Task 14 - Grupo 3 Inges -- ufmgprat

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Date Posted: 07:14:41 07/08/04 Thu
Author: Fernanda F. S. Campos
Subject: Task 14 - Grupo 3 Inges

Task 14
Participants: Fernanda F. e H�lio - group 3 Ingl�s
Prova oral � n�vel intermedi�rio 1
1st part

The teacher shows the students a chart with 3 pictures followed by words (an interrogative word and another word) that they have to use in order to make a question about that picture. After they make up the question they have to answer it according to the picture.

For example:

A picture of a man waiting at the airport (the clock shows 2:00 � 3:00)

Words to be used: How long / stand?

A picture of a girl stuck in a traffic jam

Words to be used: Why / be late?

A picture of the girl meeting the man at the airport

Words to be used: Who / meet?

2nd part

The students are supposed to make up a story about the pictures.

3rd part

The students have to answer two �free� questions.

In order to make this test more communicative, some suggestions can be given. The communicative approach suggests that in order to achieve communicative competence there should be (Paiva - p.73):

v an integration among grammatical, socio-linguistic, discourse and strategy competences,

v awareness of the necessities of communication,

v realistic and significative interaction in the classroom,

v use of linguistic abilities that the learners already have from their mother tongue

v integration of the culture of the foreign language with the general knowledge of the learner.

Taking that into account, the first and the second parts of the test could not be considered communicative in any sense, at least in the way that it is presented here. What happens when the students take this test is that they make up the story using only what they said in their questions and answers. Another problem is that they already have a WH word that they are supposed to use, so cannot be very creative in making up the question. Also when they make up a wrong question, consequently they give a wrong answer, so they lose two times. A way of making this activity more communicative could be by transforming it into a role play with a realistic context. The students would put themselves in the shoes of those characters and in groups or pairs they would role play the situation.

If there is really the intention of evaluating students` production of questions this could also be evaluated through the role play.

Also the third part, which contains questions such as: �Where have you been lately?� / �What have you been doing since you arrived here?� / �What do you mind doing in the morning?�, etc. could be made of real free questions, allowing the students to give their opinions about a topic, for example, rather than just having them give a forced complete answer.

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Replies:

[> Re: Task 14 - Grupo 3 Ingl�s -- Fernanda F. S. Campos, 07:17:08 07/08/04 Thu [1]

>Task 14
>Participants: Fernanda F. e H�lio - group 3 Ingl�s
>Prova oral � n�vel intermedi�rio 1
> 1st part
>
>The teacher shows the students a chart with 3 pictures
>followed by words (an interrogative word and another
>word) that they have to use in order to make a
>question about that picture. After they make up the
>question they have to answer it according to the
>picture.
>
>For example:
>
>
>
>A picture of a man waiting at the airport (the clock
>shows 2:00 � 3:00)
>
>Words to be used: How long / stand?
>
>
>
>A picture of a girl stuck in a traffic jam
>
>Words to be used: Why / be late?
>
>
>
>A picture of the girl meeting the man at the airport
>
>Words to be used: Who / meet?
>
>
>
>2nd part
>
>The students are supposed to make up a story about the
>pictures.
>
>
>
>3rd part
>
>The students have to answer two �free� questions.
>
>
>
>In order to make this test more communicative, some
>suggestions can be given. The communicative approach
>suggests that in order to achieve communicative
>competence there should be (Paiva - p.73):
>
>v an integration among grammatical,
>socio-linguistic, discourse and strategy competences,
>
>v awareness of the necessities of communication,
>
>v realistic and significative interaction in the
>classroom,
>
>v use of linguistic abilities that the learners
>already have from their mother tongue
>
>v integration of the culture of the foreign
>language with the general knowledge of the learner.
>
>
>
> Taking that into account, the first and the second
>parts of the test could not be considered
>communicative in any sense, at least in the way that
>it is presented here. What happens when the students
>take this test is that they make up the story using
>only what they said in their questions and answers.
>Another problem is that they already have a WH word
>that they are supposed to use, so cannot be very
>creative in making up the question. Also when they
>make up a wrong question, consequently they give a
>wrong answer, so they lose two times. A way of making
>this activity more communicative could be by
>transforming it into a role play with a realistic
>context. The students would put themselves in the
>shoes of those characters and in groups or pairs they
>would role play the situation.
>
>If there is really the intention of evaluating
>students` production of questions this could also be
>evaluated through the role play.
>
>Also the third part, which contains questions such as:
>�Where have you been lately?� / �What have you been
>doing since you arrived here?� / �What do you mind
>doing in the morning?�, etc. could be made of real
>free questions, allowing the students to give their
>opinions about a topic, for example, rather than just
>having them give a forced complete answer.

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[> Re: Task 14 - Grupo 3 Inges -- Vera, 18:56:14 07/14/04 Wed [1]

Concordo que a prova poderia ser mais comunicativa, mas acho que a quest�o � interessante.

Vera

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