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Oral communication


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Oral communication

  2. 2. NiceNames<br />Findyourpartner<br />Mysuitcase<br />Letters in the air <br />Warm up activities<br />WANTS:<br />HOPES:<br />
  3. 3. How do pupilshavefunlearning English?BLOG<br />
  4. 4. ORAL SKILLS: <br />LISTENING AND SPEAKING<br />Classroom talk helps students to learn, to reflect on what they are learning, and to communicate their knowledge and understanding. <br />Students need authentic opportunities to learn how to listen and speak effectively in a variety of situations.<br />Flyerspicturesspeakings.<br />
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  7. 7. Pair work<br />Working in pairs provides students with an opportunity to “think aloud” about what they know, and a process for acquiring and reflecting on information.<br /> For many students, pair work is a comfortable starting point to practise the skills they will need to participate in larger groups.<br />WATCHING: BACK TO BACK<br />Thefish of Maui<br /><ul><li>Recyclingblindfolded,
  8. 8. Theenchantedforest</li></ul>(500 activities ,pg 175) <br /><ul><li>Directions (Teaching English tochildren Longman,43)</li></li></ul><li>Small-group work<br />As with pair work, the strategies for small-group work give students the opportunity to develop<br />critical thinking skills, build positive relationships, work cooperatively, and participate actively in their<br />learning. <br />RUNNING DICTATION: proverbs<br />
  9. 9. Whole-class work<br />Students learn more readily in a class where they experience cooperation and a sense of belonging. By<br />involving the whole class in shared activities, and by teaching students how to be good listeners, to<br />respect each other and to participate without fear, you can maximize participation and minimize anxiety<br />for all students.<br />Minglegames: «Who’smypartner?»<br />Thebirthday line<br />Video conference<br />
  10. 10. Presentations<br />Presenting in front of a class can be a terrifying experience. Most students dread the class presentation, especially if they have not had enough instruction or practice before evaluation. By taking time to teach<br />effective presentation skills before such an assignment, you free the student to focus on the content instead of the “performance.” The quality of presentations improves with effective instruction, practice<br />and support.<br />From: T H I N K L I T E R A C Y: C r o s s - C u r r i c u l a r A p p r o a c h e s<br />Presentations<br />Famousartists<br />
  11. 11. Performances<br />They engage children in “learning by doing” at a number of different levels. Preparing and performing a class play or a role-play can also have enormous benefits for children’s language development, confidence and self-esteem.<br />Europe’s tour<br />
  12. 12. Thinkaboutthefollowingquestions and use the responses toevaluatehowthingswent and plan possibleimprovementsfornext time:<br />Motivation: Didyourpupilswantto listen orspeak?<br />Purpose: wasitclear?<br />Language: werethelanguagedemandsappropiate? Wastheresufficientpractice? <br />Learningsupport: didtheyhaveanysupport: pictures, scripts,…<br />Timing: wastheactivitysuitablelengthtokeeptheinterest and involvement?<br />Reflection time<br />
  13. 13. Otherspeakingactivities<br />Mingle<br />Peer dictation and VOKIS!<br />Describing a picture<br />Surveys<br />One minute talks<br />Guessinggames<br />Guessthe lie<br />Chainstory<br />Drama<br />Balloon debate<br />Panel discussions<br />Jokes, anecdotes<br />
  14. 14. Bibliography<br />