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Basic Oral Communication 3 A
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Overview
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Title
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Use Correct Grammar.
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Developer(s)
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Cauline Howell & Anna Albrecht
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Date
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5/23/2001
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Purpose
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Assist students using correct grammar orally.
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Target Competency
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1.
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Use correct grammar in speech.
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Competence will be demonstrated:
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a.
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in the completion of assigned grammar tasks
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b.
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in the completion of an oral grammar test
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c.
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by using correct grammar in oral presentations
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d.
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under instructor observation
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e.
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within time guidelines
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Criteria - Performance will be satisfactory when:
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a.
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learner uses agreement: subject- predicate, pronoun-antecedent with 80% proficiency
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b.
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learner demonstrates control of Present Simple and Continuous Tenses, Past Simple and Continuous Tenses, Present Perfect and Present Perfect Continuous Tenses, "going to" form, Future Simple and Continuous Tenses in active voice 80% of the time
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c.
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learner uses correct noun forms (plural and possessive) with 80% proficiency
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d.
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learner uses correct comparative and superlative degrees of adjectives and adverbs with 80% proficiency
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e.
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learner uses special verbs: can/could, be able to (future, present, & past forms); should/ought to; must, have to/has to in statements, questions and negations with 80% proficiency
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f.
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learner demonstrates comprehension of speech that uses Past Perfect Tenses, Indirect Speech and Passive Voice 80% of the time
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Use agreement: Subject-Predicate; Pronoun-Antecedent
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b.
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Use: Present Simple & Continuous Tenses, Past Simple & Continuous Tenses, Present Perfect & Present Perfect Continuous Tenses, "going to" form, and Future Simple & Continuous Tenses in active voice.
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c.
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Use correct noun forms: plural and possessive.
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d.
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Use correct comparative and superlative degrees of adjectives and adverbs.
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e.
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Use special verbs: can/could, be able to (future, present, & past forms); should/ought to; must, have to/has to in statements, questions and negations.
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f.
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Recognize and demonstrate comprehension of Past Perfect Tenses, Indirect Speech and Passive Voice in spoken language.
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Learning Activities
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_____1.
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RESPOND orally to questions written on flash cards (questions may focus on a specific grammar problem, e.g. past tenses).
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_____2.
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ASK questions of your own (students may be asked to use specific grammar construction, e.g. past simple tense).
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_____3.
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PLAY a GAME: Divide students into two teams. Write a verb on a piece of paper. Show it to all the students in one team. Students in the other team need to guess the verb. In order to do this, they need to ask questions. In place of the verb that they are trying to guess, they should use a 'nonsense' verb, e.g. "tek" (e.g. Can you tek? Do people usually tek inside or outside? Did you tek when you were a child? Will you tek after this class? Are you tekking now?, etc.). Only questions that can be answered with one to three words (e.g. yes, no, sometimes, in a kitchen, not very well, etc.) are permitted.
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_____4.
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COMPLETE orally grammar worksheets focusing on various grammar elements: tenses, nouns, special verbs, etc.
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_____5.
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PRACTICE irregular forms of nouns (plural) and verbs (past simple and past participle) - USE flash cards.
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_____6.
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PRODUCE short dialogs that use count and non-count nouns (follow cues given on flash cards, e.g."Ask about the amount of flour you need to use to bake chocolate chip cookies", "Ask about the number of people who will be coming to the party", etc.).
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_____7.
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MATCH grammar terms with examples in quiz show format.
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_____8.
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ANSWER questions about a dialogue and/ or presentation you listened to (audio, video, speaker) that used Indirect Speech.
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_____9.
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ANSWER questions about a dialogue and/or presentation you listened to (audio, video, speaker) that used Passive Voice.
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_____10.
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ANSWER questions about a dialogue and/or presentation you listened to (audio, video, speaker) that used Past Perfect tenses.
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_____11.
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FIND and CORRECT the grammar errors in an oral or recorded presentation.
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_____12.
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PREPARE a short small-group presentation that discusses the most common grammar errors speakers from your country are likely to make when they speak English.
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_____13.
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SELF-CORRECT when prompted by a teacher or peers.
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Assessment Activities
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_____1.
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ASK and RESPOND to questions.
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_____2.
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COMPLETE assigned tasks: answer comprehension questions, complete worksheets, etc.
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_____3.
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PARTICIPATE in class activities.
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Basic Oral Communication 3 A
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Compose Complete Sentences Orally
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Overview
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Title
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Compose Complete Sentences Orally
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Developer(s)
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Cauline Howell & Anna Albrecht
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Date
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5/23/2001
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Purpose
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Assist students in composing and producing orally simple and complex sentences.
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Target Competency
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2.
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Use simple, compound, and complex sentences in speech.
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Conditions - Competence will be demonstrated:
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a.
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in the completion of assigned tasks
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b.
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in oral presentations
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c.
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by active participation in class activities
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d.
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under instructor observation
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e.
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within time guidelines
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Criteria - Performance will be satisfactory when:
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a.
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learner uses correct word order 80% of the time
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b.
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learner uses parallel compound structures correctly 80% of the time
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c.
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learner uses: "there is" and "there are" expressions correctly 80% of the time
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d.
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learner produces specified structures with 80% proficiency
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e.
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learner recognizes and revises errors in sentence construction 75% of the time
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f.
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learner uses basic stress and intonation patterns with 75% proficiency
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Use correct word order.
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b.
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Use parallel compound structures correctly.
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c.
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Use: "there is" and "there are" expressions correctly.
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d.
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Produce sentences using coordination.
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e.
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Produce sentences using subordination.
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f.
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Produce sentences using prepositional phrases.
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g.
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Produce conditional sentences.
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h.
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Produce sentences with multiple modifiers.
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i.
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Recognize and revise errors in sentence construction.
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j.
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Use basic stress and intonation patterns.
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Learning Activities
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_____1.
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COMPLETE orally worksheets on sentence-structures listed in the learning objectives.
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_____2.
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COMPLETE orally sentences given on flash cards (focus may be on one or more than one sentence-structure).
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_____3.
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PRODUCE orally beginnings of sentences that are to be completed by peers and COMPLETE orally sentences when asked to.
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_____4.
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COMPOSE orally a group-story (each student composes one sentence; a teacher and/or one of the students write the story down and read it aloud from the beginning whenever it is necessary).
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_____5.
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PRACTICE basic stress and intonation patterns (repeat after a teacher or tape).
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_____6.
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LISTEN to recorded speech (fragments of recorded dialogues, TOEFL dialogues, TV and radio programs, etc.) and DISCUSS correlation between intonation and meaning.
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_____7.
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LISTEN to recorded speech (talk-shows, news programs, interviews, commercials, etc.) and IDENTIFY specific sentence-structures.
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_____8.
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LISTEN to recorded speech and IDENTIFY incorrect sentence-structures.
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Assessment Activities
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_____1.
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PRODUCE sentences with specific structures.
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_____3.
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PARTICIPATE in class activities.
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Basic Oral Communication 3 A
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Overview
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Title
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Active Listening
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Developer(s)
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Cauline Howell & Anna Albrecht
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Date
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5/23/2001
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Purpose
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Assist students in developing active listening skills.
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Target Competency
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3.
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Apply active listening skills.
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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C.
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Develop global awareness
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Performance Standards
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Conditions - Competence will be demonstrated:
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a.
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in the completion of two written tests with a score of 75% or higher
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b.
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in oral presentations
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c.
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in the completion of assigned tasks
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d.
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in role-playing scenarios
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e.
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by active participation in class activities
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f.
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under instructor observation
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g.
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within time guidelines
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Criteria - Performance will be satisfactory when:
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a.
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learner uses appropriate eye-contact and body language 80% of the time
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b.
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learner performs tasks from oral directions with 75% accuracy
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c.
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learner answers correctly comprehension questions in selected listening situations with 75% accuracy
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d.
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learner uses feedback techniques with 75% proficiency
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