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WELCOME TO ALL THE PARTICIPANTS
Very happy to be among you
and delighted to have the
opportunity to serve my
community .
Who am I ?
MY NAME IS
:
Mr Hamoud Aziz
Ladjadj
AGE :
4…..
MARITAL STATUS :
Married
JOB :
A teacher of English
and
a teacher trainer in
Ain El Ibell
The Magic of
Words
https://www.youtube.com/watch?v=Cxy88GeEAxg
• What was the aim of watching this video ?
• Did you like the video ?
• Why ?
It was just to
make you speak
English
Laughters Lubricate
Learning
To use a substance such as oil to make a
machine operate more
easily .
Mingling
To mingle = to move around and talk to people especially at a social event). These
activities are often designed to practise question asking and answering.
Video
1…...has been teaching for more than 5 years.
2…..encourages his/her pupils to read English outside the class.
3…..feesl really confident about teaching pronunciation.
4….often adapts( or feels he/she would like to adapt) the course book.
5…uses drama techniques in his/ her teaching.
6…finds organizing group work problematic.
7….doesn’t feel confident about their understanding of the Competency-
Based Approach .
8….liked English at school because the teacher was enthusiastic and
motivating.
9….spends a long time preparing lessons .
FIND SOMEONE WHO ……………….
Activity Type Find someone who
Interaction ----------------------------------------------------------------
Aim (s) ----------------------------------------------------------------
Skill ----------------------------------------------------------------
DISCUSS How could you adapt this task ?
-------------------------------------------------------------
Why is a mingle activity very useful ?
--------------------------------------------------------------
What drawbacks can you predict ?
---------------------------------------------------------------
What is speaking ?
 Speaking is the process of building and sharing meaning
through the use of verbal and non verbal symbols , in a
variety of contexts .
 Speaking is crucial part of second language learning
Speaking and writing are ………………
receptive skills
Listening and reading are ………………
productive skills
Task : Answer the following questions .
1. Are the receptive skills passive ? Why ?
 Because the learners receive and
understand language
2 . How about the productive skills ?
 They are active because the learners
produce language
WHERE DO PUPILS SPEAK TO
EACH OTHERS ?
?
Group work
Why don’t students talk in the English language
classroom?
 Discuss in your group .
 Make notes on your flipchart .
 Stick the poster on the wall . ( wall gallery )
 And now let’s share !
Lack of vocabulary
 Lack of confidence
 Lack of knowledge/experience
 Lack of exposure
 Lack of encouragement
 Don’t realize how much English they know
Teacher doesn’t insist on English being used in the
classroom
Teacher doesn’t use English
Which of these can you, as a
teacher, change ? How ?
LearnersTeacher Atmosphere
Correction Activities
1.Should insist on learners speaking English in class .
2.Should accept answers tactfully, even if they are
wrong .
3.Needs to pick language s/he chooses carefully .
THE
TEACHER
4.The instructions should be simple and clear .
5.The instructions should be given in a logical order .
 The learners get a lot of practice and language input from each
other
 The learners are not put off when giving answers and confidence
is retained
 Effective grading of language helps students to understand
6.The teacher should speak slowly and utter well .
7.The teacher should check if the learners have
understood the insructions by asking them questions .
THE
LEARNERS
1.Need to be tolerant of each other.
2.Should not laugh at each other.
3.Should make an effort to speak English.
• Mockery increases hang-ups (a persistent cause of annoyance)
• Everyone is in the same boat
• Practice makes perfect
THE
ATMOSPHERE
1. Should be relaxed.
2. Should encourage everyone to participate.
1. If learners feel relaxed they will feel more ready to participate…
2. They feel they are in a safe environment where they can
experiment / make mistakes without being laughed at.
Correction
1.It is not necessary to correct every mistake.
2.The teacher should not correct rudely.
3.Learners can correct each other.
.Decreases confidence if you know that every utterance will be
corrected
.Mutual respect – rudeness is unnecessary
.Increases confidence
.S-s correction takes focus off the T
Acitivities
1. Should have lots of pair and group work .
2. Should include interesting topics .
3. Should be varied .
. So that interaction is encouraged
. To keep attention and prevent boredom
. To increase involvement
TASK
Can you list some of the learning
spoken activities ?
Discussio
n
Brainstormin
g
Playing
cards
Information
gap
Simulation
Interviews
Story
completionReporting
Picture
narration
Picture
description
Find the
differences
Role play
Story
telling
MATCH THE DIFFERENT TYPES OF
SPEAKING ACTIVITIES BELOW WITH
THEIR DESCRIPTIONS
FEEDBACK
1.Guessing game :
Students ……………………………………………………………………………………….yes or no questions.
2. Discussion :
Students ………………………………………………………………………………….about each statement.
3. Projects :
Students ……………………………………………………………………..is finally recorded onto tape.
4. Information gap :
Students work in groups………………………………………………to try to discover the story.
5. Presentations :
Each student is asked …………………………………………………….read from a prepared text.
6. Drama :
Students …………………………………………………………………………they have recently learned.
7. Ranking :
Students are given ………………………………………………..of a friend/a teacher/a spouse.
8. Jigsaw activities :
Students work in groups …………………………………………………………..order of the sections.
9. Role play :
The class has ………………………………………………………………………………….and advises him/her.
10. Problem-solving :
Students work in pairs ……………………………………………………………….to complete a task.
What kinds of activities did
the teachers use to create
real communication ?
https://www.youtube.com/watch?v=89Gyd9NEa9M
Activities
* Debates
* Stories
* Information gaps
SETTING UP SPEAKING
ACTIVITIES
•Before you decide which kind of
speaking activity to use in your
class, it’s important to decide if
you want to focus on ……………
means that the students speak freely and
confidently using their own words.
means that students speak, as far as
possible with correct grammar and without
vocabulary and pronunciation mistakes.
Mark (A) for accuracy
and
(F) For fluency .
1- The teacher corrects every
mistake as soon as the student
makes it.
accuracy
2- The teacher lets the
student speak without correcting
them.
fluency
3-The teacher asks the students
to repeat words and structures
chorally and individually
accuracy
4-The students, in groups, tell
each other stories about
something exciting that has
happened to them
fluency
5- The students write
questionnaires to ask other
students.
accuracy
6- The students use a very
restricted range of language and
vocabulary
accuracy
7- The students use whatever
language and vocabulary they feel
appropriate
fluency
8- The students do an activity in
which the same structure is
repeated many times
accuracy
9- The students do an activity with
an information gap
fluency
accuracy
10- Choral and individual drilling of
a new structure
accuracy
11- A role play.
fluency
12- Discussion or debate.
fluency
https://www.youtube.com/watch?v=C31rj-bZ7dA
Planning a lesson
Metaphors
To me a good lesson is like ……………Here are some
suggestions. Choose one or think of your own
metaphor to describe a good lesson.
A Symphony a meal a road map
a journey …….
Brainstorming
Make a list of good aspect of a good lesson.
Use as many « post it » as you can and stick them on you
respective posters.
Is your list complete ? No -- Add
Duplication ? Yes----- remove
No -------Classify
I Preparation
To expend students’ vocab
e.g. visual aids
II Presentation
Conveys the meaning of new materials / language to students
e.g. Yes / No questions.
III Practice
Engage the students in an interchage of communication
using what they have been learning .
1.Mechanical
a. Controlled Activities
e.g. drilling of set phrases or
Sentences ----->
b. Guided Activities
e.g. students adapt a model
dialogue ----->
2. Creative
Free Activities / Use
e.g. a communication task
Accuracy________________Fluency
https://www.youtube.com/watch?v=KWe0T4UFXdU
Teaching English to Kids in 5 Fun Steps
A Free Speaking Activity
Label the points below :
B: something to do Before the students begin
speaking.
W: something to do While the students are
speaking.
A: something to do After the students have done
the speaking activity
1- Give the students
time to prepare.
Before
2- Get the students
interested in the topic.
Before
3- Think about how long the
activity will take, the
materials needed and how
you will give the
instructions.
Before
5- Make sure the students
know the aim of the activity.
You can remind them of useful
language.
4- Perhaps choose the
best group to re-do the
activity in front of the
class.
After
Before
6- Give the students feedback
about their performance – who
succeed in completing the
task.
7- Monitor the students while
they do the activity, but don't
interrupt. They might ask you
for help.
While
After
8- Think about what
language the students will
need to do the activity
(grammatical structures,
vocabulary, etc.) and any
problems they might have
Before
9- Decide on the aim of the
activity –What do you want
your students to do and why?
Remember that they must
have a reason for
communicating. For example,
find out who in your group
has the highest number of
relatives.
Before
10- Finally, focus on the
language errors they have
made.
After
What s micro-teaching ?
Why do we use micro-teaching ?
Micro Teaching
Micro teaching
A group presentation class. Choose a
presenter
I will give you an activity. You have 20 minutes
to plan your speaking lesson with your group.
Be prepared to teach the other groups.
What will the other groups be doing ?
They should be observing and taking
notes. Then give a feed back.
Think of « 2 » stars and « 1 » wish
• I like the way you……………
• You provided a lot of samples
of……..
wish
• I wish to see more of ………
FEEDBACK
1.Guessing game :
Students work in small groups. Student A is given the name of a famous person.
The other Sts have to discover the identity of student A by asking yes or no
questions.
2. Discussion :
Students work in groups with a series of statements on a topic they have read
about. Together they have to try and agree about each statement.
3. Projects :
Students prepare a radio news programme. They have access to newspapers and
they appoint an editor who is responsible for coordinating the preparation of
the stories for broadcast. The programme is finally recorded onto tape.
4. Information gap :
Students work in groups. Student A is given a strange story and an explanation
of the background. Student A tells the rest of the group the story. The other
Sts in the group ask questions to try to discover the story.
5. Presentations :
Each student is asked to prepare a talk of about 3 minutes on a hobby of
theirs. They cannot read from a prepared text.
6. Drama :
Students perform dialogues in a variety of different ways. They may also
write short plays, using language they have recently learned.
7. Ranking :
Students are given a possible list of adjectives describing personality. In groups
they must agree on the three most important characteristics of a friend/a
teacher/a spouse.
8. Jigsaw activities
Students work in groups of four. Each student has a different section of
an original text. Without showing the material to each other, they have to
decide the correct order of the sections.
9. Role play :
The class has been studying illness and medicines. Students work in pairs.
B is a patient who goes to the doctor with a health problem. A plays the
role of a doctor, listens to B’s symptoms and advises him/her.
10. Problem-solving :
Students work in pairs or groups to share information in order to complete a
task.
1- Give the students time to prepare. ( )
2- Get the students interested in the topic.( )
3- Think about how long the activity will take, the materials needed and how you will give the
instructions.( )
4- Perhaps choose the best group to re-do the activity in front of the class.( )
5- Make sure the students know the aim of the activity. You can remind them of useful
language. ( )
6- Give the students feedback about their performance – who succeed in completing the task.
( )
7- Monitor the students while they do the activity, but don't interrupt. They might ask you for
help. ( )
with language but encourage them to continue speaking so as not to break the flow of their
speaking. ( )
8- Think about what language the students will need to do the activity (grammatical
structures, vocabulary, etc.) and any problems they might have. ( )
9- Decide on the aim of the activity –What do you want your students to do and why?
Remember that they must have a reason for communicating. For example, find out who in your
group has the highest number of relatives. ( )
10- Finally, focus on the language errors they have made. ( )
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016

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Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016

  • 1. WELCOME TO ALL THE PARTICIPANTS Very happy to be among you and delighted to have the opportunity to serve my community .
  • 3. MY NAME IS : Mr Hamoud Aziz Ladjadj
  • 6. JOB : A teacher of English and a teacher trainer in Ain El Ibell
  • 7.
  • 8.
  • 10.
  • 12. • What was the aim of watching this video ? • Did you like the video ? • Why ?
  • 13. It was just to make you speak English
  • 14. Laughters Lubricate Learning To use a substance such as oil to make a machine operate more easily .
  • 15. Mingling To mingle = to move around and talk to people especially at a social event). These activities are often designed to practise question asking and answering.
  • 16. Video
  • 17.
  • 18. 1…...has been teaching for more than 5 years. 2…..encourages his/her pupils to read English outside the class. 3…..feesl really confident about teaching pronunciation. 4….often adapts( or feels he/she would like to adapt) the course book. 5…uses drama techniques in his/ her teaching. 6…finds organizing group work problematic. 7….doesn’t feel confident about their understanding of the Competency- Based Approach . 8….liked English at school because the teacher was enthusiastic and motivating. 9….spends a long time preparing lessons . FIND SOMEONE WHO ……………….
  • 19. Activity Type Find someone who Interaction ---------------------------------------------------------------- Aim (s) ---------------------------------------------------------------- Skill ---------------------------------------------------------------- DISCUSS How could you adapt this task ? ------------------------------------------------------------- Why is a mingle activity very useful ? -------------------------------------------------------------- What drawbacks can you predict ? ---------------------------------------------------------------
  • 21.  Speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols , in a variety of contexts .  Speaking is crucial part of second language learning
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27. Speaking and writing are ……………… receptive skills Listening and reading are ……………… productive skills
  • 28. Task : Answer the following questions . 1. Are the receptive skills passive ? Why ?  Because the learners receive and understand language 2 . How about the productive skills ?  They are active because the learners produce language
  • 29. WHERE DO PUPILS SPEAK TO EACH OTHERS ?
  • 30. ?
  • 31. Group work Why don’t students talk in the English language classroom?  Discuss in your group .  Make notes on your flipchart .  Stick the poster on the wall . ( wall gallery )  And now let’s share !
  • 32.
  • 33.
  • 34. Lack of vocabulary  Lack of confidence  Lack of knowledge/experience  Lack of exposure  Lack of encouragement  Don’t realize how much English they know Teacher doesn’t insist on English being used in the classroom Teacher doesn’t use English
  • 35. Which of these can you, as a teacher, change ? How ?
  • 36.
  • 38. 1.Should insist on learners speaking English in class . 2.Should accept answers tactfully, even if they are wrong . 3.Needs to pick language s/he chooses carefully . THE TEACHER 4.The instructions should be simple and clear . 5.The instructions should be given in a logical order .
  • 39.  The learners get a lot of practice and language input from each other  The learners are not put off when giving answers and confidence is retained  Effective grading of language helps students to understand 6.The teacher should speak slowly and utter well . 7.The teacher should check if the learners have understood the insructions by asking them questions .
  • 40. THE LEARNERS 1.Need to be tolerant of each other. 2.Should not laugh at each other. 3.Should make an effort to speak English. • Mockery increases hang-ups (a persistent cause of annoyance) • Everyone is in the same boat • Practice makes perfect
  • 41. THE ATMOSPHERE 1. Should be relaxed. 2. Should encourage everyone to participate. 1. If learners feel relaxed they will feel more ready to participate… 2. They feel they are in a safe environment where they can experiment / make mistakes without being laughed at.
  • 42. Correction 1.It is not necessary to correct every mistake. 2.The teacher should not correct rudely. 3.Learners can correct each other. .Decreases confidence if you know that every utterance will be corrected .Mutual respect – rudeness is unnecessary .Increases confidence .S-s correction takes focus off the T
  • 43. Acitivities 1. Should have lots of pair and group work . 2. Should include interesting topics . 3. Should be varied . . So that interaction is encouraged . To keep attention and prevent boredom . To increase involvement
  • 44. TASK Can you list some of the learning spoken activities ?
  • 46. MATCH THE DIFFERENT TYPES OF SPEAKING ACTIVITIES BELOW WITH THEIR DESCRIPTIONS
  • 47. FEEDBACK 1.Guessing game : Students ……………………………………………………………………………………….yes or no questions. 2. Discussion : Students ………………………………………………………………………………….about each statement. 3. Projects : Students ……………………………………………………………………..is finally recorded onto tape.
  • 48. 4. Information gap : Students work in groups………………………………………………to try to discover the story. 5. Presentations : Each student is asked …………………………………………………….read from a prepared text. 6. Drama : Students …………………………………………………………………………they have recently learned. 7. Ranking : Students are given ………………………………………………..of a friend/a teacher/a spouse.
  • 49. 8. Jigsaw activities : Students work in groups …………………………………………………………..order of the sections. 9. Role play : The class has ………………………………………………………………………………….and advises him/her. 10. Problem-solving : Students work in pairs ……………………………………………………………….to complete a task.
  • 50.
  • 51. What kinds of activities did the teachers use to create real communication ?
  • 54. SETTING UP SPEAKING ACTIVITIES •Before you decide which kind of speaking activity to use in your class, it’s important to decide if you want to focus on ……………
  • 55. means that the students speak freely and confidently using their own words. means that students speak, as far as possible with correct grammar and without vocabulary and pronunciation mistakes.
  • 56. Mark (A) for accuracy and (F) For fluency .
  • 57. 1- The teacher corrects every mistake as soon as the student makes it. accuracy
  • 58. 2- The teacher lets the student speak without correcting them. fluency
  • 59. 3-The teacher asks the students to repeat words and structures chorally and individually accuracy
  • 60. 4-The students, in groups, tell each other stories about something exciting that has happened to them fluency
  • 61. 5- The students write questionnaires to ask other students. accuracy
  • 62. 6- The students use a very restricted range of language and vocabulary accuracy
  • 63. 7- The students use whatever language and vocabulary they feel appropriate fluency
  • 64. 8- The students do an activity in which the same structure is repeated many times accuracy
  • 65. 9- The students do an activity with an information gap fluency accuracy
  • 66. 10- Choral and individual drilling of a new structure accuracy
  • 67. 11- A role play. fluency
  • 68. 12- Discussion or debate. fluency
  • 69.
  • 70.
  • 71.
  • 73. Planning a lesson Metaphors To me a good lesson is like ……………Here are some suggestions. Choose one or think of your own metaphor to describe a good lesson. A Symphony a meal a road map a journey …….
  • 74. Brainstorming Make a list of good aspect of a good lesson. Use as many « post it » as you can and stick them on you respective posters. Is your list complete ? No -- Add Duplication ? Yes----- remove No -------Classify
  • 75.
  • 76.
  • 77. I Preparation To expend students’ vocab e.g. visual aids II Presentation Conveys the meaning of new materials / language to students e.g. Yes / No questions.
  • 78. III Practice Engage the students in an interchage of communication using what they have been learning . 1.Mechanical a. Controlled Activities e.g. drilling of set phrases or Sentences -----> b. Guided Activities e.g. students adapt a model dialogue -----> 2. Creative Free Activities / Use e.g. a communication task Accuracy________________Fluency
  • 80.
  • 81.
  • 82. A Free Speaking Activity Label the points below : B: something to do Before the students begin speaking. W: something to do While the students are speaking. A: something to do After the students have done the speaking activity
  • 83.
  • 84. 1- Give the students time to prepare. Before 2- Get the students interested in the topic. Before 3- Think about how long the activity will take, the materials needed and how you will give the instructions. Before
  • 85. 5- Make sure the students know the aim of the activity. You can remind them of useful language. 4- Perhaps choose the best group to re-do the activity in front of the class. After Before
  • 86. 6- Give the students feedback about their performance – who succeed in completing the task. 7- Monitor the students while they do the activity, but don't interrupt. They might ask you for help. While After
  • 87. 8- Think about what language the students will need to do the activity (grammatical structures, vocabulary, etc.) and any problems they might have Before
  • 88. 9- Decide on the aim of the activity –What do you want your students to do and why? Remember that they must have a reason for communicating. For example, find out who in your group has the highest number of relatives. Before
  • 89. 10- Finally, focus on the language errors they have made. After
  • 90. What s micro-teaching ? Why do we use micro-teaching ?
  • 92. Micro teaching A group presentation class. Choose a presenter I will give you an activity. You have 20 minutes to plan your speaking lesson with your group. Be prepared to teach the other groups.
  • 93. What will the other groups be doing ? They should be observing and taking notes. Then give a feed back.
  • 94.
  • 95. Think of « 2 » stars and « 1 » wish • I like the way you…………… • You provided a lot of samples of…….. wish • I wish to see more of ………
  • 96.
  • 97.
  • 98.
  • 99.
  • 100. FEEDBACK 1.Guessing game : Students work in small groups. Student A is given the name of a famous person. The other Sts have to discover the identity of student A by asking yes or no questions. 2. Discussion : Students work in groups with a series of statements on a topic they have read about. Together they have to try and agree about each statement. 3. Projects : Students prepare a radio news programme. They have access to newspapers and they appoint an editor who is responsible for coordinating the preparation of the stories for broadcast. The programme is finally recorded onto tape.
  • 101. 4. Information gap : Students work in groups. Student A is given a strange story and an explanation of the background. Student A tells the rest of the group the story. The other Sts in the group ask questions to try to discover the story. 5. Presentations : Each student is asked to prepare a talk of about 3 minutes on a hobby of theirs. They cannot read from a prepared text. 6. Drama : Students perform dialogues in a variety of different ways. They may also write short plays, using language they have recently learned. 7. Ranking : Students are given a possible list of adjectives describing personality. In groups they must agree on the three most important characteristics of a friend/a teacher/a spouse.
  • 102. 8. Jigsaw activities Students work in groups of four. Each student has a different section of an original text. Without showing the material to each other, they have to decide the correct order of the sections. 9. Role play : The class has been studying illness and medicines. Students work in pairs. B is a patient who goes to the doctor with a health problem. A plays the role of a doctor, listens to B’s symptoms and advises him/her. 10. Problem-solving : Students work in pairs or groups to share information in order to complete a task.
  • 103. 1- Give the students time to prepare. ( ) 2- Get the students interested in the topic.( ) 3- Think about how long the activity will take, the materials needed and how you will give the instructions.( ) 4- Perhaps choose the best group to re-do the activity in front of the class.( ) 5- Make sure the students know the aim of the activity. You can remind them of useful language. ( ) 6- Give the students feedback about their performance – who succeed in completing the task. ( ) 7- Monitor the students while they do the activity, but don't interrupt. They might ask you for help. ( ) with language but encourage them to continue speaking so as not to break the flow of their speaking. ( ) 8- Think about what language the students will need to do the activity (grammatical structures, vocabulary, etc.) and any problems they might have. ( ) 9- Decide on the aim of the activity –What do you want your students to do and why? Remember that they must have a reason for communicating. For example, find out who in your group has the highest number of relatives. ( ) 10- Finally, focus on the language errors they have made. ( )

Editor's Notes

  1. To tease the learners ,
  2. Can you guess today s topic ?
  3. narrator /nəˈreɪ.tə r / /ˈnær.eɪ.t ̬ɚ/ noun [ C ]
  4. Two possibilities : The trainer gives a sum up about the story and the trainees guess the title . The trainer introduces the picture or the title and ask the trainees to give a short sum up . princess /prɪnˈses/ , /ˈ--/ noun [ C ]
  5. It s a strategy that will help you learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-share technique.
  6. The Little Prince was published in 1943 by a French writer named Antoine de Saint-Exupery
  7. https://www.youtube.com/watch?v=uaWHWO4Z5ic
  8. tortoise /ˈtɔː.təs/ /ˈtɔːr.t ̬əs/ noun [ C ] an animal with a thick, hard shell that it can move its head and legs into for protection. It eats plants, moves very slowly and sleeps during the winter.
  9. If the colleagues want to answer , they have to pass the ball
  10. Criterion ( sing ) ,,,,,,,,,,,,,, Criteria ( plr )
  11. This slide is new . It was not included before .