Topic 4: In Practice: Activities, Teaching Material, Tips & Ideas

In Practice: Activities, Teaching Material, Tips & Ideas

Make use of the following types of activities:
  • Short speech: short speech or dialogue that may have memorized at an early level
  • Extensive speech: story telling, joke, person description, description of a favorite book, of a movie or a theater play, presentation, lecture
  • Communication games in which learners can participate individually, as couples, as small or large groups communicating with each other and/ or with audience:

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Provide Top-Down and Bottom-Up Listening Practice approaches.

Bottom-up processing helps students recognize lexical and pronunciation features to understand the text. The bottom-up approach could be reached through:

  • distinguish individual sounds, word boundaries, and stressed syllables
  • listen for intonation patterns in utterances
  • identify grammatical forms and functions
  • recognize contractions and connected speech or linking words

Top-down processing lies on prior knowledge and experience to build the meaning of a listening text using the information provided by sounds and words. The top-down approach could be reached through:

  • listening for gist, main ideas, topic, and setting of the text, or for specific information
  • sequencing the information
  • prediction, guessing, inferencing
  • Present the purpose and learning goals of an assignment very clearly.
  • Encourage discussion in classroom.
  • Give regular feedback on learners work and participation.
  • Give learners opportunities to plan and organize, monitor their own work, direct their own learning, and self-reflect.
  • Encourage self practice reading in order learners to become fluent readers.
  • Encourage learning of new vocabulary words.
  • Encourage collaboration between learners and provide opportunities for exchanging thoughts, making notes, planning, revising etc.
  • Set challenging but achievable tasks.
  • Respond to written ideas, not just language.
  • Mark positively and give feedback on areas of content as well as language.
  • Give clear and simple instructions and encourage self/ peer correction of written tasks.

Work in pairs. You will hear the text for Refugees of the ‘UN High Commissioner for Refugees: Who We are’, provided in the following link: goo.gl/mgGYcr

Read the questions below and choose the right answer (Attention! the right answer may not be only one):

  1. A refugee is a human being outside his country of origin and unable to come back because:
  2. He/ She wants a better future.
  3. He/ She fears being prosecuted because of race religion, nationality, politic beliefs or his involvement in a specific social group.
  4. He/ She wants to travel the world.
  5. Why the High Commission of the United Nations Refugee Organization was created in 1950?
  6. Because by the end of Second World War, millions of people were forced to leave their homes.
  7. To help poor countries.
  8. To build schools.
  9. Refugees, like all people, have rights:
  10. In life, freedom and security.
  11. In essential commodities, such as a home, food and clean water.
  12. To learn new things, to have them property, to move freely from place to place in place.*

Human Rights in practice, Educational Material for teaching Greek Language  with an emphasis on human rights,  Exercise book with answers-Level B1

Work in pairs. You will hear the text for Refugees of the ‘UN High Commissioner for Refugees: Who We are’, provided in the following link: goo.gl/mgGYcr

Read the questions below and choose the right answer (Attention! the right answer may not be only one):

  1. A refugee is a human being outside his country of origin and unable to come back because:
  2. He/ She wants a better future.
  3. He/ She fears being prosecuted because of race religion, nationality, politic beliefs or his involvement in a specific social group.
  4. He/ She wants to travel the world.
  5. Why the High Commission of the United Nations Refugee Organization was created in 1950?
  6. Because by the end of Second World War, millions of people were forced to leave their homes.
  7. To help poor countries.
  8. To build schools.
  9. Refugees, like all people, have rights:
  10. In life, freedom and security.
  11. In essential commodities, such as a home, food and clean water.
  12. To learn new things, to have them property, to move freely from place to place in place.*

Human Rights in practice, Educational Material for teaching Greek Language  with an emphasis on human rights,  Exercise book with answers-Level B1