<ul><li>Common European Framework  </li></ul><ul><li>of Reference for Languages:  </li></ul><ul><li>learning, teaching, </...
<ul><li>KEY COMPETENCE 2:  </li></ul><ul><li>Communication in foreign languages </li></ul>
KEY COMPETENCE 2:  Communication in foreign languages <ul><li>Definition:   </li></ul><ul><li>Communication in foreign lan...
KEY COMPETENCE 2:  Communication in foreign languages <ul><li>Definition:   </li></ul><ul><li>Communication in foreign lan...
KEY COMPETENCE 2:  Communication in foreign languages
KEY COMPETENCE 2: Communication in foreign languages   Speaking Skills
SPOKEN PRODUCTION <ul><li>Reflection on spoken production skills </li></ul><ul><li>Identifying some main problems </li></u...
Brainstorming Speaking
 
Strategies <ul><li>The preparation level </li></ul><ul><li>The execution level </li></ul><ul><li>The monitoring/ repairing...
STRATEGIES for solving the possible problems <ul><li>The preparation level  </li></ul><ul><li>Clearly set tasks </li></ul>...
STRATEGIES for solving the possible problems <ul><li>The execution level  </li></ul><ul><li>Use visual support </li></ul><...
STRATEGIES for solving the possible problems <ul><li>The monitoring/ repairing level  </li></ul><ul><li>Take down notes to...
Activities http://comeniuscossol.wordpress.com/spoken-production/
<ul><li>A Case Study </li></ul><ul><li>Students from Table Service Course </li></ul><ul><li>Escola Secundária de Oliveira ...
Students’ Background
 
Problems Detected (in English) <ul><li>Lack of fluency in production </li></ul><ul><li>Vocabulary </li></ul><ul><li>Discou...
Performance Indicators
Performance Indicators <ul><li>Knowledge </li></ul><ul><li>Basic vocabulary regarding serving people at a restaurant </li>...
Performance Indicators <ul><li>Skills </li></ul><ul><li>Follows instructions in English. </li></ul><ul><li>Communicates in...
Performance Indicators <ul><li>Attitude/Competence  </li></ul><ul><li>Follows instructions/menus in English accurately acc...
Watch the video
SELF – ASSESSMENT/ REFLECTION  <ul><li>Students from Table Service Course </li></ul>
SELF – ASSESSMENT/ REFLECTION  <ul><li>Students:  </li></ul><ul><li>…  found speaking easier when orientated towards the s...
SELF – ASSESSMENT/ REFLECTION  <ul><li>…  were aware of speaking problems and identified reasons. </li></ul><ul><li>…  use...
SELF – ASSESSMENT/ REFLECTION  <ul><li>Competency:  The proven ability to use knowledge, skills and personal social and/or...
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Co ssol speaking presentation

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  • Ask for clarification, in case you did not understand). Intonation - give the correct stress to words and/ or phrases).
  • The SCAMPER technique uses a set of directed questions which you answer about your probortunity in order to come up with new ideas. The stimulus comes from forcing yourself to answer questions which you would not normally pose. The questions direct you to thinking about a probortunity in ways which typically come up with new ideas. SCAMPER is an acronym which stands for questions relating to the following: SubstituteThink about substituting part of your product/process for something else. By looking for something to substitute you can often come up with new ideas. Typical questions: What can I substitute to make an improvement? What if I swap this for that and see what happens? How can I substitute the place, time, materials or people? CCombineThink about combining two or more parts of your probortunity to achieve a different product/process or to enhance synergy.Typical questions: What materials, features, processes, people, products or components can I combine? Where can I build synergy? AAdaptThink about which parts of the product/process could be adapted to remove the probortunity or think how you could change the nature of the product/process.Typical questions: What part of the product could I change? And in exchange for what? What if I were to change the characteristics of a component? MModify/distortThink about changing part or all of the current situation, or to distort it in an unusual way. By forcing yourself to come up with new ways of working, you are often prompted into an alternative product/process.Typical questions: What happens if I warp or exaggerate a feature or component? What will happen if I modify the process in some way? PPut to other purposesThink of how you might be able to put your current solution/ product/process to other purposes, or think of what you could reuse from somewhere else in order to solve your own probortunity. You might think of another way of solving your own probortunity or finding another market for your product. Typical questions: What other market could I use this product in? Who or what else might be able to use it? EEliminateThink of what might happen if you eliminated various parts of the product/process/probortunity and consider what you might do in that situation. This often leads you to consider different ways of tackling the probortunity.Typical questions: What would happen if I removed a component or part of it? How else would I achieve the solution without the normal way of doing it? RThink of what you would do if part of your probortunity/product/process worked in reverse or done in a different order. What would you do if you had to do it in reverse? You can use this to see your probortunity from different angles and come up with new ideas.Typical questions: What if I did it the other way round? What if I reverse the order it is done or the way it is used? How would I achieve the opposite effect? In essence you should ask yourself questions relating to each of the SCAMPER words to come up with new ideas. Spend some time developing questions which challenge your current way of thinking. Brainstorming Toolbox software can be used to spark off suitable questions or you can generate your own manually. NB. It is acknowledged that not all of the questions will fit in with every scenario, but you will need to extract the meaning of each question and develop your own which is directly relevant to your situation. It is the principle behind the question that you should apply to your own probortunity, not just the immediate question asked. Please try this technique for yourself and you will certainly improve at coming up with new ideas.
  • Task 1 Go through the Speaking Skills framework. Task 2 Identify the level of spoken production according to the framework. Task 3 Watch the video and identify the level of the speaker. Task 4 Match the activities for spoken production to the corresponding level Task 5 Look at the problems that students may come across when doing spoken production activities. Choose appropriate solutions. Add other solutions.
  • Possible Solutions: Lack of fluency in production Students can use very basic vocabulary. Students don’t need to repeat by hard words they heard in the dialogue. Students can use a dialogue as a mere suggestion. Teacher can do more similar activities. Vocabulary Not knowing the meaning of individual words heard. It hinders the solution of the task. Discourse Organization Not able to put sentences into a well-formed discourse. Short-term/ Long-term Memory Not able to remember single words or sentences.
  • Possible Solutions: Lack of fluency in production Students can use very basic vocabulary. Students don’t need to repeat by hard words they heard in the dialogue. Students can use a dialogue as a mere suggestion. Teacher can do more similar activities. Vocabulary Not knowing the meaning of individual words heard. It hinders the solution of the task. Discourse Organization Not able to put sentences into a well-formed discourse. Short-term/ Long-term Memory Not able to remember single words or sentences.
  • Possible Solutions: Lack of fluency in production Students can use very basic vocabulary. Students don’t need to repeat by hard words they heard in the dialogue. Students can use a dialogue as a mere suggestion. Teacher can do more similar activities. Vocabulary Not knowing the meaning of individual words heard. It hinders the solution of the task. Discourse Organization Not able to put sentences into a well-formed discourse. Short-term/ Long-term Memory Not able to remember single words or sentences.
  • Possible Solutions: Lack of fluency in production Students can use very basic vocabulary. Students don’t need to repeat by hard words they heard in the dialogue. Students can use a dialogue as a mere suggestion. Teacher can do more similar activities. Vocabulary Not knowing the meaning of individual words heard. It hinders the solution of the task. Discourse Organization Not able to put sentences into a well-formed discourse. Short-term/ Long-term Memory Not able to remember single words or sentences.
  • Co ssol speaking presentation

    1. 1. <ul><li>Common European Framework </li></ul><ul><li>of Reference for Languages: </li></ul><ul><li>learning, teaching, </li></ul><ul><li>simulating and assessment </li></ul>Agrupamento de Escolas de Oliveira do Bairro
    2. 2. <ul><li>KEY COMPETENCE 2: </li></ul><ul><li>Communication in foreign languages </li></ul>
    3. 3. KEY COMPETENCE 2: Communication in foreign languages <ul><li>Definition: </li></ul><ul><li>Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs. </li></ul>
    4. 4. KEY COMPETENCE 2: Communication in foreign languages <ul><li>Definition: </li></ul><ul><li>Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests. </li></ul>
    5. 5. KEY COMPETENCE 2: Communication in foreign languages
    6. 6. KEY COMPETENCE 2: Communication in foreign languages Speaking Skills
    7. 7. SPOKEN PRODUCTION <ul><li>Reflection on spoken production skills </li></ul><ul><li>Identifying some main problems </li></ul><ul><li>Some strategies for solving possible problems </li></ul><ul><li>Activities </li></ul>
    8. 8. Brainstorming Speaking
    9. 10. Strategies <ul><li>The preparation level </li></ul><ul><li>The execution level </li></ul><ul><li>The monitoring/ repairing level </li></ul>
    10. 11. STRATEGIES for solving the possible problems <ul><li>The preparation level </li></ul><ul><li>Clearly set tasks </li></ul><ul><li>Choose topics that incite the students’ interest </li></ul><ul><li>Provide and learn key words </li></ul><ul><li>Review set phrases </li></ul><ul><li>Provide grammatical structures </li></ul>
    11. 12. STRATEGIES for solving the possible problems <ul><li>The execution level </li></ul><ul><li>Use visual support </li></ul><ul><li>Use guided questions </li></ul><ul><li>Use set phrases </li></ul><ul><li>Use recordings that require response </li></ul><ul><li>Use body language if necessary </li></ul>
    12. 13. STRATEGIES for solving the possible problems <ul><li>The monitoring/ repairing level </li></ul><ul><li>Take down notes to give feedback </li></ul><ul><li>Make a list of mistakes done and correct them </li></ul><ul><li>Use a checklist / questionnaire </li></ul><ul><li>Record for self-monitoring later </li></ul><ul><li>Vote on performance </li></ul><ul><li>Discuss </li></ul>
    13. 14. Activities http://comeniuscossol.wordpress.com/spoken-production/
    14. 15. <ul><li>A Case Study </li></ul><ul><li>Students from Table Service Course </li></ul><ul><li>Escola Secundária de Oliveira do Bairro </li></ul><ul><li>Portugal </li></ul>SPOKEN INTERACTION
    15. 16. Students’ Background
    16. 18. Problems Detected (in English) <ul><li>Lack of fluency in production </li></ul><ul><li>Vocabulary </li></ul><ul><li>Discourse organization </li></ul><ul><li>Short-term/ Long-term memory </li></ul>
    17. 19. Performance Indicators
    18. 20. Performance Indicators <ul><li>Knowledge </li></ul><ul><li>Basic vocabulary regarding serving people at a restaurant </li></ul><ul><li>How to seek/interpret information from menus and brochures. </li></ul><ul><li>Basic English vocabulary used in a dialogue at a restaurant. </li></ul>
    19. 21. Performance Indicators <ul><li>Skills </li></ul><ul><li>Follows instructions in English. </li></ul><ul><li>Communicates in English suitably and politely. </li></ul><ul><li>Gets meaning across. </li></ul><ul><li>Fulfills the tasks. </li></ul><ul><li>Serves his/her client well. </li></ul>
    20. 22. Performance Indicators <ul><li>Attitude/Competence </li></ul><ul><li>Follows instructions/menus in English accurately according to clients’ wish. </li></ul><ul><li>Communicates in English according to required situation. </li></ul><ul><li>Performs his task well and the client is totally satisfied. </li></ul>
    21. 23. Watch the video
    22. 24. SELF – ASSESSMENT/ REFLECTION <ul><li>Students from Table Service Course </li></ul>
    23. 25. SELF – ASSESSMENT/ REFLECTION <ul><li>Students: </li></ul><ul><li>… found speaking easier when orientated towards the speaking task. </li></ul><ul><li>… identified a variety of purposes for speaking. </li></ul><ul><li>… were involved in expressing their personal views / experience by promoting activities that specifically dealt with the language use. </li></ul>
    24. 26. SELF – ASSESSMENT/ REFLECTION <ul><li>… were aware of speaking problems and identified reasons. </li></ul><ul><li>… used a strategy to solve the problem. </li></ul><ul><li>… could assess their progress and set short term learning objectives. </li></ul>
    25. 27. SELF – ASSESSMENT/ REFLECTION <ul><li>Competency: The proven ability to use knowledge, skills and personal social and/or methodological abilities in terms of responsibility and autonomy. </li></ul><ul><li>Are these students competent? </li></ul>
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