INPUT SESSION – SPEAKING oct 10

INPUT SESSION – SPEAKING (Please feel free to email me any questions you might have: camilo01@amcham.com.br) OBSERVATION SHEET TTT (percentage / quality)

_______________________________________________________________

STT (percentage / Autonomy)

Interaction Patterns Feedback (during task / Final / contents) Information on the board (what / when)

Part I: demo lesson 1. Lead In – to activate Celtees schemata to the topic of the session.

1. Apply a speaking activity using six Celtees as Ss and two Celtees as observers. (See details below).

1’. Tell observers they are supposed to take notes on TTT, STT, Interaction patterns, feedback, and information on board.

1A. Lead In – introduce the conversation topic.

1. Ask Ss how well they know each other, and get some answers.

1B. Model – expose Ss to the 3 A’s strategy in a short dialog between T-S. 1. Select one S and ask her/him whether s/he likes eating cold pizza. Hold the conversation applying the 3 A’s strategy for three or four exchanges.

Some functional exponents that might be used:

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Do you like eating…?

Have you ever…?

When do you usually…?

Wouldn’t you rather…? Etc.

1C. Clarification – Elicit the 3 A’s strategy and functional exponents for turn-taking and maintaining a conversation.

1. Resume the dialog with Ss and ask them to break down every exchange in three parts. Elicit “answer the question”, “add information”, and “ask (back).”

2. Elicit the name of the strategy.

3. Clarify the 3 A’s is used for polite social interaction. *** Should we use it in professional or social interactions? (social) Does it sound polite or impolite? (polite) Do we sound interested in the conversation? (Y) 4. Raise awareness to behavior clash between the 3 A’s and the Brazilian way.

5. Elicit questions that can be asked to maintain a topic.

(See sample exponents in 1B.)

Board: SPEAKING STRATEGY: Answer Add Ask (back)  The 3 A’s  Questions:

Turn taking:

(Show interest) Maintaining:

1D. Restricted practice – ensure Ss can cope with the established pattern.

1. Select another S and follow the 3 A’s with the same topic. (Monitor + feedback.)

2. Select two other Ss and ask them to hold a 3 A’s conversation on the same topic. (Monitor + feedback.)

1E. Preparation – give Ss time to think of the utterances they will use in the next step.

1. Tell Ss they will have to use the 3 A’s to get to know a little more about their peers.

2. Say they will have 30’’ to think of the questions they can ask to maintain the topic and get as much information as possible.

3. ICQs*** + distribute the topic cards. *** Are you going to do it in pairs or individually? (Ind.) Are you going to think of questions to ask your peer?(Y) Are you going to think of your own opinion about the topic, too? (Y) ©ES-10/14

Speaking activity sample – topic cards.  KISS ON A FIRST DATE  DRINK HOT BEER  DRINK COLD COFFEE  RIDE A MOTORCYCLE  SWIM IN WINTER TIME  HAVE SOUP IN JANUARY  DRIVE THROUGH RED LIGHTS  EAT CHOCOLATE AS A MEAL  HAVE ICECREAM FOR LUNCH  STROLL IN A PARK/BEACH ON A RAINY DAY 1F. Fluency task – have Ss perform the task.

1. Organize Ss in two rows of three facing each other. Mention they have to change topics after every minute and that you will change peers after two minutes.

2. Tell Ss they will have one minute only to exchange opinion on their topic and that they should focus on similarities and striking differences.

Are you going to show your card to your peer? (Never) Are you going pay attention to similarities and striking differences? (Y) Are you going to change topics when you hear the bell once? (Y) Are you going to say goodbye when you hear the bell twice? (Y) 3. Monitor.

4. After six minutes, pause the activity and give some feedback. Rearrange Ss having each row form a trio. Have Ss resume their conversation.

5. Monitor and end activity after three minutes with some feedback.

1G. Wrap-up – have Ss share their findings.

1. Organize Ss in two groups of four and tell them to share their findings.

2. Tell them they have two minutes for all four topics.

Are you going to share the similarities/differences you’ve found? (Y) Is each of you going to talk for two minutes or for about 30’? (30’) Do you need to use the 3 A’s now? (N) 3. Monitor and prepare feedback.

1H. Feedback – give Ss feedback on their performance.

1.

2.

3.

4.

Give feedback on their general performance.

Give feedback on their use of the 3 A’s strategy.

Give feedback on their use of functional exponents.

Apply delayed correction on their language use.

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Performance

Strategy

Phrases

!!!

The 3 A’s!!!

Do you like ____ing…?

When do you usually…?

Have you ever…?

Wouldn’t you rather…?

Don’t you think …?

 Answer  Add  Ask (back)

I couldn’t agree more.

Yes, definitely.

We see eye to eye…

Others (sample) Have you ever had cold pizza?

Pronunciation: Motorcycle Vocabulary Have you ever driven a motorcycle?

Grammar

(End of demo class)

Part II: Staging a Speaking activity 2. Experience wrap-up – give Celtees some time to share how they appreciated the activity.

1. Group both observers together, and form two groups of three other Celtees. Tell them to share two or three things they liked and/or found interesting about the activity in two minutes.

Is each of you going to talk for two minutes or for about 30’? (30’) Will you have to be quick? (Y) Can you later make extra comments if there’s time? (Y) 2. Have each observer join a different group and share their notes in two more minutes.

3. Open up for general comments with the whole class.

3. Slicing the sample activity – help Celtees recall the staging of a speaking activity.

1. Pair Celtees up and ask them to recall all eight steps in the staging of the speaking activity in three minutes.

Are you going to talk and write? (Y) Are you going to define each step? (Y) How many steps? (8) Are you going to try to use technical terms? (Y) 2. Have pairs swap places and ask them to compare their notes and make extra comments in three minutes.

3. Check answers with the whole group while filling a grid on the board. Distribute the grid after all answers are checked. ©ES-10/14

SPEAKING: STAGING A PRODUCTION ACTIVITY

1 2 3 4 5 6 7 8

Stage Lead in Model Clarification Restricted Practice Preparation Fluency Task Wrap-up Feedback

Purpose Introduce topic / Activate Schemata Expose Ss to target strategy / functional exponents Analysis of model: Elicit target strategy / exponents Ensure Ss can cope with the target strategy / exponents Set the speaking task (instructions) + time to prepare.

Have Ss perform the task + monitor.

Have Ss share the results of the task + monitor.

Give feedback on their performance first, then strategy & exponents use, and delayed correction

Pattern T-Ss T-S T-Ss T-S + S-S T-Ss S-S S-S T-Ss

(©ES-04/14 - based on: SCRIVENER, J. Learning Teaching. GB: Macmillan, 2005, pp. 146-169.)

(End of part II)

Part III: Discussing some aspects of Speaking as a skill.

4. Flash quiz – raise Celtees’ awareness to some concepts on speaking activities.

1. Group Celtees in pairs. Distribute the quiz and ask them to discuss the questions and identify the correct answers in five minutes.

Will you just mark the answers or are you going to discuss them first? (Discuss) If you disagree, will you try to explain your point of view? (Y) If you still have questions, will you share them? (Y)

2. Change group members and have the new groups compare their answers in three minutes.

3. Go over answers with the whole group.

SPEAKING UNDERPINNINGS – FLASH QUIZ!!!

I – True or False? Please correct the false statements.

1 – (T) In speaking, following logical ideas and using appropriate connectors are essential. (Coherence & Cohesion) 2 – (T) Learning formal and informal synonyms will give the speaker an advantage. (Register & style control) 3 – (F) Collocations, idioms, phrasal verbs are not necessarily connected to fluency. (Connected to mastery) Seeing fluency as the ability to communicate and get your ideas across with whatever knowledge you possess will make the statement above TRUE, that is, basic students can achieve a strategic level of fluency without mastering any of those. However, at advanced levels of mastery, certain exams (such as the CPE) expect the “fluent speaker” to use a plethora of language items as the above in order to be considered “fluent” in the language, which will make the sentence FALSE. In a nutshell, it will depend on the meaning attributed to fluency.

4 – (F) Correct word order and complete sentences show good command of speaking. (Good command of accuracy; not fluency.)

5 – (T) Pronunciation affects speaking performance more than grammar or vocabulary. (Affect & intelligibility) 6 – (F) Grammar accuracy in speaking is a mark of high fluency levels. (High accuracy levels; not fluency.) ©ES-10/14

7 – (T) Teachers should give more feedback on voice loudness and roughness, and on turn taking than on grammar after a speaking activity. (Appropriate focus on fluency) 8 – (T) Speaking activities always need true information exchange.

9 – (F) Speaking activities work effectively even when students are not interested in the interaction (or in the task they need to perform). (There is no transfer to real life if Ss do not see it as useful.)

10 – (F) Good speaking activities require total autonomy from students, that is, they need to have a very good dialog structure at hand so they don’t need to ask the teacher what to say. (Autonomy = decision-making) II – Please identify the best answer: 1 – This term means a speaker has produced inappropriate language because s/he has never been taught how to say it properly. a) Error b) Mistake c) Slip d) Flop e) Blunder 2 – This term means a speaker has produced inappropriate language because s/he was too focused on the ideas being conveyed. a) Error b) Mistake c) Slip d) Flop e) Blunder 3 – This term means a speaker has produced inappropriate language because s/he still hasn’t fully acquired a certain pattern s/he has already been taught. a) Error b) Mistake c) Slip d) Flop e) Blunder 4 – In a speaking activity, errors are supposed to be: a) Ignored b) collected for future teaching c) corrected on the board 5 – In a speaking activity, mistakes are supposed to be: a) Ignored b) collected for future teaching c) corrected on the board 6 – In a speaking activity, slips are supposed to be: a) Ignored b) collected for future teaching c) corrected on the board 7 – A speaking activity can also be a moment for __, that is, to check whether the students are using previously taught structures automatically. However, this is not its primary focus. a) correction b) repetition c) assessment d) testing 8 – The three most important features of a speaking activity are: a) true information exchange, interest, autonomy. b) true information exchange, accuracy, autonomy. c) accuracy, interest, autonomy. d) accuracy, interest, true information exchange.

5. Wrap-up activity – check whether Celtees have understood the main contents of the session. (23’) 1. Pair Celtees up and tell them to rank a list of class activities from legitimate (1) to not speaking at all (5) , according to the concepts they have discussed in the session. Allot 8 minutes.

Will you just mark the answers or are you going to discuss them first? (Discuss) If you disagree, will you try to explain your point of view? (Y) Is it possible to rank several options the same number, eg, five activities as a level 4, three activities as a level 2, etc? (Y) Will you call me if you do not understand the description of an activity? (Y)

2. Have one member from each pair to group up together and to compare and comment on their answers in six minutes.

3. Go over answers with the whole group. ©ES-10/14

Are they speaking activities? (Key suggestions; numbers may vary.)

Please rank 1(legitimate speaking) to 5 (not speaking at all). Be ready to justify.

(5) Choir reading of a dialog. (Pronunciation) (3) Controlled practice interaction (if oral) (autonomy, true info exchange may be disrupted) (1) Discussing grammar, vocabulary or HW exercises. (autonomy, interest, true info exchange) (2) Freer practice interaction (autonomy is a little affected) (5) Pair practice of a dialog. (as 5 above) (4) Pair practice of a gap-filling dialog. (autonomy, true info exchange, interest may be disrupted) (4) Pair practice of shared Q&A. (only key words given) (as 4 above) [Both interlocutors have key words to form the question and the answer] (5) Pair practice of shared Q&A. (questions and answers given) (as 5 above) (2/3) Pair practice of unshared Q&A. (only key words given) (as 2/3 above) [Now they do not have each other’s key words] (3/4 - 5) Pair practice of unshared Q&A. (questions given) (5 for the interviewer) (1) Production activity (as 1 above) (5) Repeating a dialog after the teacher. (as 5 above) (1) Reporting results to the whole class. (as 1 above) (1) Small talk (during break, in between activities, etc). (as 1 above) (1) Sharing the results of an activity. (if spoken) (as 1 above) (1) Talking about extra-class events. (as 1 above) References: BOWEN, T. & MARKS, J. Inside Teaching. Heinemann, 1994, pp. 43-58. (Error, mistake, slip) BROWN, H.D. Teaching by Principles. 3rd ed. USA: Pearson Longman, 2007, pp. 322-356. (Fluency, strategies and functions) CARTER, R. & NUNAN, D. The Cambridge Guide to TESOL. C.U.P., 2001, pp. 14-20. (Differentiating Speaking from oral practice.)

HARMER, Jeremy. How to Teach English. PearsonEd, 2007, pp. 123-132. (Samples & Correction) HARMER, Jeremy. The Practice of English Language Teaching. PearsonEd, 2007, pp. 343-363.

(Strategies, functional exponents, roles of the teacher during a speaking activity) RICHARDS, J. C. & RENANDYA, W. A. Methodology in Language Teaching. EUA: C.U.P., 2008, pp.

201-233. (Competences: discourse, sociolinguistic, strategic, grammatical) SCRIVENER, J. Learning Teaching. GB: Macmillan, 2005, pp. 146-169. (Staging a speaking activity) THORNBURY, S. An A-Z of ELT. GB: Macmillan, 2006, pp. 208-209. (Entry: Speaking) THORNBURY, S. How to teach speaking. Malaysia: Pearson-Longman, 2009.

THORNBURY, S. & WATKINS, P. The CELTA course. GB: C.U.P., 2007, pp. 56-60. (Preparing speaking activities and instructions) UR, P. A Course in Language Teaching. GB.: Cambridge University Press, 1996, pp. 120-137. (Activity types and functions - how they work & how they help develop speaking fluency) ©ES-10/14