Learn To Speak Or Speak To Learn

785 views

Published on

a lecture by M. Irun

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
785
On SlideShare
0
From Embeds
0
Number of Embeds
60
Actions
Shares
0
Downloads
32
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Learn To Speak Or Speak To Learn

  1. 1. SPEAKING TASKS Learn to speak or speak to learn?? ( a lecture by M.Irun) source: http://www.flickr.com/photos/katemonkey/122489910/
  2. 2. what is communication? <ul><li>Speaking and Interacting: </li></ul><ul><li>IF THERE IS A MESSAGE: (monologue/ dialogue) </li></ul><ul><ul><li>Speaking  </li></ul></ul><ul><ul><li>Reading aloud. </li></ul></ul><ul><ul><li>Interacting </li></ul></ul><ul><li>IF THERE ISN'T A MESSAGE: </li></ul><ul><ul><li>weather conversations, lifts conversations, neighbours. </li></ul></ul>
  3. 3. What percentage do we assaign to each  task in the classroom? Why? <ul><li>1. No teaching tradition. </li></ul><ul><li>2. No English outside the classroom. </li></ul><ul><li>3. No assessment </li></ul><ul><li>4. Book activities- ?? </li></ul><ul><li>4.1.  Short. </li></ul><ul><li>4.2.   Same type:pair  </li></ul><ul><li>         work </li></ul><ul><li>4.3.    Isolated </li></ul><ul><li>4.5.    not assessed. </li></ul>
  4. 4. Things to have in mind... <ul><ul><li>Activities need to have a FINAL PRODUCT. </li></ul></ul><ul><ul><li>Activities need to be interesting (for the students). </li></ul></ul><ul><ul><li>Well-planned activity ( didàctic unit). </li></ul></ul><ul><ul><li>Give a purpose to communicate. </li></ul></ul><ul><ul><li>Provide learning to learn strategies. </li></ul></ul><ul><ul><li>  Interacting and production in assessment. </li></ul></ul><ul><ul><li>Active listening. Show interest ( teacher). </li></ul></ul><ul><ul><li>Don't interrupt. Don't correct mistakes. </li></ul></ul><ul><ul><li>Praise them when they speak in English.  </li></ul></ul><ul><ul><li>Don't translate. Find easy structures.  </li></ul></ul>
  5. 5.   TEXTUAL TYPES <ul><li>DESCRIPTIVE: </li></ul><ul><ul><li>novel, story, tale </li></ul></ul><ul><ul><li>travel book, brochure </li></ul></ul><ul><li>INFORMATIVE: </li></ul><ul><ul><li>newspaper, radio programme </li></ul></ul><ul><ul><li>websites </li></ul></ul><ul><li>PERSUASIVE: </li></ul><ul><ul><li>adverts, letters, spots </li></ul></ul><ul><li>INTRUCTIVE: </li></ul><ul><ul><li>recipes, machinery, directions. </li></ul></ul>
  6. 6.   TYPES OF ORAL TAKS <ul><li>INFORMATIVE:  </li></ul><ul><li>DESCRIPTIVE: </li></ul><ul><li>descriptions, comparisons, explanations,  </li></ul><ul><li>ASSESSMENT: </li></ul><ul><li>explanations, justifications, predictions, decisions. </li></ul><ul><li>INTERACTIVE: </li></ul><ul><li>Facilities: shopping, resturants, hotels, etc.. </li></ul><ul><li>Social: parties, trips, gatherings </li></ul>
  7. 7. Oral tasks must have... <ul><li>* a PURPOSE to communicate </li></ul><ul><li>* obstacles... ( to learn, to overcome difficult situations) </li></ul><ul><li>* time to discriminate sounds (voice/voiceless) </li></ul><ul><li>* time to remember the word and </li></ul><ul><li>* time to build up  the sentences... </li></ul><ul><li>Students need to  master these processes: </li></ul><ul><li>1.  What they think ( conceptualize) </li></ul><ul><li>2.  How  to say ( formulate) </li></ul><ul><li>3.  Say it ( articulate sounds and build up sentences) </li></ul><ul><li>When they are able to master these processes they start to become FLUENT SPEAKERS. </li></ul>
  8. 8. ORALS TASKS MUST BE... <ul><ul><li>Real.. must have a purpose. </li></ul></ul><ul><ul><li>Simple </li></ul></ul><ul><ul><li>Interesting. </li></ul></ul><ul><ul><li>Inclusive ( all students) </li></ul></ul><ul><ul><li>in LE. </li></ul></ul><ul><ul><li>motivating. </li></ul></ul><ul><ul><li>real communication, don't read. </li></ul></ul>
  9. 9. Estaire and Zamon's framework (1994) <ul><ul><li>  Set the topic or subject matter. </li></ul></ul><ul><ul><li>  Plan the final product. </li></ul></ul><ul><ul><li>  Set the unit objectives. </li></ul></ul><ul><ul><li>  Plan the contents of the unit. </li></ul></ul><ul><ul><li>  Plan the whole process to achieve the final product. </li></ul></ul><ul><ul><li>  Plan the assessment from the very beginning. </li></ul></ul>

×