The title page input for this chapter looks at basic commands and sequencers, as well as theClassroom Language (comprehension gambits) that was introduced in Chapter 1.
The title page input for this chapter looks at basic commands and sequencers, as well as theClassroom Language (comprehension gambits) that was introduced in Chapter 1.
One problem with giving instructions is identifying the relevant terms. As in"Tell me about it" (Chapter 7), this chapter introduces its topic by asking the students to "dictate" pictures to each other. Having done this before (Chapter 7), students are now aware of the problems, so this activity establishes some more useful "keywords" which students have to write in the correct places on the page.
This can be useful as a reference point for further activities in this chapter, so it will be worth the time spent making sure that students understand these terms, including the difference between "left of centre" and "left centre". The latter term indicates the centre point of the left side, though teachers might well have a better way of expressing this!
Having established some agreed terms for locations on a plan, students now "dictate" their pictures to each other, using those terms. Simple authentic shapes (road signs) have been chosen for this activity, but this doesn't mean that it will be simple to carry out, and as always it is essential that the whole interaction (even the expression "I don't understand") occurs in English.
Basic instructions in the context of giving directions. Having read the instructions to each other, and having comprehended their partner's instructions, students make their own for the remaining empty spaces, and tell them to each other.
Once more, the aim is to supply simple, clear guidelines, which the students can use in relevant situations, and which they know will be effective and unambiguous.
Hopefully the students will have been using comprehension gambits since the first lesson, and will therefore be familiar with "One more time, please" etc. The checking gambits given here ("Are you with me?" etc.) might not have been used so much, and so could need some looking at. If the students use these consistently throughout the following activities however, they will soon get used to them.
Otherwise the main problem here is in the "paper-folding" vocabulary ("Fold", "Crease", "Turn over"), which is usually new to the students. Pictures are supplied so that students can check progress, but the "paper-folder" should be encouraged to close his/her book, and to rely on his/her listening skills, using the comprehension gambits for repetition and confirmation.
The basic language is the same here, and students should still be actively using the comprehension checkers and gambits. Student A has to make his/her own instructions in this version of the activity, and this can be difficult with this particular shape, which needs folding and refolding. Hints are therefore given, as well as suggested instructions, on the "What did you say?" page, where "squash" and "zig-zag" appear!
As a follow-up, students can be encouraged to tell each other how to make origami shapes which they know. There are also some more "What did you say?" activities in the "Extra Activities" section.
Students ask for and give instructions and discuss details of domestic flights in Korea, finally engaging in free talking about travel in Korea.
Instructions are given a practical emphasis, as students tell each other to perform some physical actions. All these exercises have a factor of being comprehension tests, and students can see for themselves that they are communicating effectively, and that their instructions are producing results.
The application of the content of the chapter gets more difficult as students are asked to describe the stages of mailing a letter and of making a phone call from a public phone. There will be quite a bit of unknown lexis here, so the teacher can either help out from the start, or ask anyone who does complete the activities with ease, to help their classmates.
Sequencing of events is also looked at, preparing forChapter 11 ("What happened next?"), and monitoring students' ability to describe actions in order. This is kept at a basic level, only requiring simple sentences with connectors at the beginning of them.
In groups, students first build upon the activities of the previous two pages by choosing an action and discussing how to give instructions for performing that action. Having brainstormed and made notes, students can be asked to write those instructions for homework.
Free Talking about "Religion/beliefs" - topics on which many students will hold interesting opinions, but also topics which need a level of expression which might be above them. However, it will be worth the effort, and students should be better equipped now to take on this task. If they can see that they are actually managing to communicate some of their deeper thoughts, then their confidence can only improve.
Next Chapter of the Teacher's Notes
Links to the Students's Book
Contents | 1 | Skills | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Extra
Tell Me More - Task-based Conversation Activities
By Andrew Finch and Hyun Tae-duck
http://iteslj.org/t/tmm/