PRACTICE EXERCICES OCTOBER2 2018 Dra Jelena Bobkina PRACTICE

PRACTICE EXERCICES OCTOBER-2 2018 Dra. Jelena Bobkina

PRACTICE EXERCISES § CCAA: § Practices 3 October § Madrid: § Practice 3 October

CCAA PRACTICE EXERCISE 3 OCTOBER 3. Visual aids can be useful for listening comprehension and for § learning in general. How do you think visual materials contribute to listening comprehension? What visual material could you use in the class?

§ First of all, to develop properly the question, you must consider these aspects: a suitable, realistic and feasible didactic plan/an integral project considering the different adaptations/a good sequence/a correct organization and distribution of tasks and activities. § On the other hand, you must develop the realistic, theoretical and scientific basis of your answer with these traits: § A development of the main points: a deep study of the exposed ideas/a suitable approach/ a clear and correct terminology, scientific contents an appropriate bibliography. § Other aspects will be evaluated: a precise answer/ a correct expression/ a good level of coherence/ a good English knowledge.

§ The purpose of this essay is to ………………. § In order to do this, § I will first provide a description of ………………. § Secondly, I will……………………………. § I will sum up……………………………

§ Listening to a foreign language is clearly one of the hardest tasks that our pupils must undergo. It is a principle that listening should precede speaking. § Clearly, it is impossible to except our pupils to procedure a sound which does not exist in their mother tongue or a natural sentence using the stress, rhythms and intonation of a native speaker of the foreign language without first of all providing them with a model of the form they are to produce. It is not possible to produce satisfactorily what one has not heard. § The logical first step, therefore, in attempting to achieve oral fluency or accuracy is to consider our pupils´ ability to listen.

§ At first sight it appears that listening is a passive skill, and speaking is an active one. This is not really true, since the decoding of the message calls for active participation in the communication between the participants. A receptive skill is involved in understanding the message. Indeed, it is essential to the speaker in any interaction that his words are understood. § This visual and verbal signalling confirms to the speaker that listening and understanding has taken place so, while hearing can be thoughtful of as a passive condition, listening is always an active process.

§ There a number of steps to take when planning the listening work for your class: § Choose the listening text. § Check that the activities are suitable. § Adjust the level of difficulty of the activities if you need to. § Consider whether the listening work you are planning will find the time available. § Think about visual aids: especially with children it is extremely important to give our pupils some visual backup which may help them to make guesses about the content of the listening text. § Decide whether any special equipment will be needed. § Make up your mind about what procedure you will adopt for the listening session. § If you are planning to present the listening text `live´, practise reading it aloud.

§ Once we have taken these steps, we will divide the listening work into three stages: pre-listening, while-listening and post-listening. § Taking into account this division, we can find the following listening activities with visual aids:

§ Pre-listening activities: § Taking about pictures § Making lists of pictures § Describing pictures § Labelling § Completing part of a chart § Predicting/speculating

§ While-listening activities: § Marking items in pictures § Matching pictures § Storyline picture sets § Putting pictures in order § Picture drawing § Carrying out actions illustrated § Making models § Following a route § Labelling § True/ false § Spotting mistakes

§ Post-listening activities: § Form/chart completion § Extending lists § Matching pictures with a reading text § Using information for problem-solving and decision-making activities § Jigsaw listening § Picture dictation

MADRID PRACTICE EXERCICE 3 ACTIVITY 4 4. Replace each of the following bracketed numbers with one of § the extracts (A-J) from the list below. There are 3 extracts that you do not need to use.

§ Man arrested in Saudi Arabia for having breakfast with a woman § An Egyptian man was arrested in Saudi Arabia after sharing a video showing him having breakfast alone with a female co-worker. § (1), eating and joking around. The woman is wearing a traditional niqab (full-face veil). § Posted on social media where it quickly went viral, (2) and the attention of the authorities. § The Ministry of Labor and Development confirmed on Twitter that the man had been arrested. (3) § The owner of the hotel, where the two colleagues are believed to work, was also summoned by authorities, the ministry's statement said, for not respecting "commitments to the spatial control for working women. " A- but the Kingdom remains incredibly conservative about intersex contact B- the video drew the ire of many in the ultra-conservative kingdom C- where women are allowed D- some people in the country enjoy chatting E- including the right to vote in all elections and be elected for political office F- the 30 -second video shows the two colleagues sitting together at a desk G- others have called for the woman to be prosecuted as well H- the ones that are being supported by the whole system I- if convicted he faces up to several years in jail. J- at a time when the country is facing new challenges

§ 'They should be punished' § In the past few years, Saudi women have acquired several new rights, (4), the right to access government services such as healthcare and education without a guardian's consent and more recently, the right to drive. § (5). Most public places, including public transport and offices, are segregated so that women cannot mix with men they do not know. § The rules are particularly strict in restaurants, where women may need to remove the full-face veil with most eateries divided in two sections: one for families — (6) — and one for men dining alone. § Criticism of the two colleagues flew on social media with Twitter user @H_S_Alduhaiyan blasting the Egyptian man for not respecting Saudi Arabia's "customs, traditions and values. " § (7) while many rallied around the two colleagues under the hashtag "an Egyptian having breakfast with a Saudi" which has been used over 100, 000 times. A- but the Kingdom remains incredibly conservative about intersex contact B- the video drew the ire of many in the ultra-conservative kingdom C- where women are allowed D- some people in the country enjoy chatting E- including the right to vote in all elections and be elected for political office F- the 30 -second video shows the two colleagues sitting together at a desk G- others have called for the woman to be prosecuted as well H- the ones that are being supported by the whole system I- if convicted he faces up to several years in jail. J- at a time when the country is facing new challenges

MADRID PRACTICE EXERCICE 3 ACTIVITY 5 5. Underline the two words which collocate best with the words § around the space. Choose from the words in italics at the end of each sentence.

§ A Please ___ this receipt, as it means we can identify your photographs more quickly. § (maintain / retain / keep) § B Ok, if you can just ___ still while I take the photograph. § (stay / stop / stand) § C The final ___ will be shown here on Channel 3 at 8. 30 on Tuesday. § (part / programme / series) § D The doctor said I had a ___ skin condition. § (mild / weak / slight) § E Her work gives a sense of ___ to her life. § (aim / purpose / direction) § F He even had the ___ to ask me to do these photocopies for him. § (cheek / brain / nerve)

§ G Thanks to that wretched mosquito, my ankle ___ to twice its normal size. § (swelled / grew / rose) § H I couldn’t stand any more, so I left early, but John stayed to the ___ end. § (far / very / bitter) § I Today’s not a good day for a meeting. I’m rather ___ for time. § (pushed / tight / pressed) § J Come on Elly, concentrate on the game; it’s your ___ § (turn / go / take)

MADRID PRACTICE EXERCICE 3 ACTIVITY 5 Explain the differences between the process and § approaches when writing. product

§ There are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any 'right' or 'best' way to teach writing skills. § The best practice in any situation will depend on the type of student, the text type being studied, the school system and many other factors. We will have a look at two popular, yet very different, approaches and examine how both can be used in the classroom.

§ A product approach § This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented analysed at an early stage. A model for such an approach is outlined below: § Stage 1 - Model texts are read, and then features of the genre are highlighted. For example, if studying a formal letter, students' attention may be drawn to the importance of paragraphing and the language used to make formal requests. § Stage 2 - This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, they may be asked to practise the language used to make formal requests, practising the 'I would be grateful if you would…' structure. § Stage 3 - Organisation of ideas. This stage is very important. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language. § Stage 4 - The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.

§ A process approach § Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, rewriting. Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows; § Stage 1 - Generating ideas by brainstorming and discussion. § Stage 2 - Students extend ideas into note form, and judge quality and usefulness of ideas. § Stage 3 - Students organise ideas into a mind map, spidergram, or linear form. § Stage 4 - Students write the first draft. This is done in class and frequently in pairs or groups. § Stage 5 - Drafts are exchanged, so that students become the readers of each other's work. § Stage 6 - Drafts are returned and improvements are made based upon peer feedback. § Stage 7 - A final draft is written. § Stage 8 - Students once again exchange and read each other's work and perhaps even write a response or reply.

§ A summary of the differences § Process-driven approaches show some similarities with task-based learning, in that students are given considerable freedom within the task. They are not curbed by pre-emptive teaching of lexical or grammatical items. § However, process approaches do not repudiate all interest in the product, (i. e. the final draft). § The aim is to achieve the best product possible. What differentiates a process-focussed approach from a product-centred one is that the outcome of the writing, the product, is not preconceived.

§ Which approach to use § The approach that you decide to use will depend on the teacher, and on the students, and the genre of the text. Certain genres lend themselves more favourably to one approach than the other. § Formal letters, for example, or postcards, in which the features are very fixed, would be perhaps more suited to a product-driven approach, in which focus on the layout, style, organisation and grammar could greatly help students in dealing with this type of writing task. § Other genres, such as discursive essays and narrative, may lend themselves to process-driven approaches, which focus on students' ideas.

§ One or the other § The two approaches are not necessarily incompatible. The process writing, i. e. re- drafting, collaboration, can be integrated with the practice of studying written models in the classroom. § What one can take from the process approach is the collaborative work, the discussion which is so important in generating and organising ideas. Once students have written their first drafts, model texts can be introduced as texts for comparison. § You can also incorporate the exchanging of drafts, so that the students become the readers of each others work.

MADRID PRACTICE EXERCICE 1 ACTIVITY 7 § 7. Give examples of how to use phonology in the class.

§ There a variety of different activities which can be used in class to work on problem sounds. Some require only receptive recognition while others require active production too. Often they are based on minimal pairs or contrasting similar sounds. § Here are some examples:

§ Listen and circle the word you hear (choice between minimal pairs) § Listen and identify the odd one out § Choose the odd word out in a list (by sound) and listen to check § Listen and identify word to complete sentence § Match homophones or rhyming words

§ Work through a phoneme maze or crossword (often based around a problem sound) § Play phoneme hangman, phonemes or other games § Listen and repeat drill, substitiution drills, etc

§ Tongue twisters § Student write own tongue twister stories (using words provided by teacher)

§ Remember also drilling correction techniques such as back-chaining, explaining and demonstrating the position of the tongue, isolating problem sounds, etc.