評価方法 Note: Because I have over 250 students, in many classes doing various courses with different assessment schedules, it is difficult for any teacher to keep track of each student. So it is important that you submit all work on time, otherwise please e-mail me in advance or bring a medical certificate to the next class if you have problems 注意: 私には 250 人以上の担当学生がおり、いろいろなコースを教

え、異なった評価日程を行っている為、各学生の動向をおさえるのは非常に困難です。その為、あな

た達は提出期限通りにすべての課題を提出する責任があります。 (もし病気で提出期限に間に合わな

かった場合はあらかじめ、私にメールするか、次のクラスに医師の同意書を持って来てください)。

1. Homework & prep’ 15% 2. World plaza 10% 3. Bi-weekly speaking tests 15% Preparing homework pages for each unit.

Regular attendance to the world plaza. At least weekly.

Done usually on Friday at the end of each unit / topic. Submit self-reflection handouts on Mondays. 3% each for units 2-6.

4. Language lab 25% 5. Final report 25% 6. Conversation test 10% Must pass both mid-term and final exams. Failing this is an automatic fail for OCA.

Must submit on or before the due date. Failure to submit on time is an automatic fail.

For 5-8 minutes each pair. Tests your ability to interact, pronunciation, intonation, conversation strategies, etc.

Plagiarism (盗作) is not tolerated and you may receive 0%. You must actually do the task, no copy & pasting or academic dishonesty. Communicative ability is much more important than grammar. You need to communicate your ideas effectively using either writing or speaking. コミュニケーション能力は文法を学習するだけより

はるかに重要です。書いたり話したりする能力を使って有効にあなたの考えを伝える必要があります。


How to pass this class It is really easy to pass (if you try).

Come to every class. すべてのクラスに出席

してください。 Review and preview every class. 毎クラス予

習復習をしてください。 Practice speaking in every class. スピーキン

グの練習を毎クラスしてください。 Ask questions (I like answering questions). も

しわからないことがあれば恥ずかしがらず質

問してください。質問は大歓迎です。 Have fun. 楽しんでください。 Also, build up your vocabulary. Get a little

notebook (see right) and write in some interesting words, expressions and sample sentences each week during class. Research shows that this is a very good learning strategy (McCrostie, 2007).

また、語彙を増やしてください。小さいノート(上記写真)を購入してください。そして、毎週、授業

中に出会ったいくつかの興味深い単語、表現方法、

例文を書いてください。研究では、これが非常に

良い学習方法であることを示しています。 McCrostie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61(3), p246-255.

Practice 練習 Research by Hato (2005, cited in Fukuda & Yoshida, 2013) reports that on average, Japanese high school students graduate with only 920 hours of English lessons. However, most Japanese people need between 2,000 to 5,000 hours of study to attain basic proficiency of English (Nakashima, 2006, cited in Fukuda & Yoshida, 2013). So, 90 minutes a week for 14 weeks (each semester), which is only 42 hours per annum, will not make you into a native speaker. You need to practice using English in class, and outside of the classroom. Use the audio material that came with your textbook, look for interesting and simple news articles on http://www.japantimes.co.jp/ and http://bbc.co.uk websites, and also listen to podcasts. 羽藤の研究（2005 年福田&吉田 2013 年の引用）によると、日本の高校生は 920 時間の

英語の授業を受けていることになる。しかしながら、基礎的な熟達に到達する為には日本人のほとん

どは 2000 から 5000 時間の勉強が必要とである。(中島 2006 年、福田＆吉田 2013 年の引用)。従って、

1 学期 14 週間 1 週間 90 分即ち、1 学期 42 時間ではネイティブスピーカーになりません。教室外でも

英語を練習する必要があります。あなたの教科書についている CD を聞いたり、

http://www.japantimes.co.jp/ and http://bbc.co.uk の興味ある簡単なニュース記事をさがしたり、ポッドキ

ャストを聞いたりしてください。 Fukuda, S., and Yoshida, H. (2013) Time is of the essence: factors encouraging out-of-class study time. ELT Journal, 67/1, p31-40.


Conversation Structure (generic) v2 1. Meet & greet

A: Shall we chat? B: Sure. | Sorry, I’m about to talk to him/her there. | A: Great / ok.

A&B: Morning / Afternoon / Hello / Hi

2. Small talk

A: How are you? / How are you doing/going? | B: Yourself?

A&B: I’m ________. / I’m doing / going __________.

fine, good, great, alright, ok, sleepy, tired, exhausted…

A: That’s a nice [shirt you’re wearing].

B: Thanks. I got it [from Gap]. And those are nice [ear rings]

A: …

Monday: Q. How was your weekend? A. (tell a story of all the interesting things you did)

Any day: How is your day so far? A. It’s ______. (tell a story of all the interesting things you did)

Any day: What’s new(s)? A. Well, ______. (tell about anything new in your life)

Tues, Wed, Thur: How’s your week going? A. It’s going _______. (tell a story of all the interesting things you did)

Thur, Fri: How was your week? A. (tell a story of all the interesting things you did)

Fri: Do you have any plans for the weekend? A. (tell a story of the things you hope to do)

3. Transition to the main topic (choose one)

A: Anyway, have you heard about… (news story, or interesting fact, etc) B: I saw something about it on Twitter. | No, what’s that about? A: [explain > main topic] A: Changing the topic. Have you read the article Andrew gave us about [theme]? B: Yeah, I did, but I don’t quite understand it. What did you get from it? A: [explain > main topic] A: I’d like to ask you about something. Do you know anything about [topic]? B: Not really. What? | Yeah, I know something about it. Why? A: [explain > main topic]

4. Main topic discussion Key roles of person B: student, doubter, advocate, devil’s advocate (opponent) And see Conversation Gambits, Unit 63 Mini Conversations

5. Wrap up (end) Excuse: Time is getting on, I have to get going.

Sorry, but I really must get going.

Respond: It was nice talking to you. / It was nice catching up with you. / Catch you later.

6. New partner Q. Err… excuse me. Can we chat? A. Sure (go to No.1).

Compliment


First Day Bingo A: Hi, I’m [name] . How are you? B: I’m [good]. I’m [name] . It’s good to meet you. A: Yeah, it’s good to meet you too. So, tell me, [intro question]. B: [answer] A: Anyway, let’s do this handout. Have you…?*

B: Yes, I have (+ extra info) write name ( 名前書きます )

?? Oh… umm… I don’t remember don’t write name ( 名前書きません )

½ ? I don’t think I have, but… don’t write name ( 名前書きません )

x No, I haven’t, but… (I want to…) don’t write name ( 名前書きません )

A: How do you spell your name? B: T-A-N-A-K-A A: ‘p’ or ‘d’? B: No, ‘t’ for ‘tomato’

A: Thanks. Catchya’ later. B: No problem. Seeya’. Write a story in English * write > written

Eat Vietnamese noodles * eat > eaten

Speak to a non-Japanese person

Drink coffee Go to Korea

Make pizza Drive a car Draw pictures on a computer

Ride a motorbike

Use a computer

Play cricket Sing an song from another country

Go hiking Meet a famous person

Sing enka

Drink Korean green tea.

Read English news

Listen to Kpop Read English novel

Be overseas

Use Twitter Wear a kimono * wear > worn

Do yoga Use FaceBook Go ice skating

Like = ~好きですか; do (yoga) = ~ヨガはしますか; have (an iPod) = [iPod]はありますか Sing = ~歌う; make (pizza) = ~ピザは作りますか;

Intro questions: Where are you from? …about your family. What do you enjoy doing on the weekends?

What kind of music / movies do you like?

(anything)


1st Day Find Someone who… (intermediate) A: Err… Excuse me. How are you? B: I’m … A: Can I ask you a question? B: Of course. A: … (smile) B: … (give a loooooong answer) A: (+ one more question: Who, What, When, Where, How, Why, Which…) B: … (give a loooooong answer)

Write one name and extra information for each. Do you know a famous person? Example: Yuki Tanaka. She knows Sakana-kun. She met him in a supermarket. He was buying fish for dinner. Now, they play badminton together.

Do you know an English children’s song?

Can you touch your toes? Have you been to an Utada Hikaru concert?

Do you need English for business communication?

Do you have a plan for the summer holidays?

Have you ever eaten Korean food? Do you like to meet friends on Saturday night?

Do you like watching motorsports in your free time?

Do you have a Lady Gaga CD?

When you are sad, do you sing? Do you have two brothers?

Do you think the teacher is handsome? Have you ever owned a pet?

Is fashion important to you? Have you cooked Thai food?

Have you played table tennis? Are you wearing anything pink?

Free time = ___________; Important = ____________; motor sports = ______________; Table Tennis = _________


Classroom vocabulary These phrasal verbs may be on the final exam vocabulary quiz. Please study these, and use them in class. From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms. OUP.


Choosing a News Topic “News is something that someone, somewhere, wants to suppress. Everything else is advertising” British author Lord Northcliffe.

Choose news articles that help develop into an intelligent person that are:

□ About an important social or political events

□ About issues or problems in society

□ That affect people’s lives (ie: political, business, economics, science, etcetera)

□ But don’t choose long, boring, or difficult stories. Please don’t choose sports or entertainment stories, or other stories that are not related to the well-being of the community or society.

Possible sources of news BBC: http://bbc.com/news; Huffington Post: http://www.huffingtonpost.com; The Guardian: theguardian.com; Japan Today: http://japantoday.com; Taipei Times: http://www.taipeitimes.com, and many others (Don’t ever rely on just one news source).


Example of checking vocabulary A larger and easier to read version is available on Winjeel.Com


Pronunciation Activities

Pronunciation Practice: Japanese Names When Japanese people say their names, they use Japanese pronunciation style, which is almost impossible for a regular native speaker to understand. You should use English phonology to make it easier for non-Japanese to understand you. Example:

A: Hi, I’ve not met you before. B: Hi, I’m /murʌkʌmihʌɾuki/ A: Eh? Sorry? What? B: Oh, it’s /.hʌˡru.ki/ /.mu.rʌˡka:.mi/

a. What is the difference between the two ways to say the Japanese name?

b. What do these symbols mean?

1. ˡ 2. . 3. / / 4. ʌ

5. ɾ 6. r 7. : 8.

9. ә 10. ʤ 11. 12. tʃ

13. f 14. ɸ 15. j

c. Draw lines to match the IPA to the correct word

1. Fumika a. /ɸutɔn/

2. ふみか b./ˡfu.mi.kʌ/

3. futon c. /ˡæn.ʤru:/

4. ふとん d. /ɸumikʌ/

5. Takashi e. /ʌn:dɔɾju:/

6. たかし f. /tʌkʌʃ:/

7. Andrew g. /ˡfu:.tɔn/

8. アンドリュー h. /.tʌˡkæ.shi:/


Join the dots: Introduction to IPA


Phonetic crossword


Letters and Numbers dot to dot Japanese pronunciation of Roman letters is different to English pronunciation. Listen and repeat: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Which sounds different to Japanese? Now practice numbers: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 30, 40, 50, 60, 70, 80, 90.

What’s the difference between fourteen and forty?

Dot to Dot Listen to the teacher and draw one line, do not lift your pencil off the paper. Example: “Go from A1 to B6. Now go from B6 to E2. Then from… to…”

1.


2.

3.


4.


5.


English Intonation

強い

（遠慮した）ためらう、ちゅうちょする

漠然とした

挑戦的な

中立的な

From: Halliday, M., and Greaves, S. (2008) Intonation in the Grammar of English. Equinox. Practice:

1. I like it 2. I like cats 3. What did you say?

4. I think you’re cute 5. I lost my chicken 6. I love wombats

Sounds English Inspired from Nolasco, R. and Arthor, L. (1987) Conversation. OUP

This is my fox

Where is my fox?

/æ/

I love you

I lost my chicken

/w/

What’s the time

/ð/ (th)

I love wombats

Key Pronunciation. /ð/ needs the tongue to brush between the upper &

lower teeth /f/ & /v/ need the lower teeth brush against the upper

lip, /f/ is unvoiced, and /v/ is voiced. /m/ needs the upper and lower lips to press (mouth

closed) /æ/ is with the mouth and throat all open, and

voicing. /w/ is with the lips pursed, almost like in a kissing

position, and voicing.


During speaking tests Don’t sit and do nothing wasting time. DO something productive.

Prepare & practice for your own speaking test Review vocabulary for the quiz and final exam Review pronunciation handouts (for the final exam) Review conversation structure & small talk Review Cover to Cover 3 topics for the speaking test & final exam Review pages studied in Conversation Gambits for the speaking test & final exam Preview and practice the sample final exam, see Winjeel.Com > English Classes >

Oral Communication > Exam things. Do the Pronunciation In Use activities (see below). Put your name on the top of each

page you do. These will be collected.

Pronunciation In Use

From: Marks, J. (2007) English Pronunciation In Use, Elementary. Cambridge University Press. Example of how to find the audio file Olympus black players > Audio > Music >

Pronunciation in Use Ele > Disc A > 1-30

Track 30.mp3.

Small mp3 recorders > Folder 1 >

Track30.mp3.


Unit 5 Vowels Class: 004 / 005. Name: __________________ Student number: _____________



Unit 6 Vowels Class: 004 / 005. Name: __________________ Student number: _____________



Unit 28 Syllables Class: 004 / 005. Name: __________________ Student number: _____________



Unit 29 Syllables Class: 004 / 005. Name: __________________ Student number: _____________



Unit 44 Intonation: Old & new information Class: 004 / 005. Name: __________________ Student number: _____________


OCA Sem1; Page 29 of 40

Speaking test 0. Meeting People You will video record your small group presentations. You can record the whole group together, or just the presenter. It is really important that everyone’s voices are loud and clear, so keep the camera very close to the speakers. For the presentations:

1. Do not drop or break the camera.

2. Make sure there are no strong shadows on people’s faces, and there is plenty of light on their faces. Soft even light (like in the shade or on a cloudy day) is best.

3. Make sure there are no visual or audio distractions (no large posters, no loud trucks or people walking behind).

4. Before the first recording, do a sound check (make a short sample / test video) to make sure everyone’s voices are clearly heard, and check if the faces are clearly seen.

5. Keep the camera still while filming (brace it against your body or use a tripod).

6. Start the mini presentations with everyone’s name, or just your name and student number.

7. Each person should speak for 3 minutes.

8. Make just one video, otherwise it’s too hard for Andrew to know which video file he should watch.

9. When everyone is finished, watch the video again, and fill in the self-reflection form (on page 2).

10. DO NOT delete the video, give it and the self-reflection paper to your teacher. You need to return the camera, memory card, tripod / gorilla pod, and self-reflection sheet.

11. Have fun.

Self Reflection What I would do different next time.

What I did good / what I was happy with.


Self Reflection, 0 Class: OCA 004 / 005 (circle one)

Camera / recorder No.: __________

Name: _________________________________ Student number: _________________________ Date: ___________ Topic: ________________

Watch your mini-presentation and fill in this form below. The other people in my group were: _________________________________________________________ Did I… (tick or cross as appropriate. Use big and little ticks and crosses for ‘a lot’ and ‘a little’). start the video with my name and student number?

try my best, and use only English?

look at the audience when I was speaking?

give a lot of information?

explain things clearly?

talk for more than 2mins 50secs?

give interesting information?

sound interesting to other people?

have no distracting mannerisms? (I didn’t fidget much)

use clear pronunciation?

use meaningful intonation? (eg: Voice goes down at the end of your turn speaking)

ask questions?

use verbal cues (p4) when listening to other people?

use embedded questions (p6) when listening to other people?

backchannel (p7) when people asked me questions?

Transcript excerpt editing If you can’t find five things, ask a group member or partner for help. Five things I didn’t say/do so well How I would say/do it differently next time

1. [ : min]

2. [ : min]

3. [ : min]

4. [ : min]

5. [ : min]

Submit this paper to Andrew, and he will check your report and the video. Incomplete or late reports may receive 0%.

Scores from Andrew (not used for grading, just for your information only)

Pronunciation:

1 - - 2 - - 3 - - 4 - - 5 Low High

Intonation:

1 - - 2 - - 3 - - 4 - - 5 Low High

Overall communication:

1 - - 2 - - 3 - - 4 - - 5 Low High


Speaking test 1. Family You will video record your small group presentations. You can record the whole group together, or just the presenter. It is really important that everyone’s voices are loud and clear, so keep the camera very close to the speakers. For the presentations:



3. Make sure there are no visual or audio distractions (no large posters, no loud trucks or people walking behind). Be sure the camera is set on “People” or “Mountains”, not “Macro” or “Flowers”


5. Keep the camera still while filming (brace it against your body or use a tripod).

6. Start the video with everyone’s name and student number.


8. When finished, return to the classroom, watch the video, and fill in the self-reflection form.

9. DO NOT delete the video, give it and the self-reflection paper to your teacher.

10. You need to return the camera, memory card, tripod / gorilla pod, and self-reflection sheet.

11. Have fun.

Self-reflection What I would do different next time.





Name: ________________________________ Student number: ________________________ Date: ___________ Topic: ________________

Watch your mini-presentation and fill in this form below. The other people in my group were: _________________________________________________________ Did I… (tick or cross as appropriate. Use big and little ticks and crosses for ‘a lot’ and ‘a little’). start the video with my name and student number?

try my best, and use only English?

look at the audience when I was speaking?

give a lot of information?

explain things clearly?

talk for more than 2 minutes? (each person)

give interesting information?

sound interesting to other people?

have no distracting mannerisms? (I didn’t fidget much)

use clear pronunciation?

use meaningful intonation? (eg: Voice goes down at the end of your turn speaking)

ask questions to help someone explain their idea more.

use verbal cues (p4) when listening to other people’s presentations?

use embedded questions (p6) when listening to other people?

backchannel (p7) when people asked me questions?

use reporting strategies (p19-20)

Transcript excerpt editing If you can’t find five things, ask a group member or partner for help. Five things I didn’t say/do so well How I would say/do it differently next time

1. [ : min]

2. [ : min]

3. [ : min]

4. [ : min]

5. [ : min]

Submit this paper to Andrew. Incomplete or late reports may receive 0%.

Scores from Andrew (not used for grading, just for your information only)

Pronunciation:

1 - - 2 - - 3 - - 4 - - 5 Low High

Intonation:

1 - - 2 - - 3 - - 4 - - 5 Low High

Overall communication:

1 - - 2 - - 3 - - 4 - - 5 Low High


Speaking test 2. Education You will video record your conversation together as a group. It is really important that everyone’s voices are loud and clear, so keep the camera very close to the speakers. For the presentations:





5. You can use your smart phone’s audio recorder or voice memo






11. Have fun.

Self-reflection Include lots of information. What I would do different next time.



Self-reflection, 2 Class: OCA 004 / 005 (circle one)


Name: ________________________________ Student number: ________________________ Date: ___________ Topic: _______________

Watch your conversation and fill in this form below. You can get a copy of the video from Andrew.

The other people in my group were: __________________________________________________ Did I… (tick for good or cross for not good. Use big and little ticks and crosses for ‘a lot’ and ‘a little’).

prepare? try my best? use ONLY English? (including before and after recording the video) look at the audience when I was speaking? talk more than 2mins? (each person) have no distracting mannerisms? (I didn’t fidget much) explain things clearly? give interesting information? sound interesting to other people? use meaningful intonation? use clear pronunciation? (or less “katakana” pronunciation than before) research the correct pronunciation of key words? asked questions to keep the conversation going? give a lot of information? (in statements and answers) use verbal cues (p4) when listening to other people? use embedded questions (p6)? backchannel (p7) when people asked me questions? use reporting strategies (p19-20)? elicit more information (p31)? added emphasis to important words (p36)? use gratitude phrases (p43)?

Transcript excerpt editing If you can’t find five things, ask a group member or partner for help. Five things I didn’t say so well (grammar or pronunciation)

How I would say/do it differently next time

1. [ : min]

2. [ : min]

3. [ : min]

4. [ : min]

5. [ : min]



Speaking test 3. Relationships You will video record your conversation. It is really important that everyone’s voices are loud and clear, so keep the camera, microphone, or audio recorder very close to the speakers. For the presentations:





5. You can use your smart phone’s audio recorder or voice memo to also record.






11. Have fun.

Self-reflection 3 Include a lot of information and details. What I would do different next time.





Name: ________________________________

Student number: ________________________

Date: __________ Topic: ________________

The other people in my group were: ___________________________________________________

Watch your speaking test and fill in this form below. Did I… (tick for good or cross for not good. Use big and little ticks and crosses for ‘a lot’ and ‘a little’).

prepare and try my best? use ONLY English? (including when getting, setting up, using, and packing away the

camera) look at my partner(s) when I was speaking? give a lot of information and details? explain things clearly? talk with my group for more than 5 minutes (without needing to check the time)? give interesting information? sound interesting to other people? have no distracting mannerisms? (I didn’t fidget much) use clear pronunciation? use meaningful intonation? initiate and participate proactively? use verbal cues (p4) when listening to other people? use embedded questions (p6) when listening to other people? backchannel (p7) when people asked me questions? use reporting strategies (p19-20) elicit more information (p31)? use emphasis (stress & intonation, p36)? use gratitude phrases (p43)? Responding to news phrases (p48 & 50)

Transcript excerpt editing If you can’t find five things, ask a group member or partner for help. Five things I didn’t say so well (grammar or pronunciation)

How I would say/do it differently next time

1. [ : min]

2. [ : min]

3. [ : min]

4. [ : min]

5. [ : min]



Speaking test 4. Crime You will video record your conversation with your partner. It is really important that everyone’s voices are loud and clear, so keep the camera or microphone very close to the speakers. Please:











11. Have fun.

Self-reflection Include a lot of information and details. What I would do different next time.



Self Reflection, 4 Class: 004 / 005 (circle one)


Name: ________________________________

Student number: ________________________

Date: __________ Topic: ________________

The other people in my group were: ___________________________________________________

Watch your mini-presentation and fill in this form below. Did I… (tick for good or cross for not good, as appropriate. Use big and little ticks and crosses for ‘a lot’ and ‘a little’). Prepare and try my best? Use ONLY English? (including before and after the recording) Look at my partner(s) when I was speaking? Give a lot of information and details, and explain things clearly? Talk with my group for more than 5 minutes (without needing to check the time)? Give interesting information? Have no distracting mannerisms? (I didn’t fidget much) Use clear pronunciation? Initiate and participate proactively? important! Use topic related vocabulary? important! Use embedded questions (p6) when listening to other people? Use reporting strategies (p19-20)? Elicit more information (p31)? Use emphasis & intonation (p36)? Use gratitude phrases (p43)? Use responding to news phrases (p48 & 50)? Use agreeing & disagreeing strategies (p66)? Use asking for opinions strategies (p68)? Use buying time strategies (p70)? Avoid common errors like in the Editing Practice page?

Transcript excerpt editing

Five things I didn’t say so well (grammar or pronunciation)

How I would say it differently next time

1. [ : min]

2. [ : min]

3. [ : min]

4. [ : min]

5. [ : min]



Speaking test 5. Environment You will video record your debates. You can record it like a TV show panel discussion, or as like a town meeting. It is really important that everyone’s voices are loud and clear, so keep the camera or microphone very close to the speakers.











11. Have fun.

Self-reflection Include a lot of information and details. What I would do different next time.



Self-Reflection, 5 Class: 004 / 005 (circle one)


Name: ________________________________

Student number: ________________________

Date: __________ Topic: ________________

The other people in my group were: __________________________________________________

Did I… (tick for good or cross for not good. Use big and little ticks and crosses for ‘a lot’ and ‘a little’). try my best, and use ONLY English? look at my partner(s) when I was speaking? give a lot of information and details, and explain things

clearly? talk with my group for more than 2 minutes (without

needing to check the time)? give interesting information? have no distracting mannerisms? (I didn’t fidget much) use clear pronunciation and meaningful intonation? initiate and participate proactively? important! use topic related vocabulary? important! use verbal cues (p7) when listening to other people? reporting information strategies (p19-20)? elicit more information (p31)? use emphasis and intonation (p36)? use responding to news strategies (p48 & 50)? use sharing opinions phrases (p68)? use buying time strategies (p70)? use debating strategies (p76)? ask for clarification (p84)? use generalisations (p92)? tried hard to win the debate?

Transcript excerpt editing

Five things I didn’t say so well How I would say it differently next time

1. [ : min]

2. [ : min]

3. [ : min]

4. [ : min]

5. [ : min]


Debating strategies

Write five that you used, include the time stamp. 1.

2.

3.

4.

5.

Documents

Oral Communication A Name: Teacher: PhD Candidate, MA ELT ...winjeel.com/blog/wp-content/uploads/2015/03/CourseInfo_Sem1_20… · Text: Howrey, J. (2016) OCA Handbook. NEEC. (from