1 / 26

GSE YL Methods 1: Speaking and Listening Methodology Week 3 Lecturer: David Boesch

Teaching productive skills. . . Take out your answers for the homework assignment and compare them with the others in your group.. . What are the productive skills?Speaking and writingWhat is ?speaking"?Speaking is communicating information through the spoken word.. . knowing and using the f

brant
Download Presentation

GSE YL Methods 1: Speaking and Listening Methodology Week 3 Lecturer: David Boesch

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. GSE YL Methods 1: Speaking and Listening Methodology Week 3 Lecturer: David Boesch

    2. Teaching productive skills

    3. Take out your answers for the homework assignment and compare them with the others in your group.

    4. What are the productive skills? Speaking and writing What is “speaking”? Speaking is communicating information through the spoken word.

    5. knowing and using the following in order to convey intended meaning: appropriate vocabulary and expressions correct pronunciation correct word order body language, tone, and facial expressions appropriate register (degree of politeness) *the ability to check understanding and use repair strategies when necessary *an awareness of who the “listener” is

    6. Discussion questions: What is the goal of teaching receptive skills? The students demonstrate that they have understood something. What is the goal of teaching productive skills? Students are able to do something (e.g. talk about something or learn about others). We want to create a skill in order to accomplish a task.

    7. What are some classroom activities that we can use to teach young learners speaking?

    8. Activities Role plays, Drills Songs, Chants, Simulation, Conversation partners

    9. Is there a difference between a “dialogue” and a “role play”?

    10. Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity). Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.

    11. Problems and solutions Teachers can help students by: Making sure Ss have the minimum language they need to be successful at performing a task. Ensure that there is a purpose to the task and that Ss are aware of it. Build up Ss’ confidence “bit by bit” (restricted tasks ? more spontaneous tasks). Assess the problems caused by the language they need and the difficulties the topic or content might create and come up with ideas/solutions to address them.

    12. Frameworks for teaching speaking Do you know of any frameworks (models to follow for planning your lessons) that can be used for teaching speaking?

    13. PPP P = Presentation Teacher “presents” the target language P = Practice Students practice the target language (ex: listen and repeat, substitution drills, dialogues, etc) P = Production Students produce the target language on their own (ex: making their own sentences, conversations, etc)

    14. Pair work What are the steps you have to go through to teach someone to ride a bike? Discuss with your partner and come up with a list of steps.

    15. Controlled Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.

    16. EIF E = Encounter Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language) I = Internalize Students “internalize” the target language through practice (controlled practice activities ? free practice activities) F = Fluency Students “USE” the target language on their own ? they become fluent in using the target language

    17. EIF framework

    18. EIF breakdown of triangle shape E ? time needed to encounter and clarify the target language/skill. I ? Timed needed to work on accurately remembering and internalizing the target language/skill. F ? Time needed to work on fluently using the target language/skill (mastery).

    19. Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle. Why do you think this is so?

    20. Why do you think this is so? Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once? Why? E (encounter) I (internalize) E I E I F We call this “Language chunking”

    21. Lesson Staging in EIF In the “INTERNALIZE” stage of a productive skill lesson, activities should be scaffolded and staged step-by-step from: CONTROLLED practice ? FREE practice focus on ACCURACY ? build towards FLUENCY So, by the end of the INTERNALIZE stage, students will be able to move onto the FLUENCY stage and be able to USE the language freely on their own (mastery of TL).

    22. Typical ENCOUNTER activities brainstorming describing a picture or pictures using the people and things in the classroom learning a dialogue watch and follow a model elicitation from students of vocabulary they already know word map story telling

    23. Typical INTERNALIZE and FLUENCY activities All levels: pair conversations games information gaps interviews/surveys mixers (“cocktail party”) dialogues (internalize activity only) role plays (usually only for fluency) discussions

    24. What is the difference between “Internalize” and “Fluency” activities? Internalize = target language (language points, grammar, vocabulary, etc) are provided for students so they can practice the language and the focus is on accuracy. Fluency = target language is no longer provided for students so that they are using the language on their own and the focus is on fluency (mastery of TL).

    25. Scenario Mark has never used a computer before, and he needs to be able to email his brother Peter who is living abroad. Mark’s friend Ellen says she can teach him the basics. They sit down in front of the computer and Ellen demonstrates the whole process of opening up an Internet program, finding an email website, and using the tools on the site to write an email. Mark observes everything but grows increasingly confused and nervous. At the end of the demonstration, Ellen quits the program and tells Mark to go ahead and try it himself. Mark moves into the chair and tried to move the mouse but can’t get the cursor to go where he wants. He also realize he doesn’t remember what he should do next. Panic and frustration set in!

    26. Small group work activity Discuss with your group: What could Ellen (or Mark) have done differently in this scenario? How could you plan the steps of the lesson to support Mark step-by-step to be able to use the Internet and send an email on his own? (Please write these steps down)

    27. Next week’s class Sample lesson #1 (Speaking) No reading or homework! ?

More Related