Wawa's Preteach monologue (Assignment 2 EPSY320)

Speaking activity: Pre-teach monologue (based on a lesson during TE):

Speaking activity: Pre-teach monologue (based on a lesson during TE) Assignment 2: Managing learning in the classroom Nurul Adhwa Ali

Purpose :

Purpose Teaching approach: pair/group work activity at the beginning of the lesson To build on students’ prior knowledge about the topic To incorporate students’ prior knowledge into the activity To encourage interactive talking To give opportunities in improving fluency During TE: To prepare a monologue & a speech To know the differences between monologue and speech To practice speaking for the oral test next month

Building on the prior knowledge of students:

Building on the prior knowledge of students By using the same or familiar texts like ones from literature components Topics or contexts that are related to the students Speaking activities throughout the year

Promotion of language learning through interaction:

Promotion of language learning through interaction Pair/group work: allows students to interact with each other Repetition: during pair/group work and whole class discussion

My TE:

My TE On Monday, my AT explained to the students that they need to prepare two speaking presentation: a monologue and a speech. Then, students were asked to discuss and share their points on the assignments with a friend ( pair work ). Time given was 10 minutes, then the AT moved to the next speaking activity. Students are allowed to ask any questions during the week and need to present these on Friday, the same week. These assignments were done as homework because the teacher wanted to do other speaking activities as to build students’ confidence and fluency. My AT usually used pair/group work activities because students are more energetic and eager to participate when completing the task together with their friends, especially for speaking activities.

Adaption from the observation:

Adaption from the observation Modelling: 1) by the teacher 2) by using media like video from Youtube . Here are the examples: http://www.youtube.com/watch?v=bfy28AlY-TQ http://www.youtube.com/watch?v=LHXpl2FiVQk http://www.youtube.com/watch?v=i3OK0KgXjmk Individual work: students write 3 points on how does a monologue look like. Pair/group work: students share points with their friend(s). Data collection from pair work: shared to the whole class and written on the board. Teacher can include her points as well like tone changes, colloquial language, eye contact

Practicalities in implementing the approach :

Practicalities in implementing the approach Youtube video: it’s interesting, there are variety of them as examples, students can google by themselves after the class. Individual work: to ensure that everyone has a point to say and reflect their own ideas based on the video Pair/group work/whole class discussion: students are required to communicate with each other and it helps them in getting more points from others Assignment distribution: only focus on monologue while speech production will be focused in the different lesson as to avoid confusion and workload.

Slide 8:

Time: students need more time to digest the information, write their own monologue, practice their presentation and build on their self-confidence. Monologue presentation: longer time for presentation as there are many students in one classroom, perhaps do it outside the lesson, state the time limit for the presentation, 2-3 students present everyday at the beginning/end of lesson or do 3-2-1 activity (acting time for everyone!). Literature: helps students to learn more about characters and remember the lines from the text that can be used in the exam ( eg : few students can make a monolgue from the same character but from different page, scene, act etc.)