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Speaking - Coggle Diagram
Speaking
Approaches to speaking
Suggestions
structuring talk
teacher's main role
avoinding the talk-talk loop
there is no response from the learners so the teacher asks someting else
Topic and cues
learners/ teacher bring a topic and cue (provocating question,article) to class
open questions
rather than close questions
playing devil's advocate
taking opposing or contrasting view point in order to spur on conversation
Ways to start a lively discussion
Common groupings
small groups
pairs
whole class seated
smaller number of students speak
whole class mingling
largest number of students speak
Problems
no relevant knowledge
no interest in the subject
no motivation
no experience
Fluency and confidence
Activites
weekend plans
talking about films
Aims
using active knowledge
put the students in safe situations
instead of new language, try out language that they have learned
become more fluent and confident
A few keys to getting a good discussion going
preparation time
don't interrupt the flow
frame the discussion well
specific problems are more productive than general issues
role cards
buzz groups
break the rules
How to organise learners in speaking tasks
learners usually have to be able to
make eye contact
hear clearly what the others say
be reasonably close rogether
different variations of seating/standing arrangements can be useful
match the requirements of the specific activity
Different kinds of speaking
Genre
variety of speech
characterised by manner, styled, tone, quantity, volume, directness, choice of words, formality, type of content
varieties of speech genre
making a phone enquiry
explaining medical problems to a doctor
chatting with a friend
giving street directions
being more specific about genre
where
who
why
why is genre important
a learner of a language needs to learn to not just words, grammar, pronunciation but also about the appropriate ways of speaking in different situations
practising micro-skills
eg. interrupting politely in an infromal social conversation
stages in speaking lesson
basic lesson sequence
rehearse the speaking
do the task
plan the speaking
feedback/review the success
reflection
set task
redo the task
add/correct/revise
Fluency, accuracy and communication
be clear about differing aims
fluency-focused work
accuracy-focused work
running a fluency activity
get students speak
more STT than TTT
teacher monitors or vanishes
correcting students in fluency tasks
immediate correction
interrupts their flow
takes the focus off their message
students find hard to continue after correction
ideas for correction work after fluency activity
write up a number of sentences during the activity and discuss with the students
write a number of sentences on the board
invent a story that includes the errors
peer correction
self-correction
Scaffolding
offers useful language feedback
actually helps the speaker to constuct his conversation
does not interfere too much with the flow of conversation
Techniques
encouragement echo
concisely asking for clarification of unclear information
showing interest and agreeing
echoing meaning
asking conversation-oiling questions
asking brief questions
unobtrusievly saying the correct form of an incorrect word
giving the correct pronunciation
unobtrusively giving a word or phrase
a more competent speaker helps a less competent speaker communicate
Role play, real play and simulation
Real play
variation of role play
situations from a participant's own live or word
blank framework instead of role card
need to be worked on individually / in pairs / in groups
improvising
someone else is playing the role of the initiatior
then swap roles
helpful feedback
language help
suggesting some typical phrases thet might be used
Simulation
a large-scale role play
lot og background information (newspaper article,graphs, memos, news)
to create a much more complete or complex word
Role play
role cards
background information about the role
points relevant to the task
opinions about the issue
they can lead to discussions or arguments
preparation time
guidelines
make sure the students understand the idea of role play
clear context or situation
time to prepare their ideas
give feedback
Communicative activities
not communicative activties
drills
speeches
repetition
simple grammar practice activities
simple vocabulary activities
Some communicative activties
group planning tasks
ranking tasks
picture difference tasks
pyramid discussion
board games
puzzle and problmes