Dec. 2nd

Hyde Park  4 students take a soap box in the corner corner and speak on the subject, ideally using vocabulary words from the list.  Audience interacts but may move on to a new corner.  When speaker tires, audience member takes the soap box.  Reporters take notes on essential points.

Key Vocabulary: Post Reading  Code switching (changing to L1)  Reiteration (switching to L1 to repeat an idea said in L2)  Equivalence (finding a word in L1)  Floor holding (continuing an idea in one’s own language)  Meta-language (the language used to talk about learning)  ‘Practice makes perfect’  Avoiding L2

Prompts and Questions  Students will more successfully acquire English in an “English Only” classroom than in a classroom where Turkish is allowed.  Students should not lose points for speaking Turkish in class.  Turkish and foreign teachers should not speak Turkish in class.  It is said that students at RC used to speak English to one another in the hallways, bathrooms and at lunch. Why don’t they do this anymore? Should we be worried?  Translation is a useful skill for our students to learn.  It is natural for our beginning students to go through a silent period and so we should not be worried if they don’t speak for the first three months in class.

 There are times where it should be English only. WHEN?  If it’s in L1, it might shut down learning at times.  Simple requests, routines should be in English. Switching ok when discussing concepts (?)  English was used often because it started in orta.  Allowing L1 honors who they are, where they’re from. IDENTITY  STRUCTURED ENGLISH SPEAKING:

Reporters’ Findings

The Last Word  S1: Asks a question OR says “I think/I wonder/I can’t believe/I like/I’m bothered by”  S2: MUST respond by elaborating on S1’s comment, asking a question and/or by playing Devil’s Advocate (showing an opposite idea)  S3: May respond to S2 or S1 OR ask a new question  S4: Must respond to S2, S2 or S3 using the tactics before  THEN RETURN to S1, who gets the LAST WORD

Fishbowl  9 students sit in a circle and discuss the subject.  Remaining students observe the discussion and monitor the contributions of at least two students using the chart (see handout).  Roles:  The Optimist/Pessimist, the Devil’s Advocate, The Counselor, The Socrat,