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Freer speaking activities
The document outlines the importance and structure of freer speaking activities for language learners, emphasizing their role in enhancing fluency and overcoming common challenges such as learner inhibition and language errors. It provides examples of activities and discusses factors that contribute to successful implementation, including topic relevance and student engagement. Additionally, it highlights potential problems that may arise during these activities and the necessity for proper guidance.
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Freer speaking activities
- 1.
- 2. ‘Grammar for Language Teachers’ course
- 3. Contents What are freerspeaking activities? Why have freer speaking activities? What makes them successful? What problems can arise?
- 4. Accuracy Fluency Controlled Freer practice practice
- 5. Why have freer speaking activities?
- 7. Isn’t this justconversation practice?
- 8. Language Language Speaking input input
- 9. Language Language Speaking input input
- 10. PPP Language Speaking input Presentation Practice Production
- 11. Task Based Learning Dogme Speaking Language input
- 12. Language Language Speaking input input
- 13. What makes them successful?
- 14.
- 15. A good friend •Name • How I know her • Job/family etc • Why I like her 1. Think about a friend of yours 2. Tell your partner about them 3. Your partner must ask you two questions afterwards
- 16. Language Language Speaking input input Adjectives of personality Describing people
- 17.
- 20. Teenagers Is there any chance of –ing Would you mind if I –ed I’d be really careful… Parents I don't think that’s a great idea. I’d like to but…. If you borrowed it, you’d probably….
- 21.
- 22. Error Correction If youwould borrow the car, you would crash! Please let me to borrow it! You will accident.
- 23. Language Language Speaking input input
- 24. What makes them successful?
- 25. An interesting topic Note: Cultural sensitivity
- 26.
- 27. Warm up Model Time for preparation
- 28. Purpose Structure A bit of conflict can Structure help! Level
- 29. Relaxed atmosphere Evenparticipation Appropriate level
- 30. How would youset this up? Problems You want to give up smoking Your child is being bullied at school You have a really bad headache You’ve lost your job. Your girl/ boyfriend has left you. Your life is boring.
- 31. What problems canarise?
- 32. Learners are unableto express themselves. Learners feel inhibited Learners have nothing to say. Learners are unclear about what to do. Some learners are silent, others do all the talking. Learners use their mother tongue. Learners make lots of mistakes with the language.
- 33. Learners are unableto express themselves. Learners feel inhibited Learners have nothing to say. Learners are unclear about what to do. Some learners are silent, others do all the talking. Learners use their mother tongue. Learners make lots of mistakes with the language.
- 34. Learners are unableto express themselves. Learners feel inhibited Learners have nothing to say. Learners are unclear about what to do. Some learners are silent, others do all the talking. Learners use their mother tongue. Learners make lots of mistakes with the language.
- 35. Learners are unableto express themselves. Learners feel inhibited Learners have nothing to say. Learners are unclear about what to do. Some learners are silent, others do all the talking. Learners use their mother tongue. Learners make lots of mistakes with the language.
- 36. Learners are unableto express themselves. Learners feel inhibited Learners have nothing to say. Learners are unclear about what to do. Some learners are silent, others do all the talking. Learners use their mother tongue. Learners make lots of mistakes with the language.
- 37. Learners are unableto express themselves. Learners feel inhibited Learners have nothing to say. Learners are unclear about what to do. Some learners are silent, others do all the talking. Learners use their mother tongue. Learners make lots of mistakes with the language.