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This activity provides motivation for students to try new structures and vocabulary within a small group setting. It enables students to speak from another viewpoint, recall information, identify main points and prepares students for writing. While undertaking the tasks the students are more likely to notice their own language gaps and test their hypothesis and provide/receive feedback. The content should be material the students understand because they’ve already explored it in class. A Say It is usually positioned towards the end of a teaching and learning sequence. It may be used as a post-reading activity and the prompts based upon the text just read.
The teacher prepares a table/grid (usually 3 x 3, or 3 x 4) and writes one topic related prompt into each section of the table. Each prompt is usually asked from a different point-of-view. The prompts start with “You are …… say …” Each row and column in the table is labelled with a co-ordinate. (E.g. each column A, B, C …, and each row 1, 2, 3…).
Model the activity to the students. Put the students into groups of about six and choose one student to begin the Say It in each group. Allocate grid coordinates to that student (e.g. B3). The first student reads the text in the (B3) cell aloud and then carries out the short role play. They then choose someone from the group to go second and allocate a new set of coordinates (eg. A2) to that student. Students continue to play until all the cells have been role-played.
For example:
This video shows a year 11 geography class using a say it activity
Teaching and learning sequence planning example
Primary level:
Secondary level:
Shared dictation helps students to practise speaking clearly. Teachers can use this strategy to revise recently learned vocabulary, structures and genre, or to focus student attention on something important such as an overview of the lesson.
The language of the dictated text needs to be familiar to the students. Each student has half of the text. The students sit back to back, or facing each other with their papers out of each other's sight. They read out their phrases in turn, starting with 'A' who reads out the first group of words to 'B'. 'B' then writes down what s/he has heard. Then 'B' says the next phrase to 'A' and so on. Students can spell out words only after they have tried to get the message across three times.
Sample texts:
The following video shows students taking part in shared dictation at primary level
Establish the responses you expect the students to make. Model these with the students and discuss them. Write out sentence starters to act as a speaking frame. You may also include a small word bank. You may need to create more than one of these frames, each one offering different levels of support.
Description
Speaking frames are a type of sentence frame that provides sentence starters and models for English language learners who may not have sufficient knowledge of standard sentence structure to be able to create sentences independently. They are a support, which should gradually be withdrawn eg. "The ________ lives in a _______."
Watch these short videos to see speaking frames being used in a primary classroom and in a secondary classroom
Primary
Secondary
Teaching and learning sequence examples:
Think, Pair, Share is a way of providing increased wait time so that students have time to think before they speak or write. It also provides opportunities for repetition and for practising and polishing language. This strategy is very easy to use and takes no preparation and it can be used across all learning areas.
The students first work individually writing down their ideas. Next they share their ideas with a partner and then with a larger group or whole class. It is important that students need to be able to share their partner’s ideas as well as their own.
The 'wait or think' time that is part of Think, Pair, Share has been demonstrated to be a powerful factor in improving student responses to questions.
Watch this video to see Think, pair, share being used in a year 5–6 visual arts class
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Teaching and learning sequence planning examples:
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