Speaking Personally Using Tasks in the Language Classroom

1.  Speaking Personally Using Tasks in the Language Classroom

2. Talk to your partner... �and describe what is in the room using lots of prepositions of place �and describe one of your friends. Make sure you use at least five adjectives of personality �about something interesting or amusing that has happened to you in your work as a teacher

3. Overview What is a task? Tasks vs. Spoken Practice Elements of successful communication Structuring a task-based speaking lesson before during after Troubleshooting

4. Krashen�s empirical research led him to believe that language was Acquired not learned (unless that is the affective filter was up. A lot of people�s affective filter was up when they listened to him, but that didn�t stop people going off and mixing SLA theory, lexical approach and a stiff upper lip to come up with approaches such as task based learning. The use of authentic material (even with low levels) was another element advocated by Krashen, and the buzzwords �Comprehensible Input +1� was coined to emphasis that you could get away with using material that was in fact too difficult for the class. Krashen�s empirical research led him to believe that language was Acquired not learned (unless that is the affective filter was up. A lot of people�s affective filter was up when they listened to him, but that didn�t stop people going off and mixing SLA theory, lexical approach and a stiff upper lip to come up with approaches such as task based learning. The use of authentic material (even with low levels) was another element advocated by Krashen, and the buzzwords �Comprehensible Input +1� was coined to emphasis that you could get away with using material that was in fact too difficult for the class.

5. Spoken Practice

6. Why do we Communicate in Everyday Life? For entertainment To give and find out information To share opinions To solve problems For survival For social / emotional reasons

7. Talk to your partner... �and describe what is in the room using lots of prepositions of place �and describe one of your friends. Make sure you use at least five adjectives of personality �about something interesting or amusing that has happened to you in your work as a teacher

8. What do we Need to Communicate Effectively? Linguistic competence Grammar, lexis, phonology Communicative Competence Interactional Skills Paralinguistics Interest in / knowledge of topic A Goal / Reason for speaking Preparation time

9. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

11. Welcome to Wroclaw! Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

12. Welcome to Wroclaw! Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

13. Welcome to Wroclaw! Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

14. Welcome to Wroclaw! Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

15. Interactive / communicative Speed of delivery can be tailored to the group�s needs. Comprehension can be checked during the activity Paralinguistic features present Less stressful than using recordings Good for mixed levels

16. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

17. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

19. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message. Every lesson must demonstrate the message about what is important. Grammar is less important than Vocabulary And they are both less important than Communication. Every lesson in Total English clearly gives this message.

21. Why Use tasks in Class?

22. Language Feedback:Things students say... She likes talking to the phone The worm is coming I spent Christmas in the Turkey In the summer I tripped on the mountains I like my coffee cremated I�m reading Harry Potter. I like read nowhere. My sister is having three cats. Scottish people speak English with a funny accident Real examples of what my students have said. The worm is coming = it�s getting warmer I like read nowhere = I like reading novels Real examples of what my students have said. The worm is coming = it�s getting warmer I like read nowhere = I like reading novels

25. Any more to add?Any more to add?

26. Find out what your students are i__________ in - and don�t make the topic area too n______. Students have no Interest in the Topic

27. G_____ students carefully. Try putting all the quiet students in o___ group. Some Students Dominate; others are quiet

28. Provide a clear r_______ for group speaking activities. Ensure the students have the l_______ to complete the task. Preparation is everything! Don�t expect m______! Students speak in their own language

29. Set a t____ l____ to give a clear idea of how long the task should take. Have a_________ activities ready for early finishers Some finish more quickly than others

30. Any more to add?Any more to add?

31. Any more to add?Any more to add?