1. Anglický jazyk A Formal Debate On-line diskuse k virtuální hospitaci – 9. 6. 2011 Jazykové gymnázium Pavla Tigrida, Ostrava-Poruba Vyučující: Mr Paul Marcus Wallace, BA (Hons.) Expert: PaedDr. Monika Černá, Ph.D.

2. LESSON AIM? Potential to develop learners´ communicative competence in English as well as key competencies (FEP for Secondary General Education), namely Problem solving competency Communication Competency Social and Personal Competency Civic Competency

3. Teaching speaking PROBLEMS WITH SPEAKING ACTIVITIES 1.Inhibition 2.Low or uneven participation 3.Nothing to say 4.Adequacy of the level of students´ communicative competence in English for the task (adapted from Ur 1996)

4. 1. Inhibitions? To what extent did the lesson differ from other lessons? Were the students more silent or talkative than usual?

5. 2. Individual students´ talking time (in minutes – total 20 minutes 24 seconds) AGREE TEAMDISAGREE TEAM S1S2S3S4S5S6 S7 (1st to speak) S8S9S10S11 3 0,5-3 3+ 0,5-3 3+ <0,5 → How to increase STT? How to make the students´ participation more balanced?

6. 3. Preventing “nothing to say“ situation → Preparation for the debate How was the preparation phase for the debate organised? Were the students responsible for finding out relevant information? Did the teacher provide any topic-relevant input? If yes, how?

7. 4. Were the students ready to accomplish the communicative task? 1. Communicative competence = the aim of ELT → significant implications for language teaching and learning 2. Conversation class in English → assumption: learners´ communicative competence in speaking will be developed 3. Preparatory phase? Focus?

8. LINGUISTIC COMPETENCE - to achieve accuracy in the grammatical forms of the language - to pronounce the forms accurately - to use stress, rhythm, and intonation to express meaning - to build a range of vocabulary - to learn the script and spelling rules - to achieve accuracy in syntax and word formation Communicative competence – implications for language learners (Hedge 2000)

9. PRAGMATIC COMPETENCE - to learn the relationship between grammatical forms and functions - to use stress and intonation to express attitude and emotion - to learn the scale of formality - to understand and use emotive tone - to use the pragmatic rules of language - to select language forms appropriate to topic, listener, etc.

10. DISCOURSE COMPETENCE - to take longer turns, use discourse markers, and open and close conversations - to appreciate and be able to produce contextualised written texts in a variety of genres - to be able to use cohesive devices in reading and writing texts - to be able to cope with authentic texts

11. STRATEGIC COMPETENCE - to be able to take risks in using both spoken and written language - to use a range of communication strategies - to learn a language to engage in some of these strategies, e.g. “What do you call a thing that / person who …“ FLUENCY- to deal with the information gap of real discourse - to process language and respond appropriately with a degree of ease - to be able to respond with reasonable speed in ´real time´.