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Oral
Practice for Large Upper-Intermediate or Advanced Groups
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In advanced level English classes discussions
are one of the most widely used oral activities. The problem arises when we have shy
students who do not like talking in front of the whole class. If we want them to speak, we
have to question them directly and even then, they utter only short sentences making it
difficult to judge what their fluency or accuracy would be in longer utterances.
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This does not preclude that organizing
discussions is useful if only to give our students oral practice. However the range of
oral activities must be wider if we want to meet all our students' needs and likes- such
as organizing a game where students must interact under the watchful eye of the teacher.
To remedy this situation I have developed an activity in which all students have to take
part and one in which "tongue- tied students" will find it easier to
communicate. This activity will enhance all students' fluency since it will force them to
speak in the target language for 30 to 40 minutes, and will make the reserved students
feel more comfortable.
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The material for this activity has been taken
from English magazines, such as Best , and Woman's Own , from "the
problem page" section, where troubled people write asking for a solution to their
difficulties. After looking through different magazines, I selected the letters that I
thought best suited my aims.
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Before the lesson the teacher has to make two
different sets of cards: Set A "problems," set B "solutions" from the
original letter and its corresponding answer. Each card must have a little glossary on the
back so that new expressions and vocabulary will not hamper the flow of the activity. I
know, from my own experience, that if students start asking questions about difficult
vocabulary on the cards, you will spend the whole lesson explaining the words, leaving
little time to fulfill our aim- namely, having our students interact in English for at
least 30 or 40 minutes.
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In the classroom, divide the students into two
equal-numbered groups, then give Group A, Set A "problems" and Group B, Set B
"solutions." The first step is for each student to read his/her card carefully
making sure s/he understands it with the help from the glossary on the cards. Secondly
each student has to act his/her role (group A: patient, group B: psychologist). The aim is
to find the "psychologist" who has the solution to his/her problem. To do so
Group A members walk around the class explaining their problems, using their own words and
rephrasing the content on the card, to the members of Group B who, for easier classroom
management, remain seated. The "psychologist" must listen attentively and ask
questions which will help him decide who his "patient" is.
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Once everybody has found the correct partner,
the two sit together to discuss the problem, particularly as to whether the
"solution" provided is appropriate and satisfactory to both parties.
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Follow-up: Each pair explains the problem and
solution and the rest show agreement or disagreement. Besides learning the new vocabulary,
each student in turns shares the new words and expressions with the other students. This
follow-up activity can take place the same day or one day after the game has been played.
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The teacher serves as the "monitor",
seeing that communication takes place. We take note of the most common mistakes, but
interfere only when there is lack of communication. After the activity has finished, s/he
will point out the mistakes and have the students correct themselves when possible.
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This is an activity I produced for my
upper-intermediate and advanced students, one that works well in large classes.
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This glossary is on the back of the game cards:
The letters (A to M), on the psychologist's and the numbers (1 to 13) on the patient's.
See below for examples of the cards and glossaries.
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A:
Help for our son
Our son Nigel is 17. In recent months he has seemed very moody and unhappy and though,
in the past, he has always talked to my husband and me if anything has worried or upset
him, he doesn't seem to want to now. Eventually he did tell me that there are several
matters on his mind and that he needs to talk them through with someone not too close, who
will take an objective view and help him to see things straight on. Of course this hurts
us, but if he needs help like this, I feel we should go along with his wishes. But where
should he go? Have you any suggestions?ANNE |
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A. MOODY: depressed, unhappy
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EVENTUALLY: in the end, finally
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CLOSE: near, intimate, involved
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13:
| Of course you and your husband are anxious to help Nigel, and would like him to
confide in you, but there are times when it is easier to talk things through with an
outsider. I suggest Nigel contact the National Association of Young People's Counselling
and Advisory Services, 11 Newarke Street, Leicester LE1 5SS (tel: 0533 558763). They'll
give him details of counselors qualified to help young people in his locality. I hope he
can resolve his problems, and that one day he'll be able to tell you what was wrong. |
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13. OUTSIDER: someone not part of a circle, or group
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B:
I can't get over him
My husband left me, and our two young children, seven years ago. He said that there wasn't
anyone else but we just weren't compatible. I really don't know how I've coped, but I've
struggled through and he has looked after us financially. Time and again I've begged him
to return, but he won't. I still love him so much, I know I'll never get over him or want
another man. But there are so many times when I feel miserable knowing that he won't come
back to me, and I dread the lonely years ahead.PENNY |
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B. TO COPE: deal with a task or a problem successfully
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TO BEG: ask for something anxiously
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TO DREAD: to be afraid of
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12:
| For some of us, there can only ever be one love in our lives, no matter how badly
things go wrong. You still love your husband and may never become involved with anyone
else in the future. However, it's important that you should build up a social life for
yourself, and develop a range of outside interests, so that you don't become too isolated
and lonely. Try not to dwell on the past, if you can, and concentrate on enjoying a
positive future. You can still do this without changing your feelings towards your husband
in any way. |
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12. RANGE: variety
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TO DWELL: live in (inhabit) a place
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G:
Will he ever be more than a friend?
I have a very deep relationship with a man and although it's not sexual I'd like it to be.
He's married, and his wife knows about our friendship. He had the chance to spend the
night with me once, but stayed in a hotel instead, saying he didn't want to put himself in
a situation he might regret. But he did give me a goodnight kiss which I really enjoyed. I
visit him at home when his wife's at work. But now I've been offered a good job in London,
which he says I should take. Should I go and ensure a secure future, or stay, hoping our
relationship will develop?ISABEL |
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G. CHANCE: opportunity
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7:
| There's no future in this relationship. Your friend is obviously flattered by the
attention of someone so much younger, but he's made it clear he doesn't want to become
sexually involved with you. After all, he's married and he doesn't want to jeopardise that
relationship. Have you ever wondered why he only invites you to his home when his wife's
out? It's not fair of him to lead you on- because that's what he's doing. I'm surprised
his wife is so understanding. She obviously feels you pose no threat to her. You have the
opportunity now to do something with your life, so you must go to London. If you stay
you'll only get hurt and will regret letting this chance pass you by. Once you move to
London you'll meet people your own age, and will wonder what you ever saw in him. |
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7. FLATTERED: pleased and made to feel important
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TO JEOPARDIZE: spoil, make worse
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TO LEAD SOMEONE ON: deceive
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M:
My husband is a failure
When I married, my husband was a manager in a well-established company and seemed to have
good prospects. We moved to a pleasant area, and bought a nice house on a new housing
estate. As the years have gone by, however, he has stayed in the same job while others
have been promoted to more senior positions. We seem to be stuck in a rut. Instead of the
larger house I'd hoped for, we've stayed in the same one. Our children go to the local
school and not to private schools as originally planned. My husband appears to have
accepted the situation, and has no ambitions for promotion or plans for bettering our
status. I feel totally let down, and can't understand why he's content to be a failure.JENNIFER |
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M. FAILURE: not successful
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IN A RUT: to be in a fixed situation
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TO LET SOMEONE DOWN: to disappoint someone
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1:
| You seem to give priority to the material things in life, rather than to happiness and
contentment in personal relationships. Living in a pleasant town, in a nice house, having
a family and a husband who seems secure in his job would, by many women, be regarded as
success and it does seem hard that you define your husband as a failure. He may not have
the job seniority you'd hoped for, or provided you with the status in society which you'd
have liked. But, if he had achieved them, there's no guarantee that you would both have
been happy. The pressures which accompany high positions can sometimes destroy families. I
think you have much to be grateful for. Perhaps if you begin to think of the things your
husband has given you, you many come to regard him as a success rather than a failure. |
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1. REGARDED: considered
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SENIORITY: higher in rank
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Speaking personally about private problems in
public (in the classroom) can be difficult. If you feel that any of the cards may be
embarrassing for your students, you can leave it out.
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3. Useful Expressions to write on the
blackboard.
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What's wrong with you?; Can l help you?; What
can I do for you?; What's the matter?; What's up?; Don't worry, You can trust me.; Take it
easy.; Tell me all about it, I'll try to help you.
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I'm in trouble; I've got a problem; I don't know
whether you can help me but.; Could you help me?; You see., This is very embarrassing, I
don't know how to start; Let's see., I'll try to explain myself, make myself understood.
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Each psychologist card has a letter on the back
which corresponds with a number on the patient card. Here it is:
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A-13, B-12, C-11, D-10, E-9, F-8, G-7, H-6, I-5,
J-4, K-3, L-2, M-1
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Up to 26 students can play this game, if there
are fewer, some cards can be left out. On the other hand, if there are more, you can
prepare two sets of cards and divide the class into two groups.
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Editor's Note: The original article displayed 26
cards, 13 representing patients and a corresponding 13 for the psychologist. (See
"Solutions" above.) Because of space limitations, we were able to present only a
sampling of the cards. The article itself is complete.
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R. M.
Serrano-S nchez is currently working at "Escuela Oficial de idomas de M
laga" where she has been a member of the English Department for over six years. |
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