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Speaking pedagogy workshop

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Speaking pedagogy workshop

  1. 1. Speaking Pedagogy Workshop
  2. 2. Group Negotiation What are the most important aspects of speaking instruction? Rank them from highest to lowest priority.
  3. 3. Discuss the following terms as they relate to the contexts in which you teach: Communicative Needs-based Task-based Authentic
  4. 4. Discuss the following terms as they relate to the contexts in which you teach: Fluency vs. Accuracy Strategies-based Instruction Interactional vs. Transactional Student-centered Teaching
  5. 5. What is the teacher’s role in teaching “speaking?”
  6. 6. Which of these speaking activities are “communicative”? Listen-and-repeat Information Gaps Summary response Oral presentation/speech Skit/role play
  7. 7. Which of these speaking activities are “communicative”? Interviews Grammar drills Debate Describing images Giving directions Problem-solving/Group negotiation
  8. 8. Group Discussion In groups of 4, share a speaking lesson or activity you have used before that worked well. What were the communicative elements of that lesson or activity?
  9. 9. Micro vs. Macro Skills  Micro: pronunciation, reductions, stress patterns, intonation, grammar, phrasing  Macro: Body language, facial expression, connect ideas, register, situational communication, check for understanding
  10. 10. Error Correction Local vs. Global Errors Affective Filter Communicative needs
  11. 11. Role of Pronunciation Communicative Stress patterns over individual sounds Top-down and bottom-up www.rachelsenglish.com
  12. 12. Strategies-based teaching Students monitor their own production Tell students the purpose beforehand to target metacognitive strategies Mini-lesson on strategy before a lesson
  13. 13. Strategies:  Cognitive and Metacognitive  Which are which? Repetition Mind maps Association Underlining key words Asking questions Predicting Monitoring Plan/Organize Evaluate
  14. 14. Practice! Identify a task your students need. Designate a strategy to apply to the task. Create a mini-lesson for the strategy. Design a communicative activity which embeds a grammar point within the task. Set clear objectives based on the students’ needs, communicative competence, and strategic learning.

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