Speech for Multicultural Learners Assignment
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Added on 2021-04-17
Speech for Multicultural Learners Assignment
Added on 2021-04-17
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Cover Page Teaching Reported Speech at Intermediate level
ContentsIntroduction....................................................................................................................................3Analysis...........................................................................................................................................3Grammar for written and spoken statements...............................................................................3Elements of teaching reported speech..........................................................................................4TESL activities.............................................................................................................................4Reported speech for multicultural learners..................................................................................5Problems faced during reported speech lessons.........................................................................6Multicultural challenges...............................................................................................................6Learning Styles............................................................................................................................7Solutions to problems in reported speech....................................................................................8Multicultural approaches..............................................................................................................8Strategic skill development..........................................................................................................9Tasks and Materials...................................................................................................................10Production activities...................................................................................................................10Content.......................................................................................................................................12Conclusion....................................................................................................................................12Bibliography.................................................................................................................................13
IntroductionOne of my most interesting classroom experiences featured the use of a political role play to explain reported speech. Political campaigns have one of the most heated debates of who said what and when. As one presidential candidate responds to another, accusations and counteraccusations make it difficult to grasp the essence of whose reported speech makes more sense. As a result, I have concluded that many learners face challenges phrasing actual words and reporting what others said. The use of tenses, verbs, question forms, and requests in reported speech captures both direct and indirect speech. There are rules for writing reported speech and reporting statements. Teaching learners at elementary level shapes their performance in real life as professionals in various fields. Analysis Grammar for written and spoken statementsThe Oxford English Dictionary defines grammar as rules used in the application of words in different forms and sentences (Simpson & Weiner, 2010). This is a pattern of language with specific formulations. For example, a verb supports a noun and different tenses apply to differentsituations. Politicians referring to an electoral process might say, “We have had our own problems in our long walk to freedom”. Teaching plans for elementary students capture pronouns, features connected to speech, conversation strategies and referencing in written discourse among others. When reporting this as speech, the author needs to pay attention to the use of past tense and the verb formations. Penny (1991) considers teaching processess to give examples of effective presentation and language practices. Among the activities covered in advanced reading is criticizing reading materials which bring out complex thinking through multistage activities. These explore language for speaking, listening and written content ( Penny,
p. 151). In intermediate level professional development looks at statements and questions in grammar to helps learners learn to read different types of materials. Some people find it difficult to present a speech because they miss out on practical skills for integrating the listening and speaking skills. This is what brings contexual teaching to life (Tavil, 2010). Elements of teaching reported speechActivities that promote communication skills in real life should have authenticity. Grammar tips, spelling challenges, and familiar tips are essential in writing and reading. Hornby (1976) discussess spoken language to bring out elements of teaching reported speech. Among these is verb pattern formation, time and tense, nouns, determiners and adjectives as well as concept application. Among the examples given in Hornby’s case is the use of inclusive present, which covers past activities as well as those, which are happening like reporting a public speech (Hornby, 1976, p. 89).This also supports activities in the present perfect and inclusive past that identifies activities that took place in certain period. Reporting on future time becomes importantwhen describing future intentions, likelihood, and willingness to do something. A journalist may use this to write a moving screenplay for a documentary on the expected events for the coming years. In order to do this he uses conditional clauses to indicate the essence of the reported speech. Tavil, (2010, p. 766 ) explains that most people find it difficult to gain proficiency in listening and speaking skills because of the mental tasks involved. Integrating skills in English language sharpens communication skills to reinforce gramatical knowledge in morphology, syntax and phonology. TESL activitiesLearning a foreign language highlights gaps in communication processes hence the need to develop and shape confidence. Parrot (2010) presents a course book designed to assist teachers
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