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Speaking - Coggle Diagram

- - - - pairs
      - threes
      - small groups
      - as a whole class
    - - 'up-there' or 'passive' knowledge is much larger than actively usable language
      - being nervous about trying and getting things wrong
      - taking too much time to put the pieces together
    - - put learners in 'safe' situations
      - create activities in which learners feel less worried about speaking, less under pressure, less nervous about trying things out
      - find a fine balance - some pressure to take a risk and use language they've been avoiding
      - A few keys to getting a good discussion going
        
        Frame the discussion well: lead-in, closing, follow-up
        
        Preparation: give your students some time to look up words, think through their thoughts, and make some notes
        
        Don't interrupt the flow: keep a watchful eye on the class and invite students to speak (gestures, comments)
        
        Specific problems are more productive than general issues: give your learners a specific, related problem (rather than a general topic) - more challenging, more interesting and more realistic
        
        Role cards: it can be easier to speak in someone else's character than in your own
        
        Buzz groups: split the class up into small sets of four or five students, ask them to summarise the discussion, take a stand and select some points they would bring into the discussion, then have a whole class discussion
        
        Break the rules: at times it's OK to go straight into the discussion - with the aim of familiarizing your students with unprepared speaking
      - consider the right physical arrangement so that learners are able to:
        
        make eye contact with those they are speaking to
        
        hear clearly what the other person/people are saying
        
        be reasonably close together
- - - - role cards
        
        background information
        
        name
        
        age
        
        personal appearance
- - - - The teaher doesn't stop them
      - Get the students to speak
      - The teacher says nothing
      - Some students don't like this, they feel like they aren't improving
    - - Instant correction
      - Teacher stops the students immediately
      - This doesn't help with the fluency