Five Components of Effective Oral Language Instruction - PDST

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to gather information through interviewing. What type of questions will I ask, do I need to be sensitive about some questions, and will they understand me if I ask… Hot-Seating A character is questioned by the group about his or her background, behaviour and motivation. The method may be used for developing a role in the drama lesson or rehearsals, or analysing a play post-performance. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups. The technique is additionally useful for developing questioning skills with the rest of the group. Who Am I? One pupil sits at the top of the room. The teacher gives them a character card e.g. Harry Potter. All other pupils must ask questions to decipher the identity of the character. Only Yes/No responses are allowed? Language Function Text Type Text Structure and Language Features Representational Communicating Information, descriptions, expressing propositions Regulatory Influencing the behaviour, feelings/attitudes of others Arguments and Formal/Informal Debates The purpose of debating and developing arguments is designed to persuade an audience to accept a particular point of view. Debates provide pupils with practice in giving and justifying opinions. Students will be required to research topics to provide relevant information to support their point of view. Debates can be used for exploring issues and different points of view such as topics from literature being studied in class, or local concerns such as pollution, phone masts, and current affairs. Arguments and Formal/Informal Debates Text Structure � Argument, persuasion, debate Language Structures and Features � Technical Vocabulary � Organising information, i.e. introduction, supporting evidence, drawing conclusions � Persuasive linguistic devices � Persuasive tone of voice and body language � Use of technical data � Use of neutral language to present an argument Knowledge Skills and Understandings � Expressing and justifying opinions � Point of view � Contrasting points of view � Refuting and argument � How to address arguments impersonally (by 22
disagreeing with the statement, not the person) Activities to Develop Arguments and Formal/Informal Debates Both Sides When discussing a topic/story with the class formulate a yes/no table e.g. The school has invested in games for the yard such as Hopscotch, Snakes and Ladders but only the junior pupils are allowed to use them Yes that is fair because they are only small and they are too young to play football so they need games to help them play No that isn’t fair because I love Snakes and Ladders and just because I am in 5 th class, I am not allowed to play it on the yard. I have as much right as a junior infant. Brainstorming The whole class contribute ideas for and against a topic. This will help pupils to look at both sides before they decide on a point of view and they will have reasons to justify their opinion. Take a Stand An imaginary line is established in the classroom. One end represents “agree” the opposite end represents “disagree”. The teacher poses the topic e.g. should general elections and referendums take place on a Saturday. Pupils place themselves on the line according to their point of view. Those unsure of their opinion go to the middle of the line. Pupils share reasons to justify their standing. After the discussion, the teacher will ask questions to probe the process such as: would anybody like to change their position having heard other pupil’s thoughts? What can you tell about a person’s belief from the tone in their voice? Etc. Four Corners Similar to Take a Stand above, the teacher introduces an idea or issue and pupils decide on a position to represent their opinion. The four corners of the room are labelled as follows: � Agree � Strongly Agree � Disagree � Strongly Disagree Pupils move to a corner and together present their reasons to the wider group. Teacher can probe the thought process by asking questions similar to those in “Take a Stand”. TV/radio/advertisements Allow pupils the opportunity to see/hear formal and informal debates or arguments. From this they will be aware of structures such as introduction, presenting your opinion, outlining reasons to back up your opinion, concluding and appropriate language features for persuasive language such as I believe, it is my opinion, I know, one of the many reasons… etc. 23
Page 1 and 2: Five Components of Effective Oral L
Page 3 and 4: Develop Listening & Speaking Skills
Page 5 and 6: Awareness of broad rules that gover
Page 7 and 8: Possible ways of achieving this inc
Page 9 and 10: Teach a Variety of Spoken Texts The
Page 11 and 12: Language Function Text Type Text St
Page 13 and 14: Language Function Text Type Text St
Page 15 and 16: Puppetry This again is useful for t
Page 17 and 18: Co-operative Learning Groups In coo
Page 19 and 20: Conversation Stations Conversation
Page 21: Solve, use, construct, classify, ex
Page 25 and 26: that they end up with the same outc
Page 27 and 28: Ways of developing the physical env
Page 29 and 30: � Read aloud to the children ever
Page 31 and 32: When teaching vocabulary we need to
Page 33 and 34: Activities to Support Vocabulary De
Page 35 and 36: Semantic Gradient Semantic gradient
Page 37 and 38: frogs, birds and dogs on your paper
Page 39 and 40: The following is a small selection
Page 41 and 42: Assessment Tools for assessing base
Page 43 and 44: Concept Mapping (pp. 36-40) attache
Page 45 and 46: Teacher Observation (pp. 46-52) Tea
Page 47 and 48: Infants - 1 st Class 2 nd and 4 th
Page 49: This manual has been designed by me

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