Apresentação TCC 4

7/29/2019 Apresentao TCC 4

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Servio Pblico FederalUniversidade Federal do Par

Instituto de Letras e ComunicaoFaculdade de Letras Estrangeiras Modernas

JULIANA SOUSA RIBEIRO DE ALBUQUERQUE

Advisor: Prof.. Dr.. Rosana Assef Faciola

Speaking activities based on role play techniques:A tool to foster the oral ability

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INTRODUCTION

The requirement in mastering the oral ability in Englishlanguage;

Students face difficulties in performing English languageorally;

Focus on the functionality of the language.

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CHAPTER ITheoretical background

Behaviorist Theory: The learning of a language is defined as

from the notion of conditioned verbal behavior (BOCK, 1991)

Sociointeractionism Theory: The learning of a languageemerges as from the experience with others (LIGTHBOWN and

SPADA, 1986)

Communicative Approach: It makes us consider the language

not only in terms of its structure, but also in terms of the

communicative function that it performs. (LITTLEWOOD, p. ix, 1981)3


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CHAPTER II

THE ORAL ABILITY IN FOREIGN LANGUAGE In accordance with Brown (1994) reduced forms, use of

slangs and idioms as well as pronunciation, rhythm, andintonation of English sounds are elements which interact

among themselves to become speaking as challenging,once these components perform simultaneously in real lifeinteractions.

Mackey (1965) defines oral ability as the moment of making

choices for accomplishing a logical flow of words thatinvolves the choice of words and inflections in the rightorder to convey the right meaning.

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CHAPTER II

The oral ability in Communicative Approach

Littlewood (1981) states that it is viable to combine both

functional view of language and traditional view of

language to achieve a more effective communicative

perspective.

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CHAPTER IIThe oral ability from both teachers and learners'

perspectives in Communicative approach field

Almeida Filho (1998, p. 50) points out that being

communicative in teaching of a foreign language is to presenta professional attitude consistent with the set ofcommunicative assumptions. Being communicative is differentfrom being communicative temporarily just to perform anactivity with the students.

In Communicative Approach the teachers role must not beruled out, once they take on the role of a facilitator during thelearning process (LARSEN-FREEMAN, 1986).

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CHAPTER II

The oral ability from both teachers and learners'perspectives in Communicative Approach field

This framework seeks to centralize the learning process on

students as way to become them much more engaged and

responsible for their own learning (MOURA, 2008).

Furthermore, Roque (2005) points out that our students

must be encouraged to express themselves meaningfully

even if it means committing errors.

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CHAPTER III

OBJECTIVES:General:

Discuss on oral ability being fostered by using role playtechniques in English classes.

Specific:

Expatiate on oral ability in foreign language based on theoreticalbackground;

Present Communicative Approach relevance in teaching-learningof oral ability;

Propose speaking activities based on role play techniques forfostering the oral ability of English learners.

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CHAPTER IIIMETHOD

In order to ground this research, initially was made abibliographic survey with regarding to the interpretation of the

studied phenomenon that is the oral ability, in order to

substantiate the area literature. As reinforcement to what wasdone, the following step adopted has to do with the selecting

of speaking activities that are based on role play techniques.

Finally, it has proposed some speaking activities taking intoaccount role plays assumptions as tool to foster the oral ability

of English learners.9


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CHAPTER IV

THE SPEAKING SKILL

Speaking activities

It has to do with promoting to the students the chance toproduce orally in meaningful contexts (MORA, 2010).

Littlewood (1981:88 apud TOSCANO, 1992, p. 49) states

that in our everyday language, we normally focus our

attention on the meaning of what we say or hear, rather than

on its linguistic form.10


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CHAPTER IV

ROLE PLAY TECHNIQUESDefinition of role play

Larsen-Freeman (apud BHARDWAJ, 2008) claims about roleplay that if structured or unstructured, is important in the

Communicative Approach because it gives learners an

opportunity to practicing the oral ability in different social

context and in different social roles

Varela, La Torre, and Liste (2012) state that role play iscomprised by some types of activities which label the idea

of acting in a particular role, once students are prompted to

adopt another persona and act as themselves in a

simulation. 11


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CHAPTER IV

SPEAKING ACTIVITIES BASED ON ROLE PLAY

ACTIVITY 01

Level:This activity can be applied to upper intermediate to upper advanced audiences.Function:Solving a problem using specific vocabulary. The students should be able to use hotelvocabularyForm:Simple present and simple past.

Procedures:Groups of three are formed. The teacher gives out to each member of the groupsa card containing one of the three roles below. Before playing the roles itself, the teachers canread out aloud the characters' state at that moment in order to make students aware on howthey should manage the role play:CUSTOMER: You have made a hotel reservation. When you get to the hotel you ask for yourreservation. You really want to take a shower and go to the bed soon because of the long tiringtrip you have taken.RECEPCIONIST: You work at a five-star hotel and today is your first day at work. A customergets to the hotel looking for his/her reservation. You look for it, but you don't find any reservationunder the customer's name and there is not any vacancy at the hotel. Call the manager for help.MANAGER: You have had a very busy and exhausting day. Everything went wrong today. Whenyou think you can finally go home, the receptionist calls you to the hotel front desk. Thecustomer is a very important person.

(Adapted from TOSCANO, 1992)2


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CHAPTER IV


ACTIVITY 02

Level: This activity can be applied to lower intermediate to upperadvanced audiences.Function:The students should be able to use food vocabulary.Form:Simple present, countable and uncountable nouns, a few, a little,much, and manyProcedures:Students form small groups of four, at most. They have toimagine they are at a restaurant. Some students should take on the roleof waiters and the other ones play the role of customers. Each waiter is

responsible for a table.CUSTOMERS: Call the waiter and order your food.WAITERS: Write down the customers' order and give any kind ofinformation s/he asks for.



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CHAPTER IV

SPEAKING ACTIVITIES BASED ON ROLE PLAYACTIVITY 03

Level: This activity can be applied to upper intermediate upwards.

Form: Present perfect and simple present.

Function: Both job and job interview vocabularies.

Procedures: The teacher divides the class into groups and determines such as situation andmakes them to simulate it: You are unemployed and find in a classified section, a job

advertisement as secretary in a school. The criteria selection of candidates to a vacancy will be

an interview with all candidates together.

Then, the teacher designates the students that will take on the role of interviewers as well as the

candidates. Each group is composed by just one interviewer. After the interview, each

interviewer, based on information collected from the candidates, chooses the person who seems

to be the best for the job and he/she needs to justify his/her choice

(Adapted from TOCANO, 1992)14


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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY

ACTIVITY 04Level:As from lower advanced students.Form:Simple present and the modal verbs can, could, should and must to expressing politenessin giving opinion.Function:Expressing opinions about current issues.Procedures:Divide the class into pairs and give out for each pair a card containing the followingdiscussion: You do not agree with your partner's opinion. Place your disagreement politely.

1. A: I think the mayor of our city is doing a good work.B: ___________________________________________

2. A: Working women hardly ever have time for their families.

B:___________________________________________3. A: TV is a bad influence on children.B: __________________________________________

4. A: If teachers are not satisfied with their salaries, they should try another job instead of goingon strikes.

B: __________________________________________(Adapted from TOSCANO, 1992)15


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ACTIVITY 05

Level:Intermediate.

Form: Practice of both structures and vocabulary related to the act of describing, such as

she/he is....; she/he's got...; she/he's wearing....

Function: Describe people physically.

Procedures:The teacher asks students to close their eyes, while the teacher goes toward a

specific student and ask him/her to get out of the classroom silently. Then, the students are

prompted to open their eyes and, after identifying the student who is not in the classroom, try todescribe such a student physically. A description of this person can be placed on the board into

sentences. Then, the teacher calls for the missed student to come in the class and compare

what was said about this student to his/her real appearance.



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CHAPTER IV


ACTIVITY 06Level:Lower advanced and upwardsForm: Practice of structures and vocabulary referred to personal information (wh- questions),simple present and simple past.Function:Give personal information and practice banking transactions.Procedure:Firstly, the teacher sets the context by saying that a character called Mr. Smith has

just moved to London and has gone to the London National Bank to open both a checking

account and a savings account. He must answer questions asked by a bank employee whotypes out the information. He has a check for $ 5,000 which he wants to put in the savingsaccount and his first pay check for $ 289.35 with which he will open the checking account.

Roles:Alfred Smith young man who has just moved to London.

Tilda Thompson bank employee.

Useful expressions:Alfred: I just moved to London.

I would like to open a bank account.I have two checks to deposit.

Tilda: Good morning. May I help you?

I need your name, address, etc.(Adapted from PAULSTON, 1992)

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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAYACTIVITY 07

Level:Upper intermediate to upwards.

Form:Teacher can practice linguistic structures that learners just learned.

Function: It provides students the opportunity to think fast and maybe solve problems. The

function will vary according to the context.Procedures:The teacher brings to the classroom three cubes of paper that can serve as ices. In

two of them, should be written, in all sides, names of famous people or different professions. In

the third cube, the teacher writes the names of different places, such as bank, cinema,

restaurants, shoes store, etc... . The Students are divided into pairs and the teacher plays the

first and second cubes to determine the roles, and then plays the third one to determine where

the conversation will occur. Once the cubes are thrown out, students must begin a conversation

based on their roles and in the place pointed by the ice. During the conversations, the teacher

monitors the pairs, helping them as it necessary. New round each form new pairs.

(Adapted from RIOS and GOMES, 2012)8


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ACTIVITY 08

Level:Lower intermediate to upwards.

Form: Learners can put into practice their learning concerning the use of

Simple Past.Function:It provides students the opportunity to use general vocabulary as

much as they can.

Procedures: Divide the class into pairs. Students talk about a party or

concert they went to. They have to describe everything they did there and

explain why they had a good time or not. At the end, the pairs between each

other decide who had the most exciting experience.

(Adapted from LAGO, 2007)9


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ACTIVITY 10

Level: Upper intermediate to upwards.

According to Figueiredo (2012) debatesprovide a great chance for students to foster

and improve their oral ability. In this activity the teacher may opt for a controversial

topic on which students can be able to give their opinions. Besides that, the teacher

can help them starting up the discussion with some arguments (but not too many) in

favor or not. Even though a debate requires a bit high linguistic level it is not

necessary from students elaborated speeches, provide that students get successfully

their message across.

(Adapted from FIGUEIREDO, 2012)

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ACTIVITY 11

Level:Upper intermediate to upwards.

Form:On this activity students can put into practice their knowledge about the modal

verb SHOULD as a way to give pieces of advice.

Function: Students are supposed to solve problems in groups, once they are

planning a trip abroad.

Procedures:The teacher explains to students they will go on a trip in group for a long

period. Student each must think of packing, but each group must take an item that issupposed to be used for everyone. So, the students may argue in favor of their

proposals in order to get at the same decision.


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ACTIVITY 12

Level: Upper beginner to upwards.

Form: Simple present and modal verb SHOULD

Function: Solve problem based on a shopping list.

Procedures: Student each gets a shopping list with foods price and

preferences from a couple. According to the provided information about such

consumers, students have to decide what will be bought on the budget of 20

reais.


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FINAL CONSIDERATIONS

It is notorious the relevance of oral production in the teaching-

learning field. Mastering the oral ability in a foreign language isnot an easy process faced by the students for many reasons.

Being so, what was intended to expose on such paper about the

fostering of oral ability based on role play technique has to withthe foreign language teaching that must be concerned with

reality: with the reality of communication as it takes place

outside the classroom and with the reality of learners as theyexist outside and inside the classroom. (LITTLEWOOD, 1981:

95 apudTOSCANO, 1992, p, 51).

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