Talking To Learn Presentation
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The document discusses strategies for developing students' speaking skills in a foreign language. It notes that speaking is often the least developed skill and identifies key strategies like teaching phonics, providing opportunities for planned and unplanned talk, focusing on key structures, and using stimulus materials. Frameworks for different year levels emphasize skills like interpreting intonation, participating in discussions, presenting talks, and using more complex sentence structures and tenses. Assessment criteria for GCSE exams evaluate how well students communicate information, interact, speak confidently and deal with unpredictable elements.
![Talking to Learn: innovative strategies to develop speaking Rachel Hawkes Assistant Principal & AST Comberton Village College SSAT Lead Practitioner Regional Support Advisor NSC [email_address] www.rachelhawkes.typepad.com/linguacom Rachel Hawkes 2009-10 Joined-up thinking](https://image.slidesharecdn.com/talkingtolearnpresentation-100127173336-phpapp01/85/Talking-To-Learn-Presentation-1-320.jpg)
![“ Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm .” ‘ When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary .’ “ ...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities .” “ A further hindrance to speaking fluently was that sound-spelling links not been taught well .” “ Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations . Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation . Several students said that being able to say what they wanted to say would improve their enjoyment.” Rachel Hawkes 2009-10 The changing landscape of languages](https://image.slidesharecdn.com/talkingtolearnpresentation-100127173336-phpapp01/85/Talking-To-Learn-Presentation-2-320.jpg)
![Joined up thinking! Rachel Hawkes Comberton Village College AST Regional Subject Advisor SSAT Lead Practitioner www.rachelhawkes.typepad.com/linguacom [email_address] Rachel Hawkes 2009-10](https://image.slidesharecdn.com/talkingtolearnpresentation-100127173336-phpapp01/85/Talking-To-Learn-Presentation-10-320.jpg)
Talking To Learn Presentation
- 1. Talking to Learn: innovative strategies to develop speaking Rachel Hawkes Assistant Principal & AST Comberton Village College SSAT Lead Practitioner Regional Support Advisor NSC [email_address] www.rachelhawkes.typepad.com/linguacom Rachel Hawkes 2009-10 Joined-up thinking
- 2. “ Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm .” ‘ When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary .’ “ ...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities .” “ A further hindrance to speaking fluently was that sound-spelling links not been taught well .” “ Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations . Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation . Several students said that being able to say what they wanted to say would improve their enjoyment.” Rachel Hawkes 2009-10 The changing landscape of languages
- 3. Key strategies to improve speaking Teaching sound-written patterns (phonics) Building a framework for spontaneous talk Providing opportunities for planned and unplanned talk Focusing on key structures Providing a range of stimulus material to respond to Using technology to enhance interactions
- 4. Teaching (speaking) a NEW Rachel Hawkes 2009-10 Phonics Group Talk Planned Unplanned Key structures Meanings matter I ntera CT ion Joined-up thinking
- 5. asd Speaking Activity Student Reflection Sheet School Name: ______________________ Year Group ____ Date: ______________ Put a tick on the line to evaluate the speaking task. 2. How much did you say in whole class work? 3. How much did you say in pair/group work? 5. In which topic could you use this language again? 1. Did you enjoy the activity? 4. Tick the language used in the task. 6. Write here anything you wanted to say but couldn’t. Opinions Reasons Description Asking questions Comparisons Past events Future events Discussion
- 6. Peer assessment Self assessment Name: ________________________ Name of presenter: ________________ Area of focus Self Asses 1 - 5 Pronunciation: I can remember how to pronounce words accurately over time Memory: I can use strategies to memorise words and sentences Creativity: I can use the language I know to describe a photo Performance: I can talk confidently in class Speaking: I can ask and answer simple questions and describe using simple sentences Area of focus Peer Asses 1 - 5 Pronunciation: S/he can remember how to pronounce words accurately over time Memory: S/he can use strategies to memorise words and sentences Creativity: S/he can use the language s/he knows to describe a photo Performance: S/he can talk confidently in class Speaking: S/he can ask and answer simple questions and describe using simple sentences
- 7. Rachel Hawkes 2009-10 NEW secondary curriculum (speaking related PoS) 1.1 Linguistic competence a. Developing the skills of listening, speaking, reading and writing in a range of situations and contexts. b. Applying linguistic knowledge and skills to understand and communicate effectively. 1.2 Knowledge about language a Understanding how a language works and how to manipulate it. 1.3 Creativity a Using familiar language for new purposes and in new contexts. b Using imagination to express thoughts, ideas, experiences and feelings. 2.2 Developing language skills c respond appropriately to spoken and written language d use correct pronunciation and intonation e ask and answer questions f initiate and sustain conversations k deal with unfamiliar language, unexpected responses and unpredictable situations. 3. Range and content a the spoken and written forms of the target language 4. Curriculum Opportunities a. hear, speak, read and write in the target language regularly and frequently within the classroom and beyond b. communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposes c. use an increasing range of more complex language g. use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum
- 8. Rachel Hawkes 2009-10 Year 7 Framework - speaking Year 8 Framework - speaking Year 9 Framework - speaking 1.3 Being sensitive to the spoken word Y7 Interpret speakers’ intentions from intonation and tone of voice Y7 Use intonation and tone of voice to create mood and meaning 1.4 Talking together Y7 Construct and generate language, using a stock of words, phrases and sentences for social communication and to talk about their work Y7 Make effective use of simple verbal or visual prompts in order to take part in conversations and discussions 1.5 Presenting and narrating Y7 Plan and present a short talk or narrative, speaking clearly, audibly and with accurate pronunciation Y7 Engage listeners’ attention through expression and non-verbal techniques 4.4 Sentence structure Y7 Use knowledge of word order, high-frequency words and punctuation to understand and build simple and compound sentences 4.6 Questions and negatives Y7 Understand and use confidently some common question types in different contexts Y7 Understand and use confidently some common negative forms in different contexts 1.3 Being sensitive to the spoken word Y8 Explore how speakers use language for specific communicative functions Y8 Identify and use specific language for a range of communicative functions 1.4 Talking together Y8 Initiate and participate in unrehearsed pupil-teacher and pupil-pupil exchanges Y8 Plan and carry out unscripted conversations and discussions, taking into account the views, preferences and ideas of each group member 1.5 Presenting and narrating Y8 Use some complex language in a prepared but unscripted talk or narrative Y8 Add authenticity through use of simple idioms 4.4 Sentence structure Y8 Develop and improve sentences by adding, rearranging or replacing elements 4.6 Questions and negatives Y8 Understand and use a range of question types Y8 Understand and use a range of negative forms 1.3 Being sensitive to the spoken word Y9 Listen for language variation in formal and informal contexts Y9 Adapt the degree of formality of language to suit different situations 1.4 Talking together Y9 Make extended and/or frequent contributions to classroom talk Y9 Deal effectively with unexpected responses in order to sustain conversations and discussions 1.5 Presenting and narrating Y9 Respond quickly and appropriately to audience comments or questions following a talk or narrative Y9 Add interest through extended sentences, rhetorical devices and imaginative use of vocabulary 4.4 Sentence structure Y9 Use knowledge of word order, phrases and clauses to understand and build a wider range of extended sentences 4.6 Questions and negatives Y 9 Make confident use of question types with simple and compound tenses Y9 Make confident use of negative forms with simple and compound tenses
- 9. NEW GCSE Assessment criteria (speaking component - Edexcel) Communicates comprehensive and detailed information related to chosen stimulus Interacts very well Speaks very confidently and with spontaneity Frequently takes initiative and develops elaborate responses No difficulty in expressing and explaining a range of ideas and points of view Very little or no hesitation Able to deal with unpredictable elements without difficulty 16-18 Uses wide range of appropriate vocabulary and structures, including complex lexical items Consistently competent use of different tenses. 6 Very accurate, with only isolated and usually insignificant errors. Consistently good pronunciation and intonation. 6 Communicates detailed and relevant information related to chosen visual/topic/stimulus. Interacts well. Speaks confidently. Takes initiative and develops more elaborate responses. Has little difficulty expressing and explaining ideas and points of view. Little hesitation and little or no prompting necessary. Abe to deal with unpredictable elements with some success. 12-15 Good variety of appropriate vocabulary and structures. Unambiguous use of different verb tenses. Generally at ease with subordination. 2 Some errors, especially in more complex structures, but generally accurate. Pronunciation and intonation generall y good. 2 Communicates relevant information related to the chosen stimulus but with some obvious omissions. Some interaction Able to participate in familiar, straightforward discussion and conversation, but experiences problems with more complex question forms. Conveys opinions, but rarely expands . Some hesitation Able to deal with some unpredictable elements. 8-11 Adequate but predictable range of vocabulary and structures. May include different tenses or time frames, perhaps with some ambiguity Some examples of subordination 3-4 A fair number of errors made, including some basic, but communication overall unaffected. Pronunciation and intonation generally accurate. 3-4 Limited communication related to chosen visual/topic/stimulus. Some coherence in unambiguous presentation of simple information and opinions, but responses very limited. Very hesitant and reliant on teacher-examiner prompting. Able to deal with isolated unpredictable elements. 4-7 Limited and/or repetitive range of vocabulary or structures. Predominantly uses short sentences 2 Many basic errors, but main points communicated. Simple ‘pre-learnt’ stereotypes correct. Pronunciation generally understandable. 2 Minimal description of chosen stimulus. Conveys little relevant information in minimal responses (mainly one word) Largely disjointed and unconnected ideas. Very limited comprehension of basic questions. Wholly-reliant on teacher-examiner prompting.. 1-3 Very limited range of basic structures Frequently resorts to non-target language Rarely offers complete sentences. 1 Consistently inaccurate language and pronunciation frequently impede communication Only isolated examples of accurate language. 1
- 10. Joined up thinking! Rachel Hawkes Comberton Village College AST Regional Subject Advisor SSAT Lead Practitioner www.rachelhawkes.typepad.com/linguacom [email_address] Rachel Hawkes 2009-10
Editor's Notes
- #5: These headings relate to separate PowerPoints that are saved separately
- #7: It is up to teachers how they organise this. It would be best/most practical perhaps to do 3 examples with 3 learners who are prepared to do this in front of the whole class and then learner judgements can be trialled and they can get a feel for to assess using these criteria. These indicators are in the booklet and learners will then be able to mark shade in where they are on the ladder. After the first 3 have ‘performed’ whole class (& these should be chosen with care) then learners could work in pairs to present to each other. They do should the whole thing once through as a practice each – and this time around learners should give the 2 stars & a wish feedback – 2 things they liked and 1 thing that would improve it. Learners should write that down on the back of their self-assessment sheets that we will collect in at the end. They should then do the ‘real’ presentations and then immediately assess themselves whilst their partners are assessing them. If any areas of difficulty arise in that the assessments differ wildly, the teacher can arbitrate, but otherwise learners can shade their booklets to record their own progression in the skills.