Speaking in and out of the classroom.ppsx
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The document outlines a seminar by CELT Athens, led by Marisa Constantinides, focusing on developing speaking skills in language learning. It emphasizes the importance of communication practice, offering various classroom and out-of-class activities to enhance fluency and interactive skills. Key components discussed include characteristics of skilled performers, techniques for fluency development, and specific activities such as role-plays, debates, and collaborative storytelling.
![www.celt.edu.gr info@celt.edu.gr
Ideal Scenario
“[For students to improve on their fluency, teachers]
must be willing to let go of some of the control in
[their] classrooms; …[they] must be willing to set up
situations in which fluency can develop, and then
encourage the students to actually communicate.”
(Brown, 2003: 7)](https://image.slidesharecdn.com/speakinginoutofclass-240310123625-29e39592/85/Speaking-in-and-out-of-the-classroom-ppsx-4-320.jpg)
Speaking in and out of the classroom.ppsx
- 1. www.celt.edu.gr info@celt.edu.gr Speaking Skills in & out Class Seminar Leader Marisa Constantinides Dip.RSA, M.A. App Ling CELT Athens Director CELTA & DELTA Tutor Writer and Conference Speaker A webinar offered by CELT Athens on February 28 2024
- 2. www.celt.edu.gr info@celt.edu.gr Is speaking easy to develop?
- 3. www.celt.edu.gr info@celt.edu.gr “If communication practice is one of the most important components of the language learning/teaching practice, it is one of the most problematical. It is much more difficult to get learners to express themselves freely than it is to extract right answers in a controlled exercise.” Ur (1981: 2)
- 4. www.celt.edu.gr info@celt.edu.gr Ideal Scenario “[For students to improve on their fluency, teachers] must be willing to let go of some of the control in [their] classrooms; …[they] must be willing to set up situations in which fluency can develop, and then encourage the students to actually communicate.” (Brown, 2003: 7)
- 6. www.celt.edu.gr info@celt.edu.gr Skilled performer characteristics Skilled performance is observable; analogies good for productive language skills Language as Skill
- 7. www.celt.edu.gr info@celt.edu.gr Skilled Performers… …appear fast but … …not rushed or hurried
- 8. www.celt.edu.gr info@celt.edu.gr …look confident Skilled Performers…
- 9. www.celt.edu.gr info@celt.edu.gr …make their performance look easy and smooth… Skilled Performers…
- 10. www.celt.edu.gr info@celt.edu.gr ..can deal with the unpredictable Skilled Performers…
- 11. www.celt.edu.gr info@celt.edu.gr …are aware of the effects of their performance on others Skilled Performers…
- 12. www.celt.edu.gr info@celt.edu.gr …can deal with problems in their own performance and…
- 13. www.celt.edu.gr info@celt.edu.gr Qualities…in brief… • fast • confident • smooth • unrushed • can deal with the unpredictable • aware of effect • aware of faults • able to fix
- 14. www.celt.edu.gr info@celt.edu.gr How do they do it? • repetition • rehearsal • knowledge • awareness • confidence • flexibility
- 16. www.celt.edu.gr info@celt.edu.gr Components of Spoken Performance Fluency Accuracy • facilitating • turn-‐taking • repair grammar • vocabulary • pronunciation Range complexity of lexical and grammatical choices appropriacy of lexical and grammatical choices Discourse management o extent o coherence o relevance Interactive skills & strategies o participation (including listening to interlocutor) o initiating and Responding o developing a topic
- 17. www.celt.edu.gr info@celt.edu.gr Characteristics of spoken language Vocabulary: basic vs. precise Grammar: complex vs. simple Syntax: co-ordination vs. sub-ordination Organisation: more structured vs less structured Pronunciation adds to the meaning Spoken language happens on the spot Features such as fillers to play for time to think
- 18. www.celt.edu.gr info@celt.edu.gr In class Activities
- 19. www.celt.edu.gr info@celt.edu.gr In class activities can focus on interactive talk Information Gaps necessarily in pairs or groups; each student in a pair/group is given different information Opinion Gaps all students share the same information but have to exchange opinions Reasoning Gaps (Problem Solving) students have a problem to solve Drama activities role-plays, simulations, improvisations
- 20. www.celt.edu.gr info@celt.edu.gr Information Gaps Opinion Gaps Reasoning Gaps (Problem Solving) Drama activities E.g. Describe & Draw Describe & Find the Differences Find the other half (of a picture. Text etc) E.g. Debates Group Discussions Panel Discussions E.g. Who should we hire? What shall we build in our town? How shall we spend a day in London? E.g. Dramatise scene from novel or story Roleplay a committee meeting Add/act out dialogue from silent movie
- 21. www.celt.edu.gr info@celt.edu.gr Games Competitions Improvisations In Addition, consider the following activities
- 22. www.celt.edu.gr info@celt.edu.gr Picture Karaoke Connect pics to make a story – 1 minute per picture
- 24. www.celt.edu.gr info@celt.edu.gr Rory’s Story Cubes Buy or make your own
- 25. www.celt.edu.gr info@celt.edu.gr The Brainstormer iPhone or iPad app
- 26. www.celt.edu.gr info@celt.edu.gr When to use! This Photo by Unknown Author is licensed under CC BY-NC
- 27. www.celt.edu.gr info@celt.edu.gr Speaking in the lead in stages
- 28. www.celt.edu.gr info@celt.edu.gr The task cycle Task Feedback Explore model Notice "gap" Repeat task
- 29. www.celt.edu.gr info@celt.edu.gr Questions Please Ask as many Yes/No questions as you can in 5 mins – recreate the story in groups and report – then listen to or read the original
- 30. www.celt.edu.gr info@celt.edu.gr Ss in groups are asked to use as many words to tell the story they think these words come from Using word lists or a word cloud from a text or conversation
- 31. www.celt.edu.gr info@celt.edu.gr Speaking as the main lesson activity Six Thinking Hats (idea by E.de Bono)
- 32. www.celt.edu.gr info@celt.edu.gr Solve a problem – e.g. how to raise money for a school outing Read and report in hat mode Join a discussion in hat mode Students wear a different hat for each activity
- 33. www.celt.edu.gr info@celt.edu.gr “Few if any people achieve fluency in a foreign language solely within the confines of the classroom.” (Brown, 2007:1)
- 34. www.celt.edu.gr info@celt.edu.gr Out of class activities
- 35. www.celt.edu.gr info@celt.edu.gr Out of class activities •Can focus on molonogues •Rehearsed talk •Long turns •Can be a series of interactive monologues
- 36. www.celt.edu.gr info@celt.edu.gr Maintaining a long turn is tested in exams … and in our professional and academic life!
- 37. www.celt.edu.gr info@celt.edu.gr Make a Truth or Bluff Video Story on flipgrid 7919c631
- 40. www.celt.edu.gr info@celt.edu.gr Animations – voiceovers- videos
- 41. www.celt.edu.gr info@celt.edu.gr www.goanimate,com http:/goanimate4schools.com/pub lic_index www.xtranormal.com Guess who I am video Made with iphone – ipad – pc camera
- 42. www.celt.edu.gr info@celt.edu.gr In Plain English Videos
- 44. www.celt.edu.gr info@celt.edu.gr Great storyBoard Can also be done online – compare with story in this post http://marisaconstantinides.edublogs.org/2010/10/27/anim ated-stories/#.UVoRrKv27mY
- 45. www.celt.edu.gr info@celt.edu.gr Sustained Talk rather than conversation fragments
- 47. www.celt.edu.gr info@celt.edu.gr Bloom’s Revised Taxonomy of Educational Objectives Higher Order Thinking Skills Lower Order Thinking Skills
- 48. www.celt.edu.gr info@celt.edu.gr Bloom’s Revised Taxonomy of Educational Objectives Higher Order Thinking Skills Lower Order Thinking Skills Talks, videos, presentations, Pecha Kuchas , voiceovers, stories, improvisations, blog posts.. Facebook, twitter, forums, blog comments Google searches, wikipedia, e-books, concordancers Classroom Communication activities, games, surveys, priority activities… Reading / listening comprehension/ picking language out of authentic data.. Mnemonics, contextualisation, imagery, associations
- 49. www.celt.edu.gr info@celt.edu.gr Some references Barker, David. (2005). Encouraging students to take their language learning outside the classroom. JALT Hokkaido Journal, 8, 79-86. Bassano, Sharron. (1986). Helping learners adapt to unfamiliar methods. ELT Journal, 40(1), 13-19. Brown, H. Douglas. (2007). Principles of language learning and teaching (5th ed). New York: Longman. Brown, James Dean. (2003). Promoting fluency in EFL classrooms. Proceedings of the 2nd annual JALT Pan-SIG conference. Retrieved June 7, 2010, from http://jalt.org/pansig/2003/HTML/Brown.html Ellis, Rod. (1994). The study of second language acquisition. Oxford: Oxford University Press. Krashen, Stephen. (1982). Principles and practice in second language acquisition. London: Pergamon. Littlewood, William T. (1984). Foreign and second language learning. Cambridge: Cambridge University Press. Schneider, Peter H. (2001). Pair taping: Increasing motivation and achievement with a fluency practice. TESL-EJ, 5(2). 1-32. Schmidt, Richard. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-58. Ur, Penny. (1981). Discussions that work: Task-centred fluency practice. Cambridge: Cambridge University Press.
- 50. www.celt.edu.gr info@celt.edu.gr Get in touch about joining one of our future courses Send me an email to info@celt.edu.gr
Editor's Notes
- #8: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #9: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #10: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #11: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #12: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #13: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #14: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #15: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #47: No, this is a word level exercise, motivating and very visual but focuses on fragments of language.
- #48: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
- #49: No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it