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Teaching SPEAKING - Coggle Diagram
Teaching SPEAKING
Role play
distinctly different points of view
it's designed to practise specific pieces of lg
give bg info
prep time is needed
assign role cards
Guidelines:
make sure the context is clear
practise real life situations
make sure students understand their own roles
make sure students understand the idea of role play
give feedback
Different kinds of speaking
genre analysis
genre
purpose
setting
audience
response
stages of speaking task: learners may need to do:
plan
rehearse
create
get feedback
reflect
replan
may redo
defining genre: depends on a variety of factors
manner
tone
style
sitauation etc.
basic lesson sequence: teacher may do
do the task
feedback/review success
rehearse the speaking
add/correct/revise
plan the speaking
redo the task
set task
Approaches to speaking
Organising Speaking lessons
No talk-talk loop: discussion need more than one (you) person
Open Qs: use them
Structuring talk: everyone fights, no one quits
Playing devil's advocate: deliberately talikng opposing viewpoint
Topic & Cues: help to spark convo
note: set a clear, concrete task first - good starting point (instead of tackling the whole topic at once)
Fluency & Confidence
allow more time the think (forming a sentence)
peer pressure: fear of messing up in front of everyone
passive knowledge > active language give opportunities to gain experience
Solution: create safe situation ie. inspire & encourage lg use
helpful scenarios:
repetition after teacher
preparing monologues
chatting about weekend plans
list of hints and tips
Keys to get a good discussion going:
Prep time: give it
Don't interrupt the flow of convo: eye contanc or just look for signs willingness
Frame the discussion well: lead-in & end
Set a specific problem, and go from there
role cards: usually pair work (student A & student B - discussion)
Buzz groups: quickly set up groups for a lil' discussion
Break the rules: be innovative, creative, have fun, think outside the box
Communicative activites
achieve a communicative goal
involve real exchange of information
Communicative tasks:
ranging task aka. tier lists
pyramid discussion [needlessly compicating things]
group planning
board games ie. activiy
picture differencec taks
puzzles & problems [aka. life]
Fluency vs Accuracy? -> depends on the aim and context !!
Running fluency activity
monitor discreetly or vanish
correction: after task
don't interrupt
Scaffolding - reduce over time
techniques:
encouragement echo
asking conversation-oiling Qs
show interest and agree subtly
subtle correction