Please enable JavaScript.

Coggle requires JavaScript to display documents.

Speaking - Coggle Diagram

- - - - background information
      - different point of view
      - practice specific pieces of language
      - 4th, 5th card missing: write them
      - adding missing role cards
    - - understand the idea
      - context is clear
      - do they understand the card information
      - give time
      - give feedback
  - - - improvise conversation
      - swap roles
      - give feedback
  - - - readjust their positions
- - - - style
      - manner
      - tone
      - quantity
      - volume
      - directness
      - formality
      - communication channel
    - - Giving an academic lecture
      - telling a joke
      - negotiating a sale
      - military orders
    - - practicing micro skills
        
        creating questions
        
        interrupting politely
        
        starting/changing topics
        
        etc.
      - completing a genre based task (bigger scale)
- - - - Frame the discussion well
      - Preparation time
      - Don't interrupt the flow
      - Specific problems are more productive than general issues
      - Role cards
      - Buzz groups
      - Break the rules
    - - They usually need to be able to
        
        hear clearly what the other person/peopke are saying
        
        be reasonably close together
        
        make eye contact with those they are speaking to
- - - - be clear about what is involved
    - - correcting students: stop their flow
      - running an activity
        
        get the students to speak
        
        say nothing while running the task
        
        monitor discreetly or vanish
        
        activity route map
        
        before lesson: familiarise yourself
        
        lead-in
        
        set up activity
        
        run the activity
        
        close activity
        
        pos activity: follow-up
      - ideas for correction
        
        write up number of sentences: discuss them
        
        write sentences on the board: students correct them
        
        scaffolding
        
        spontanious correction
        
        a competent lg speaker helps a less competent one
        
        techniques
        
        asking clarification
        
        encouragement echo
        
        conversation-oiling questions
        
        giving correct pronounciation
        
        asking brief questions