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1.1. The types of activity in language learning
The numerous of activity types for languages presented all below targeted to supply a systematic, meaningful scaffold that guides teachers’ thinking, decision-making, and technology union while supporting the development of students’ communicative skills. These activities show the British Council on the Teaching of Foreign Languages which state that communication in the target language is realized as a process that involves three modes:
1.Interpersonal
2. Interpretive
3. Presentational
The first, interpersonal mode has two-way written or oral interaction with active negotiation of meaning. Due to this feature, all 4 aspects: speaking, listening, reading, and writing are involved. The second, interpretive mode includes in the appropriate interpretation of meanings, a case in point is listening to a broadcast, reading a given passage, or viewing a movie and so on. Because the author of the news, text, or movie is absent, there are no chances for active negotiation of meaning. This mode involves listening, reading, and viewing abilities. The presentational mode is a one-way communication mode therefore, no opportunities for negotiation of meaning between presenters and audience are provided. This mode involves speaking and writing abilities. Because these communication modes needs students to work on different skills as they develop their communicative competence, we have organized these activities into five parts that address different abilities such as (a) listening, (b) speaking, (c) reading, (d) writing, and (e) viewing. At each of the genre tables, learning activity types are listed along with their descriptions. A third chart in each table is comprised of possible technologies to use that are basically referred to each of the activity types. The software titles and specific cyber sites belongs are meant to be performing. The law authors do not necessarily endorse and cover any of these technologies.
Sound games are effective ways of getting children motivated. Sometimes, using games can motivate your child to make sounds. To exemplify, play the game – ready… steady…. GO!! Blow up a balloon, hold it, then say “ready….steady….GO”, and let the balloon go. Do this a few times and then pause after you say “ready…steady….” and see if your child steps in and says “GO”.
Listening, attention and observation. Listening and attention skills are the building blocks of speech and language development. The acquisition of these skills is vital in the early years if you want your child to be successful at school. The development of these skills is facilitated by interaction with others, with having a shared focus with others, and playing in an environment that is free of distractions. Listening is not the same as hearing. A child can have perfect hearing, but be a very poor listener. Children with Autism, Attention Deficit and Hyperactivity Disorder or Auditory Processing Disorders will have difficulties with listening, remembering, and following verbal instructions. Role play
Dressing up is great fun and playing different roles will expand your child’s imagination. In fact you do not even have to dress up to do role play. Games involving different characters will allow you to introduce lots of new related language and stretch your child’s creative play skills. For instance, if you pretended to be firemen putting out a fire, think how many related words you could use” fire, fireman, fire engine, ladder, water, hose, burning, building, driving, climbing, up, down, smoke, hat, boots, jackets, save, squirt, bucket, fire out, hero, etc. Role play is great for expanding your child’s imagination and introducing new vocabulary.
Most types of interaction through play will have a positive effect on speech and language acquisition. The child’s social skills will also benefit because they will be using eye contact, turn-taking and listening skills. By letting your child take the lead in a game, they will gain confidence in communicating and feel that they are in control, so be relaxed in the communication environment.
Depending on your child’s language competence you may want to set a goal for each game, although it is important not to make it too structured because we want the game to be led by the child. Any goal should be simple and flexible. Language needs to be fed into the game, rather than trying to encourage the child to say particular words. This means we don’t want to be continually saying to the child “what is he doing?” or “what are you doing?” or “say running, say running”. Children do not learn language this way, children learn language by hearing it first and making associations between the word and the action. As adults we want to just feed the language in at the appropriate times. Example of a language role play game: Bus Driver game: Let your child be a bus driver and you can be the passenger. Set up some chairs for a bus and act the roles.
Steer the bus, Press the horn, Ring the bell, Sit down, Pay the driver, Drive the bus, Find the change, Walk down the aisle. If your child finds a game complicated, you could be the bus driver first and model it for your child, then your child can take a turn and you add language to the situation.
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