Developing a Dynamic Classroom: Speaking and Listening

1. Developing a Dynamic Classroom: Speaking and Listening Philippa Vallely, UCL IOE Teacher Training Coordinator, Confucius Institute for Schools

2. Structure of this workshop: Activity Design Speaking activity sharing A closer look at listening Activity Design: types of activities Activities exploration

3. Yes! Yes! Great, carry on… Were there any unexpected outcomes? (REVIEW) (post lesson) did you achieve your desired outcome? Define your desired outcome clearly MAKE CHANGES Does this activity achieve it? What would you do differently next time? No  Review activity and make changes No  Ok, why not? What can you change? Why not? What went wrong?

4. Closer Design: • Do students have the necessary language to complete the activity? (if not, how will they access it?) • Do they understand the activity? Do they understand the procedure? (do you?!) • How do you finish the activity? • How could you extend the activity? • How will you manage feedback? • How will you offer opportunities for correction/ revision/ improvement? • Activity: look at the activity on the handout, and consider these design questions.

5. Functions of speaking and listening activities: Technical: Fluency / Accuracy Building/ consolidating/ revising language Developing functional vocabulary Exploring register Exploring differences between written and spoken language Exploring paralinguistic features of language (think about voice and body) and, by extension, culture Active listening Emotional: Confidence building Expressing creativity Self expression Personal connection to the language Learner autonomy development Developing understanding of others Connection to the culture through authentic materials

6. Types of activities and when we use them: Short, quick and easy activities: Different points of the lesson For different levels in the room Ones they can do at home Ones they can do for revision Longer activities: TBL/ CLIL et al Stretching across lessons/ weeks/ terms Mix between class time and h/w time Internet/ BYOD/ mobile activities: Homework, in class Considerations: Individual work Pairwork Groupwork Class project Roleplay Problem-solving Task-based

7. More common technology: Videoyoutube, TV/ film/ music videos Soundvoice recording (Audacity, BYOD etc) Online classrooms (Edmodo, Google Classroom etc) Q. What purposes can they serve in the classroom to support speaking and listening?

8. Talking Tom Book Creator Tellagami

9. Speaking Activity Sharing

10. Some explicit thinking about listening What different spoken types of listening can we expose/ introduce our students to? Instructions and class talk Stories Songs Dialogues Rhymes Conversations Descriptions etc How does the type/ style of language we use affect how we use it and what we want to focus on? (why choose to use a song rather than a conversation? A story rather than a poem?) How do you plan for BEFORE, DURING and AFTER sequences of a listening activity?

11. Some explicit thinking about listening • What language development reasons do we have when using a listening activity? • Extensive v intensive listening • Listening motivated by the pleasure of listening rather than having to gather information (can you think of examples? • Introducing/ consolidating new language • Developing students’ ability to listen for • gist (type 1 task) • details (type 2 task) • mood/ meaning/ register • tones/ pronunciation/ speech patterns/ rhythm etc

12. Some explicit thinking about listening What types of listening activity do you typically use? Textbook recordings Video Song podcast And how do you use them? Ban the gap fill! (only joking… maybe)

13. Do you ever use the following for listening? Recordings of yourself or friends/ family? Recordings of students? “live” listening (reading aloud, storytelling, interviews, conversations etc) Bringing in someone to the classroom (live event) / skype chat Film and video as listening source: silent viewing, freeze frame, partial viewing Pictureless listening (music/ sound effects/ language) Picture/ Speech (pairwork with video) Subtitles (on/ off) Wordless listening (bear with me…) How/ why could these be useful? How would you use them? Familiarity/ personalisation Able to focus on actual errors from that class Activity development is organic and interlinked

14. Videotelling – storytelling from videos • Idea from Jamie Keddie- • https://www.youtube.com/playlist?list=PLkSJRdaF7eYDqVxXZF1kThJPr27wpIXnt • Audio Only • Visual Only • No audio, no visual

15. Some explicit thinking about listening When you plan/ run an activity, do you consider the following (discuss)? What is the learner’s perception of the materials? Who controls the recorded material? Student or teacher? Individual student, or class? How many times do you repeat? Where does the listening take place? How? Is it synchronous or asynchronous? (and what could be the advantages/ disadvantages?) How do you develop extensive v intensive listening? Who chooses the materials? How are they chosen?

16. Some explicit thinking about listening A personal story: What do these words/ phrases have in common? 越位 (yue 4 wei 4) 进球 (jin 4 qiu 2) 曼联 (man 4 lian 2) 角球 (jiao 3 qiu 2) Listening activity sharing

17. Ok, let’s have some fun and play some games…

18. Activities Exploration: Pronunciation Vocabulary building Topic based Warmers/ quick games Pairwork/ small group Whole group Listening App/ internet

19. Troubleshooting: Areas where you struggle with speaking and listening activities…