Promoting Speaking Skills

English Language Teachers’ Summer Seminar 2014

Edmund Dudleylegyened@yahoo.co.uklegyened.edublogs.org

28 July – 1 August 2014

Professional Development2

Subheading

Day 1: Preparing to speak: from reception to production

Day 2: Managing spoken interaction in the classroom

Day 3: Developing authentic speaking activities and classroom tasks

Day 4: Preparing students for oral exams

Day 5: Evaluating students’ speech

Slide main heading

Preparing to speak: from reception to production

My Blackberry is not workinghttp://www.youtube.com/watch?v=kAG39jKi0lI

Girl on a swing

Responding to inputDoes she need a jacket?

Discussion

• Does the child need a coat or not? • Who is right? • What does it depend on? • How can situations like this best be resolved?

Language focus

"It's cold. She should be wearing a jacket."

Language focus

"It's cold. She should be wearing a jacket."

Rewrite this in the following ways:

1. Make the message more indirect:

2. Make the message even more direct:

3. How would you say it if you were the person in this situation?

"It's cold. She should be wearing a jacket."1.Make the message more indirect:

"It's cold. She should be wearing a jacket."2. Make the message even more direct:

"It's cold. She should be wearing a jacket."3. How would you say it?

Reflections on the lesson

https://www.youtube.com/watch?v=c5QABR1kR28

Managing spoken interaction in the classroom

Thinking, Fast and SlowDaniel Kahneman

Steve: librarian or farmer?

Steve has been described by a neighbour as follows: ‘He is very shy and withdrawn, invariably helpful but with little interest in people or in the world of reality. A meek and tidy soul, he has a need for order and structure, and a passion for detail.’

Is Steve more likely to be a librarian or a farmer?

Steve: librarian or farmer?

“Librarians are shy and tidy...”

“Librarians are usually women...”

“Libraries need to be well organised...”

“So do farms…”Professional Development21

Providing options

Creating further options?

Providing variety

What do you think happened?Differentiation

C. Choose the best explanation:- He might have left it there to collect later.

- He could have been kidnapped by somebody.

A. What do you think happened?He might have …He could have …

B. What do you think happened to the businessman?

Activities based on mediationA Police interview

• Student A: The Businessman

• Student B: The Police Officer

• Student C: The interpreter

Developing authentic speaking activities and classroom tasks

Describing people and eventsPaying attention to details

Eyewitness descriptions Can you describe the thief?

Eywewitness descriptionsStudents’ reactions

Providing instrinsically motivating tasksVideotelling: Banksy

Mobile Lovers - Banksy

https://www.youtube.com/watch?v=c73qW9wu_5E&feature=youtu.be

‘The end of the rainbow – closer than you think’

‘Polar bears in space – the final frontier’

‘Too much cheese’

‘A dollar a day – hey! hey! hey!’

Learning English

Getting good grades

Hungarian football

…when you have no idea what is on your slides!

Random Power Point

That awkward moment…

Challenge

Random Power Point

Not so Random Power Points

• Food and drink random.ppt

Random Power Points

• The secret of happiness.pptx• Danger all around us.pptx• Seven wonders of the world.pptx• My grandmother always says.pptx

Preparing students for oral exams

Describing pictures

Describing pictureshttp://www.pawelkuczynski.com/

Flowcharts

Evaluating students’ speech

Encouraging students

We can encourage pupils through our attitude and our actions. • Body language and gestures• Words of encouragement

– Here are some examples from

Practical Classroom English

Saying yes

Yes. Good. Fine. Right.That’s right. You’re quite right. Correct.Excellent. That’s very good. Very nice. That’s great/ brilliant/

fantastic.Well done. Excellent / nice / good work. Nicely done. You did

a good job there.

More ways to say ‘yes’

Marvellous! Magnificent! Fabulous! Sensational! Wonderful! Terrific! Wow! Outstanding! Nice going! Nice work! Great stuff! I like that! Cool! Right on! (AE) Way to go! (AE) Awesome! (AE) Good job! (AE)

Encouraging

Not quite right. Almost (right). Nearly. Good / nice try.Have another try. Have another go. Are you sure? Try again.There’s no hurry. Take your time. Take it easy. Not so fast.Keep it up. Keep up the good work

More ways to say something encouraging

Go on.

Have a try.

Take a guess.

Don’t give up!

Go for it!

Don’t worry about it!

Promoting Speaking Skills

Documents

SPEAKING Skills Scripts

Speaking & speaking skills

Speaking skills for_english_language_learners

Promoting Intercultural Competence and Speaking Ability

Speaking Skills in Correlation with English Speaking

Promoting Scholarship: Social Media & Speaking Engagements

Promoting Academic Listening and Speaking Skills with Adult ESL Learners

FCE Speaking Skills - avalonlearning / FrontPageavalonlearning.pbworks.com/f/FCESpeakingSkillsCourse.pdf · FCE Speaking Skills !!!! ... UniversityofCambridgeESOLexaminationFirst’Certificate’in’English(FCE)

Communication skills listening and speaking skills

Speaking _ Listening Skills

Academic English Skills: Speaking and Presentation Skills

Speaking Skills Teaching

Promoting Speaking Skills in an EFL Classroom through Project-based Learningrepository.udistrital.edu.co/bitstream/11349/3096/1/Vaca... · 2019-07-26 · Promoting speaking skills

IMPROVING STUDENTS' SPEAKING SKILLS USING SPEAKING …

Promoting speaking in the classroom

Assessing speaking skills

Speaking skills

Speaking & Listening Postgraduate English. Objectives improve listening and speaking skills improve notetaking skills improve communicative skills

PUBLIC SPEAKING SKILLS

Aims of the lesson: - practicing reading skills; - developing speaking skills; - promoting interest in the culture; - to educate a comprehensive person;