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Logically -extended responses Claudia Soria S .

3rd TEFL Conference 'Towards Modern English Teaching' . Logically -extended responses Claudia Soria S . Speaking scale. Communicability (40%). Presentation layout. Features of logically -extended responses Information-expansion tasks Benefits of information-expansion tasks

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Logically -extended responses Claudia Soria S .

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  1. 3rd TEFL Conference 'Towards Modern English Teaching' Logically-extended responses Claudia Soria S.

  2. Speakingscale

  3. Communicability (40%)

  4. Presentationlayout Features of logically-extended responses Information-expansiontasks Benefits of information-expansiontasks Final comments

  5. Features of extended responses

  6. What do you do onSaturdays? I gorunning in thepark in themorning for 25 minutes from 10 to 11 with a friend everySaturday but I neverrun in theevening. becauseitishealthy. because I loveit I thinkit’sthebestwaytokeepfit and then I do thehousework

  7. Type of information • Place (at thepark, inside) • Direction (tothepark, home) • Time (tomorrow, onSunday) • Frequency (always, never) • Manner (quickly) • Company (with my sister) • Reason (because I…) • Purpose (toseethesunset) • Opinion/ attitude (It’sawful, I loveit)

  8. Extended responses are… • Elaborationsorexpansions of ananswer; • Informationunits, providedifferenttypes of information; • They can be simple orcomplex and formallyexpressedbymeans of phrases, clausesorsentences; • Theyshould show a logicalprogression of ideas; • They are communicationunits and needtoadheretocommunicationprinciples: quantity, quality, relation (Grice’smaxims).

  9. Information-expansion tasks

  10. American EnglishFileStarterLevel.. File 7B page 67. Oxford: OUP Afteraccuracyactivities, chooseonequestion and askstudentstoexpandtheexpectedanswer.

  11. Write responses ontheboard • Try toorganizethem in a chart bydegree of complexity • Afterelicitingseveralchoicesforexpandinganswers, you can practicewiththeclassansweringtootherquestions and expandingthem. • Forthisunit, the final listwasorganized as follows:

  12. Extended responses What? ________ Where? ________ What time? ________ When? ________ Who…with? ________ (- ), but ________ Why? I’mgoingto _____ I likeit. I don’tlikeit. Because I always _____ I never _____ I haveto _____ I wantto _____ Opinion: It’s… good/ fun It’sgoingtobe.. exciting relaxing bad boring…

  13. Forthis particular activity, someexamples of performances in the oral test were….. I’mgoingtohave lunch with my familybecause I have free days. I’mgoingto do my homeworkthisweekendbecause I always do. I havetoworkthisweekend.I’mgoingtohave lunch alone. I’mgoingtosend e-mail thisweekendbecause I needtosendone e-mail an my mother. I’mgoingtogo shopping. I’mgoingtobuy a video game.

  14. Applications • Thisactivity can beusedin additiontoalmostanylesson plan. • Beginwithpractising a fewpossible extended answers and expandstudent’srepertoire in time. • Beginwith more simple expansions and progressto more complex / longerunits • Practicedifferenttenses. • Practice oral production as well as writtenproduction. • Checkcoherence at everypoint.

  15. Benefits of information-expansiontasks Itallowsforsystemrestructuring. Itis a tecniquethatpromotesfluencybymeans of chunking and automatization. Itis a techniquethat reduces anxietylevelsbyallowingstudentstoknowwhatisexpectedfromthem. Itpromotesself-study. Itis in accordancewith a competence-basedmodel of learningifconsideredpart of learningoutcomes

  16. Thankyou! Questions?

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