|While I was reading English Teaching Professional, I came across with the following tip.I foud it intersting.It may be useful one day !!|| |
The students work together in pairs and I give one student in each pair a handout with typical FCE Part One questions, such as How long have you been studying English? Tell me about your family, etc. I tell them that they must ask their partners these questions without uttering a sound, ie they must mouth the words. The partners must also reply in silence to each question that they think their partner has asked. They can then swap roles. I encourage those students who start writing things down to really focus on the mouth of the ‘speaker’. We then have a feedback session, and I ask the students to comment on how successfully they conveyed their questions and answers.
The feedback generally highlights problem words for individual students, eg Spanish-speaking students often fail to form the final consonant sounds. This technique even picks up on whether a student is using a strong form rather than a weak form of have. This makes it an extremely expedient and personalised way of teaching pronunciation. It also allows a lot of self-reflection and peer-teaching and introduces the notion of non-verbal communication as exasperated students, unable to speak, rely on non-verbal aids to get their messages across. These are all useful and transferable skills for the exam and beyond, and the technique provides a great introduction to aspects of exam teaching that are (relatively) easy to address.