cues: to help spark conversation

reduce TTT, learners' participation

ask one clear question, give students time to formulate what they want to say

such as WH-questions, they're more likely to encourage reactions

deliberately taking an opposition or contrasting viewpoint in order to spur on conversation

"find ways of enabling as many students as possible to speak as much as possible"

'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

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

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

make eye contact with those they are speaking to

hear clearly what the other person/people are saying

planning a holiday: they must all agree on where they want to go

list of items are discussed according to their opnion

organisational technique, problem based discussion

each student is given one picture and they have to find the differences

creating new board games designed for your class

considering the problem, and trying to solve the problem

the characters of the situations are from a participant's own life and world

Some students don't like this, they feel like they aren't improving

It doesn't interfere too much with the flow of conversation

Actually helps the speaker to construct a conversation

Genre - Is a variety of speech that you can find in a particular place, ontext, person to achieve a particular result (eg. face to face, by phone)

Analysing genre

(e.g leaving telephone message)

Genre, Purpose, Setting, Audience, Response (These are the categories by which you can analyze genre)

Why is genre important?

It is important to know different genres, because you have to know the informal and formal speaking style depending on the situations

Factors involving speech acts:
Pronunciation
Context
Choosing and maintaining a suitable level of politeness
Organising information
Interaction
Listening
Speaking strategies
Language items

Basic lesson sequence
Set task
Plan the speaking
Rehearse the speaking
Do the task
Feedback/ Review the success
Add/Correct/Revise
Redo the task