Reading for 2/23

(The picture reminded me of a conversation that occurred when Solon presented)

MCM Teaching Oral Skills



I think non-native and native speakers alike could benefit from some of the suggestions made in this chapter: "opening and closing a conversation, introducing and addressing people, giving invitations, expressing thanks, apologizing, complimenting, getting attention and interrupting, agreeing and disagreeing, controlling the conversation, and getting information" (105). I can't find where I read it now, but the book mentioned practicing keeping a conversation going; I'd like a lesson on that. Anyway, I thought this was an extremely useful chapter and I don't look forward to practicing these skills when I take a foreign language next year. Speaking is an extremely difficult thing to do (when done right, i.e. considerately) and although it is important to practice, as teachers we need to remember it is also quite painful. Especially for students who are not unnaturally overconfident. (I read something the other day how all humans tend to be overconfident, and that people who are depressed just tend to be realists--I thought it was funny).

I thought it was interesting that the book stated that non-native speakers say fewer "um's" during a conversation, and tend to neglect to give other non-verbal cues that they are not comprehending the information a speaker is presenting, than native-speakers; apparently people (I'm assuming mostly native speakers who are not receiving culturally appropriate cues) tend to interpret these actions (or the lack thereof) as understanding.

P&B Ch 4

I love the idea in the opening scenario of giving students class credit to read poems to people in and outside the classroom.

Caterpillar
~Christina Rossetti

Brown and furry
Caterpillar in a hurry,
Take your walk
To the shady leaf, or stalk,
Or what not,
Which may be the chosen spot.
No toad spy you,
Hovering bird of prey pass by you;
Spin and die,
To live again a butterfly.

Although I am not a huge fan of poetry, it does offer a million chances for success for students. And it can be a much simpler way to tell a story. Plus it gives chances for rhythm in language to be decoded easier. At least I think it's easier.

The table on pg 124 offers some excellent guidance on how to achieve a specific purpose with language. I particularly appreciated that they put divertive, or telling jokes, as a function.

Q: How did the farmer fix his jeans?

A: With a cabbage patch!

Ha ha ha! Whoooah.