2.8.
Communication Game -Debate – Interview- Extempore Speech
Communication
games
One
useful strategy to encourage language acquisition is using language games. When
using games in the classroom, it is beneficial for teachers to have a complete
understanding of the definitions of games, which usually are defined as a form
of play concerning rules, competition, and an element of fun. Teachers should
also consider the advantages of games:
·
the ability to capture students' attention;
·
lower students' stress;
·
give students the chance for real communication.
Teachers
need to assess how to use games appropriately in the classroom. It is important
to choose an appropriate time and integrate them into the regular syllabus and
curriculum. The following are some of the communication games that
can be used in classroom situation
Jazz
Chants
Write
rhythmic jazz chants that contain grammar and/or vocabulary that you are
reviewing. Have the students recite these and perform them with
clapping of hands and snapping of fingers. Here are some examples:
Have you
ever been to Rome?
No, I’ve
never been to Rome.
Have you
ever climbed that hill?
Yes, I
often climb that hill.
Have you
ever kissed a frog?
No, I’ve
NEVER kissed a frog.
Have you
ever told a lie?
Yes, I
once told a lie.
[Reviewing
use of “ever” and “never,” to avoid the common MISTAKE: “Yes, I’ve ever told a
lie.”]
Songs:
Using
the tunes of songs that your students know, write songs that use the vocabulary
and grammar of your lesson or unit. Some tunes you can use are:
Row, Row, Row Your Boat, Happy Birthday, Are You Sleeping, the ABC song (actually
this is Twinkle, Twinkle, Little Star) are tunes you can use
easily. An example is:
“Here is
Jim’s mother, and here is Jim’s father, and here is sister,
Kate. What a nice family!” to the tune of Happy Birthday.
Gossip: A message is whispered
to one student in a line and the second student whispers it to a third
student. The message is passed down the line. At the end, the
last student says the message aloud. The message has usually changed
quite radically and this is very funny. This game can be used to
practice pronunciation and grammar that is being reviewed.
Debates:
A
debate is a verbal argument that is conducted within a set framework. Debates
are common in both political and educational environments. People can disagree
with opposing views in a structured setting that gives all participants a
chance to present and defend their arguments as well as reach conclusions about
the arguments of their opponents.
Most
debates with a public audience center around a controversial issue that has
interest for the audience. Some debates have audience participation with some
questions posed by the audience to the debaters. Debates may involve one
participant against another or they may be in a team format. Basic debate
formats vary widely in terms of time limits for speeches, the order of speeches
and how arguments are presented.
The
beginning speeches in a debate are called "constructive speeches"
because the debaters present the basic construct of their argument. An argument
in a debate means stating our position and justifying that position by stating
why our position. Quotes and personal testimony can also be used as
position-strengthening evidence.
Good
debaters understand the importance of appealing not only to logic and reason
but to the emotions of the audience. Argumentative strategies are important and
debaters must anticipate the responses of the other debaters and the audience.
An in-depth understanding of the topic is essential for a good debate. A good
debater needs to prove not only why his position is the right one, but why the
opponent’s position is the wrong one.
If a
debate is a form of argument then it logically follows that there must be
something to argue about. This is called the TOPIC. The topic changes from
debate to debate. They are often about current issues of public importance
("Is it necessary for Tamil Lanka") or about general philosophies or
ideas ("That Education is better than riches"). As in other arguments
there are two sides to any topic. The team that agrees with the topic is called
the AFFIRMATIVE. When organising a debate it is important to select a topic
that is appropriate to the age and education of the debaters concerned. Often
topics will cover areas that the debaters have a specific interest in or, in
the case of schools debates that have been covered in classes or are current
news items.
Interview:
An
interview is a meeting between an employer and an applicant to talk about a
job. A job interview is an opportunity to present our skills to an employer in
person. During the interview, an employer judges the candidate’s
qualifications, appearance, and general fitness for the job opening. The
interview is an opportunity to convince the employer that one is right for the
job.
The
interview also gives a chance to evaluate the job, the employer, and the
company. The interview helps us decide if the job meets our career needs and
interests.
It is
very important to prepare for a job interview. If we prepare well, the
interviewer will know that we are organized and that we are really interested
in the job. If we learn as much as we can about the job and the organization
before the interview, and if we are careful about our appearance, then we will
make a good impression. If we practice the interview questions that the
interviewers usually ask, then we will feel confident.
In some
kind of interview like telephonic interview, face-to-face interaction does not
take place. Organizations use interview as a selection technique to solicit
accurate information and relevant details about an applicant which might not be
available otherwise.
There are
several types of interview which can be used by employing organizations. Given
below are few types:
1. Face-to-face
interview and telephone interview.
2. Preliminary
interview and in-depth interview.
3. Sequential
interview and panel interview.
4. Directive
interview and non-directive interview.
Extempore
Speech: Extempore
speech is competitions in which we have an option of topics and upon that
particular topic we have to speak in a limited time. As there is a time limit
we should take care of our speech. It should be to the point and
clear. The method that is followed in composing an extempore speech
resembles very closely the method for written speech. The extempore
speech is impossible unless it is built from a clear mental or written outline
prepared in advance. In the process of composition the main points
in this outline will be used to provide the leading ideas for the main
divisions of the speech.
It
is necessary that the outline should be memorized by visualization that is by a
process that enables the speaker to see it clearly in his mind constantly
before him. The speaker must fix in his mind the exact
transitions that he will use in passing from each thought to the one that
follows. These little, unobtrusive words, phrases, clauses and
sentences mean so much for ease and clearness of expression. Unless the
transitions are anticipated the speaker may be brought to a dead halt.
2.9.
Barriers for Effective Communication
D.E.
McFarland has defined Communication as the process of meaningful interaction
among human beings. There are some barriers in the communication system that
prevents the message from reaching the receiver. These barriers are
as follows -
Language
Barrier Different
languages, vocabulary, accent, dialect represents a national/ regional
barriers. The use of difficult or inappropriate words/ poorly explained or
misunderstood messages can result in confusion.
Cultural
Barriers Age, education,
gender, social status, economic position, cultural background, temperament,
health, beauty, popularity, religion, political belief, ethics, values,
motives, assumptions, aspirations, rules/regulations, standards, priorities can
separate one person from another and create a barrier.
Individual
Barrier It
may be a result of an individual's perceptual and personal discomfort. Even
when two persons have experienced the same event their mental perception
may/may not be identical which acts as a barrier. Style, selective perception,
halo effect, poor attention and retention, defensiveness, close mindedness,
insufficient filtration are the Individual or Psychological barrier.
Organizational
Barrier It includes Poor
organization's culture, climate, stringent rules, regulations, status,
relationship, complexity, inadequate facilities/ opportunities of growth and
improvement; whereas; the nature of the internal and external environment like
large working areas physically separated from others, poor lightening, staff
shortage, outdated equipments and background noise are Physical Organizational
Barrier.
Interpersonal
Barrier Barriers
from Employers are lack of trust in employees; lack of knowledge of non-verbal
clues like facial expression, body language, gestures, postures, eye contact;
different experiences; shortage of time for employees; no consideration for
employee needs; wish to capture authority; fear of losing power of control;
bypassing and informational overloading, while Barriers from Employees includes
lack of motivation, lack of co-operation, trust, fear of penalty and poor
relationship with the employer.
Attitudinal
Barrier It comes about as
a result of problems with staff in the organisation. Limitation in physical and
mental ability, intelligence, understanding, pre-conceived notions, and
distrusted source divides the attention and create a mechanical barrier which
affects the attitude and opinion.
Channel
Barrier If the length of
the communication is too long, or the medium selected is inappropriate, the
communication might break up. It can also be a result of the inter-personal
conflicts between the sender and receiver; lack of interest to communicate;
information sharing or access problems which can hamper the channel and affect
the clarity, accuracy and effectiveness. To communicate effectively one need to
overcome these barriers.
2.10.
Testing Speaking
What
to test
· Fluency
· Accuracy
(Grammar)
· Pronunciation
· Task
completion
· Vocabulary
· Appropriateness
· Comprehension
· Communicative
competence
How
to test
- Question/Answer
- Picture Test
- Situation/Response
- Role Play
- Formal
Presentation
Scoring
Weighted
Factors (Example)
- Fluency (20%)
- Pronunciation
(20%)
- Accuracy (20%)
- Vocabulary (20%)
- Task Completion
(20%)
2.11.
Approaches of assessing speaking skills
Generally,
there are two approaches of assessing speaking skills in teaching and learning
a second language. The first is the observational approach; in
which the student is asked to perform one or more specific oral communication
task - the student is given a task that is focused on a particular topic and
asked to talk about it. The student's performance on the task(s) is
observed by the tester, and then evaluated according to a certain rating
system. The second one is the structured approach.
2.12.
Practical suggestions for teaching speaking
English textbooks can be exploited to teach
speaking skills. At middle stage, student cannot be able to produce perfect,
oral language. They will make mistakes in speaking. Some time they can produce
only one or two sentences when they are asked to participate in discussion. The
teacher should combine his effort to use text book communicate by introducing
following exercises
2.13. Suggestion for speaking activities
at pre-reading stage
1-
Discussion on the picture: While introducing the lesson, teacher may show a
picture related to lesson teacher may asking the students questions about the
teacher, the people and the action of people in the picture in order to get
oral answers from the students.
2-
Discussion on the topic: Teacher may write the topic on blackboard and ask the
students what they understand by the topic.
3-Asking
General Comprehension questions: Teacher may ask students some general
comprehension questions before the students read the lesson
2.14.
Speaking activities in writing class
The
elements of speaking can be introduce in writing class before writing stage of
the following activities can be done.
1-
Discussion of topic outline: Teacher may discuss the topic outline of story
with the students before writing it.
2- Class composition: Teacher may use class composition technique. In this
technique, he may ask the students to give at least on sentence about topic and
then teacher may pool these write story /paragraph with the help of these
sentences.
3-
Speech composition: To
develop both speaking and writing skills at one time, The teacher may hold a speech
competition in the class teacher may divide the class in to group speeches on
each topic and may deliver the speech in class
4-Speaking
through games: Speaking
can be learnt d taught best through games
5-
Mutual interviewing: In
a new class, when a new session starts. Teacher may ask each student
to interview with the other students whom his name, father
name, father’s occupation, number of brothers and sisters, his hobbies etc.
6.
Likes and dislikes: Students are asked to work in pairs and with mutual
discussion find out five things they all like and five things they all dislike.
7-Find
the difference: Students
will be divided into pairs, one student will get picture A and other student
will get picture B. both partners will not show their pictures to each other.
But will describe their picture in turn and will try to find difference between
two pictures
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