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GSE Listening and Speaking

Today’s class • Warm up activities

• Speaking lesson planning frameworks

• Organizing target language

• Speaking activity examples

• Homework

Reminder: Upload your listening lesson plans on Edmodo

Classroom Interaction

What is different about these classroom interactions?

T: What’s your favorite movie?

S: My favorite movie is Titanic.

T: Well done! Very good.

T: What’s your favorite movie?

S: My favorite movie is Titanic.

T: Oh, I like that movie.

Which is interaction is more suitable for…

- authentic and real-life communication? - controlled practice of grammar structures?

Warm Up Questions

1. What are some good types of classroom activities that encourage speaking? (example: debate)

2. What are the best classroom arrangements to encourage speaking?

3. In Week 2 we learned about reciprocal and nonreciprocal communication. Can you remember the difference and give an example of each?

4. In Week 2 we learned about interactional and transactional communication. Can you remember the difference and give an example of each?

5. What tip would you give to a new teacher about teaching speaking? Think of one each.

Taxonomy: Classification

Beginning

Middle

End

Present

Practice

Produce

Input

Process

Output

Pre-task

Task cycle

Language focus

Encounter

Internalize

Fluency

Lesson planning frameworks for speaking skills

Which frameworks would be more suitable for:

Traditional Weak CLT Strong CLT/TBLT Bloom’s Tax.

Remember Understand

Analyze Apply

Lead in

Planning > Task > Report

Evaluate/Create

Focus on meaning

Focus on form

• Advanced/high-level learners • Integrating listening and speaking • Grammar focus • Scaffolding lower-level learners

• accuracy? • fluency? • inductive? • deductive?

Note: There isn’t a right or a wrong framework for lesson planning. It depends on your students’ age and goals, and the content of the lesson.

PPP is a more traditional form-focused lesson planning framework, however it can be useful in some settings and for modeling pronunciation.

1. Present the target language to be learned

2. Practice the TL with controlled activities

3. Produce the TL with a free speaking activity

PPP

1. Get Ss interest

2. Set the context

3. Ss hear the TL with a focus on meaning and a task

4. Teach/practice the vocabulary

5. Check Ss understand the vocabulary (assess their understanding

6. Expand the TL with more controlled practice

7. Expand the TL and move towards free practice (no scaffolding and support)

8. Speaking activity

Encounter

Internalize

Fluency

.

.

.

.

.

.

EIF Framework

Task-Based Language Teaching (Strong CLT)

1. Pre-task Interest, model the task, contextualize, activate

2. Task Small groups, focus on meaning and outcome

3. Planning + Report Oral or written report of results to the class

4. Analysis Feedback of task performance and report

5. Practice TL selected to review and revise

TBLT for speaking lessons

6 questions to ask in task design:

1. Does the activity engage learners’ interest?

2. Is there a primary focus on meaning?

3. Is there an outcome?

4. Is success judged in terms of outcome?

5. Is completion a priority?

6. Does the classroom activity relate to real world activities?

1. Input

A menu- prices- sections- food- ingredients- drinks

Bloom’s Taxonomy Following Bloom’s Taxonomy, we can create authentic task sequences.

2. Process

What are the sections?

Where are the main meals?

Which meals are good value?

Which meals include seafood?

Which drinks are non-alcoholic?

3. Action

Which starter do you want to order?

If you only have $15, what will you order?

Recommend a meal for your date / mother / child.

Which food items do you want to ask the waiter about?

Remember > Comprehend > Apply > Analyze > Evaluate > Create

Organizing Target Language

Example: “How old are you?” “I’m 8 years old.”

Order: 1. numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 2. statement: I’m _ years old 3. question: How old are you?

Encounter stage: • Birthday song with a teddy bear (contextualize) • ‘Puppet’ show (encounter the TL) Internalize: • Board game to practice “I’m _ years old” • Guessing game with cartoon characters. Fluency • Ss design their birthday cake • Class survey of ages

Encounter stage: • Birthday song with a teddy bear (contextualize) • ‘Puppet’ show (encounter the TL)

Internalize: • Board game to practice “I’m _ years old” • Guessing game with cartoon characters.

6

9

7

Fluency • Ss design their birthday cake • Class survey of ages

Class survey: “How old are you?” “I’m 6 years old.”

Speaking activities

1. Schedule task

2. Spot the differences

3. UK food lesson

Schedule Task

1. Copy this table into your notebook. 2. Fill out the table with your schedule. 3. Leave two squares free.

Mon Tue Wed Thu Fri

Afternoon

Evening

Now get into groups and try to find a time you can all go to see the new Dr.Strange movie. You may need to negotiate and change some peoples’ schedules.

TBL: Spot the differences (Example task)

TBL: Spot the differences

TBL: Spot the differences

On your phone go to edwardtesol.com

password: english

Go to GSE > TEACHING ENGLISH L&S

Go to the bottom of the page.

Find ‘Spot the Differences’

click here —>

TBL: Spot the differences

Sample lesson

Level: High beginner/Lower intermediate

Age: Middle school to adult

Can you name them?

Discussion: What do you know about the UK?

people, celebrities, authors, actors

places, cities, landmarks

movies and music

history

...any more?

Can you guess what we’re going to learn about today?

What do you know about this topic?

What is it?

What is it?

a scone

What is it?

What is it?

fish ‘n’ chips

What is it?

What is it?

cheese and crackers

What is it?

What is it?

balti

What is it?

What is it?

a full English breakfast

What is it?

What is it?

shepherd’s pie

fish ‘n’ chips or

cheese and crackers?

Is it a balti or shepherd’s pie?

Which one is a full English breakfast?

ab

c

Which one is a scone?

a b c

Can you name them?

Can you name them?

Look at the food and remember them.

What’s missing?

What’s missing?

I’d like ....

cheese and crackers

a full English breakfast

a scone

I’d like ....

a balti

a shepherd’s pie

fish ‘n’ chips

Circle drill

I’d like...What would you like?

What would you like ?

I’d like a scone

1 2 3 4 5

6 7 8 9

.

10

Look and remember

_____ _____ _____ _____ _____

_____ _____ _____ _____

1 2 3 4 5

6 7 8 9

_____

10

Test!

Why are these people in different groups?

Peter Bob Jane Amy

Why are these people in different groups?

Peter Bob Jane Amy

For boys and men we say ‘he’

For girls and women we say ‘she’

Can you guess what British food they would like?

He’d like... She’d like...

Peter Bob Jane Amy

Q: What would Peter like? A: He’d like...

Team game!

Q: What would Peter like? A: He’d like...

Team game!

Q: What would Amy like? A: She’d like...

Team game!

Q: What would Amy like? A: She’d like...

Team game!

Q: What would Jane like? A: She’d like...

Team game!

Q: What would Jane like? A: She’d like...

Team game!

Q: What would Bob like? A: He’d like...

Team game!

Q: What would Bob like? A: He’d like...

Team game!

Is it right?

Q: What would Bob like? A: She’d like a shepherd’s pie.

Is it right?

Q: What would Amy like? A: She’d like cheese and crackers.

Memory game

1. I’d like a scone.

2. He’d like a scone. I’d like a balti.

3. He’d like a scone. She’d like a balti. I’d like a full English breakfast.

4. He’d like a scone. She’d like a balti. She’d like a full English breakfast. I’d like...

Note for teachers:

Notice how the pictures were recycled many times using different types of memory games, repeating activities and guessing games.

This could easily be done with flashcards. The students have been given many opportunities to internalize (memorize) the language.

Mingle activity

1. Write one of the foods on a piece of paper. 2. Let me collect the papers and mix them. 3. Take a new piece of paper.

cheese and crackers

a full English breakfast

a scone

a balti

a shepherd’s pie fish ‘n’ chips

Mingle activity

4. Stand up with a pencil and a notepad. 5. Walk around the room asking what people would like. 6. Write their name on your notepad and the food they would like.

Homework

1. Watch two videos on my YouTube channel: Edward TESOL

Contrasting terms Target language

Next week there will be review activities about these videos!

Homework

2. Final presentations. Choose A or B:

A. Speaking lesson presentations

Homework: Start planning a speaking lesson. Choose your target language or a dialogue and design a speaking activity for learners to use the TL.

B. Topic presentations

Homework: You will present information about any topic of your choosing. For next week, choose a topic related to teaching speaking and/or listening.

Topic presentations: Suggestions:

Business English Academic English Functional English Situational English Conscious-raising Using dialogues Adapting textbooks Authentic texts Pronunciation Graphic organizers Key words Songs

Peer-learning Self-assessment Project-based learning Inquiry-based learning Listening strategies Speaking & EFL Metacognitive strategies Discourse analysis Surveys Role-plays Interviews Problem-solving

…your ideas!