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Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
Learning a language means speaking it!
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Learning a language means speaking it!

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Some common problems encountered in the language classroom when teaching speaking. Possible causes …

Some common problems encountered in the language classroom when teaching speaking. Possible causes
Effective classroom management
Developing speaking skills:
Structured Output Activities
Communicative Output Activities
A course on Effective speaking activities.

Published in: Education, Technology
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  • Give, do some examples!
  • they do not need to understand every word but maybe the gist of the lines. they do not need to understand every word but maybe the gist of the lines. They do not need to understand every word but maybe the gist of the lines
  • Transcript

    • 1. You can only learn a languageby speaking it!By Enric Calvet. Manresa, July, 2013
    • 2. We will look at...• Some common problems encountered inthe language classroom• Possible causes• Effective classroom management• Developing speaking skills:– Structured Output Activities– Communicative Output Activities
    • 3. Think&Share• Think about some problems that youyourselves have come across.• Why do you think that is?• What solutions have youFound?
    • 4. Possible causes for lack of FLfluency:• Very little practice of interactive speaking• Pushing grammar and accuracy atexpense of fluency and communication• Poor classroom management• Embarrassment• Lack of confidence• Sense of anxiety• ...
    • 5. Some time ago I’ve got thisfeelings...• “This is the problem, I have been learningEnglish long, but I can’t speak, I understandthe conversation but I can’t answerimmediately as I like”.• “The problem is to speak English with otherpeople face to face. I can’t find words. I alwaysuse the same sentences”.• “I know I need to practice my speaking a lot.During all my life, I have been doing grammarand reading, but nobody has taught me how tospeak English. I think that this skill is alwaysforgotten when someone teaches English.”
    • 6. Think&ShareEfficient Classroom Management• What do you think this involves?
    • 7. Efficient Classroom Management• Re-arrange seats to your advantage• Mix students up regularly• Be present as a resource: effectivemonitoring/correction techniques• Keep up a good pace offer variety andset time limits
    • 8. Think&Share• How much time do you spend onspeaking activities in class?
    • 9. Think&Share• Are there any activities which you haveused that works particularly well in gettingss to speak?• Give examples
    • 10. Getting children to talk• Children best learn through play byfocusing on the activity itself, thereforethey need:• To have fun• To pretend• To feel they can speak the languagequickly.
    • 11. Breaking the ice• Sometimes to create the right conditionsfor students to “share and discussexperiences”, it is worth to start with amore structured activity whichincorporates an element ofpersonalization.
    • 12. Developing speaking• We are going to look at 2 types ofactivities which help develop the skill ofspeaking:• Structured Output Activities• Communicative Output Activities
    • 13. Structured Output Activities-1
    • 14. IF WE WANT OUR CHILDREN TO SPEAK,THEY …•Need to have something to say.•Need to know how to organise whatthey are going to say.•Need to know the language to use.•Need to feel comfortable.•Should perceive the purpose, reason ofthe activity.•The activity should be a real-life task.Structured Output Activities-2
    • 15. HOW TO ENCOURAGE CHILDREN IN THEIR FIRSTEFFORTS TO SPEAK ENGLISH:•By using English as caretaker talk•By praising all the efforts children make to speak English , nomatter how small.•By listening carefully when they speak and not interrupting tocorrect small errors.•By encouraging the use of set classroom phrases.•By saying rhymes and singing songs to practice pronunciation,stress and intonation.Structured Output Activities-3
    • 16. TEACHING TIPS…•Make sure children generally understandwhat they are saying.•Use songs and rhymes to play withsounds: speaking softly, shouting loudly.•Encourage your pupils to “show and tell”family and friends outside school.•Make your instructions very clear.•Show the children first what you wantthem to do.•Help them to acquire phrases to use whentalking to each other.•Give children planning time to think ofwhat to say.•Let them rehearse if they are going tospeak to all the class.Structured Output Activities-4CHILDREN SPEAKINGIN GROUPS OR PAIRSWhen children work inpairs or groups they:Get more opportunities tospeakAsk and answer questionsLearn a lot from each otherGain confidence becausethey are speaking in privaterather than to thewhole class.
    • 17. Structured Output Activities-5
    • 18. DO YOU LIKE? SANDWICH LEMON PIZZA CARROT CHEESE BANANA APPLESStructured Output Activities-6
    • 19. 051015FootbalBasketballTennisSwimmingSerie1Sports we like the mostFootbalBasketballTennisSwimmingStructured Output Activities-7
    • 20. • Communicative Output Activities
    • 21. STARTING TO SPEAK FREELY-ELICITING PERSONAL TALKSupport children’s efforts by :•Waiting for their responses ( don’t be afraid of silence)•Repeating what they say in your response (recasting andrephrasing)•Frequently summarizing what different pupils say.•Displaying pictures and other memory aids to support newvocabulary and grammar structures.•Teaching new words and phrases in a meaningful way by linkingwith a topic they are familiar with.•Giving children lots of opportunities to speak,But:•Do not put pressure on children to speak if they are not ready.•Remember silent children are still likely to be listening andlearning. Communicative Output Activities-1
    • 22. Jigsaw activitiesStructured Output Activities-2
    • 23. AUTHOR’S CHAIRStructured Output Activities-3
    • 24. THE CASINO WHEEL ACTIVITYStructured Output Activities-4
    • 25. ROLE PLAY ANDREAL SITUATIONSStructured Output Activities-5
    • 26. InterviewsFrm Escola Andersen English Blog. VicPau, Sira, Àlex, Ariadna and Júliainterviewed Rachael Todt.http://www.goear.com/listen/72df9c3/interview-rachael-todtRachael is our conversation assistant. Shehelps children and teachers with theirvocabulary, speaking skills andpronuntiation. She also has brought someknowledge about American culturetraditions and customs. We are all verygrateful for her contributions and help.Structured Output Activities-6
    • 27. AUDACITY VOKIDIGITALVOICERECORDERStructured Output Activities-7MOBILES
    • 28. SPEAKING AIDSPOST IT NOTES SMALL OBJECTS TO CONTROLTURN-TAKINGStructured Output Activities-8
    • 29. CONVERSATION CUBEShttp://paradiseforeducators.com/ C/Mallorca, 321http://www.learningresources.com/ On line shopStructured Output Activities-9
    • 30. USING PORTFOLIOS,COLLECTING REAL MATERIALS,USING REALIA...TO SPEAK!Structured Output Activities-10
    • 31. “The ability to hold a conversation is a vitalpart of the human experience”.busyteacher.orgSome slides have been adapted from Stephanie Williams “Learning a language meansSpeaking it”. EOI Girona, November 2008
    • 32. You can only learn a languageby speaking it!Enric Calvet. Manresa, July, 2013

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