Presentation is loading. Please wait.

Presentation is loading. Please wait.

Toni Hull English Language Fellow at Tan Chau High School, March 11, 2010.

Similar presentations


Presentation on theme: "Toni Hull English Language Fellow at Tan Chau High School, March 11, 2010."— Presentation transcript:

1 Toni Hull English Language Fellow at Tan Chau High School, March 11, 2010

2

3 play clip

4  Do you know what the Nike slogan is? Just do it!

5 1. thinking about why and how we teach speaking 2. integrating speaking into vocabulary and grammar practice 3. improving the speaking lessons in the coursebook

6  Watch the film clip and try to imagine what the characters are saying to each other.  With your partner, write lines. Practice the lines and be ready to perform for the class.  Nurse:  Guard:  Nurse:  Guard:  Nurse: Bombay nurse

7  the ______ most frequent words in spoken English make up nearly 50% of all talk  a vocabulary of just ________ words covers nearly 95% of native-speaker spoken texts  learners of English can “get by” with _____ of that amount  typically, productive vocabulary (what speakers can use) is about _________ of their receptive vocabulary (what they can recognize)  from How to Teach Speaking, Thornbury, p , 34

8 1. the 50 most frequent words in spoken English make up nearly 50% of all talk 2. a vocabulary of just 2,500 words covers nearly 95% of native-speaker spoken texts 3. learners of English can “get by” with ½ of that amount 4. typically, productive vocabulary (what speakers can use) is about ½ of their receptive vocabulary (what they can recognize)  from How to Teach Speaking, Thornbury, p , 34

9 WRITTENSPOKEN 1 2 3

10 WRITTENSPOKEN 1the 2 3

11 WRITTENSPOKEN 1the 2toI 3

12 WRITTENSPOKEN 1the 2toI 3ofyou

13

14  Why is it so hard to teach (and learn) English Speaking in Vietnam? Consider the issue from multiple points-of-view (teacher, student, administrator, parent). Jot down 3-5 reasons. Then discuss.

15 Students standing.  T. starts Round-Robin: ◦ Nhi, what time did you go to bed last night?  Nhi answers and calls on any other student: ◦ I went to bed at 11:15. Minh, what time did you go to bed last night?  Minh answers and continues the round. After a student has spoken he/she sits down. To make sure sitting students are paying attention: T. can randomly stop and ask any S. what the last person’s answer was.

16  Objective 1: to get students speaking and thinking in English.  Objective 2: to have students build automaticity (fluency) with a structure that has been taught and practiced.

17  In groups, think of other language points you could focus on in a similar activity.  The drill can be as easy and/or controlled as the example – or more challenging and open, requiring more choices by the students.  Lead the drill with the group.

18  choose a topic (e.g. the environment, tourism in Vietnam, movies)  tell students to think of questions related to the topic to ask an expert  4-5 students come to the front of class ◦ together they are “Dr. Know-it-All”  students ask Dr. Know-it-All questions  Dr. Know-it-All answers, each person providing one word (and only one word) at a time, building an answer

19  put students in groups of 4  in each group, students assign themselves numbers between 1 and 4 (without telling the teacher)  students do activity  teacher calls for reports on discussion by calling on different groups ◦ T rolls the dice to determine which S will answer  1 – 2 -3 – 4  student with that number must answer  5 – 6  the students in the group can decide who answers

20

21  Discussion: What do you know about cats and fish?  Watch: as you watch, think about what’s going to happen next.  Question: What do you think is going to happen?  Brainstorm: The cat does not eat the fish. Why not? What do you think happens to stop the cat?  Analyse: This is a commercial for a service. What do you think it is a commercial for? Cat and Fish

22  ACTIVATING S SCHEMATA  ACCESSING S IMAGINATION  ENCOURAGING S AUTONOMY  PRACTICING WAYS OF TALKING ABOUT PREDICTIONS, FUTURE ACTIONS  FOSTERING CRITICAL THINKING

23  Thornbury (p. 63) advocates the idea of Practiced Control (as opposed to Controlled Practice) ◦ progressive control of skill ◦ mistakes possible and expected ◦ support is available ◦ self-regulation is the objective

24

25  One of us can …  Two of us can …  Three of us can …  All of us can …  None of us can …

26

27

28

29 Role-play ; a news program * one student in the group is a TV reporter, asking questions * other students take the roles of different people in the village (farmer, teacher, student, young mother, grandfather, doctor, truck driver, etc.) * students use the prompts to talk about possible plans and results (using 1 st conditional PLUS they should mention how the improvement will affect their lives * students practice and then perform for class

30 Project-based learning: * students need to choose one film to show at the school Film Festival Steps: * first they tell each other about a film they’ve seen - using the language in Task 2 and the questions in Task 4 * then they debate which one would be best for their school Film Festival * one person reports to full class their recommendation * full class must vote on one film from all suggested The deadly “Talk about” prompt How can you improve Task 4?

31  Your group will be given a list of 11 words  Create a role-play on any topic, using 5 of the words on the list (no less, no more).  Everyone in your group must have a role and must speak.  Write 2 comprehension questions about your role-play and give them to Ms. Toni.  Perform your role-play for the class.  After you perform, the class will ◦ be asked the 2 comprehension questions ◦ be shown your list of words and be asked to identify the words you used

32  add (v)  background (n)  demonstration (n)  dumb (adj)  fire brigade  humane (adj)  opposition (n)  plough (v)  romantic (adj)  subtract (v)  stare death in the face

33  air-hostess  bank (n)  determination (n)  ease (v)  gift (n)  humanitarian (adj)  origin  profession (n)  schooling (n)  disabled (n)  stewed

34  alternate (v)  corner shop  dip(v)  enclose (v)  go off  interrupt (v)  passion (n)  seat belt (v)  stimulate (v)  tragic (adj)  mentally retarded

35  ambitious (adj)  curriculum vitae  diploma (n)  exhibition (n)  gradually (adv)  marital status  photogenic (adj)  rare (adj)  semester (n)  strong-willed (adj)  typical (adj)

36  announce (v)  deaf (adj)  fasten (v)  harrow (v)  pump (v)  photography (n)  require (v)  sorrow (n)  stuck (adj)  glorious (adj)  time-consuming (adj)

37

38 Today I think I learned:  __ a lot of English  __ some English  __ a little English  __ almost no English

39 Toni Hull English Language Fellow PowerPoint of this presentation available at: italldepends.pbworks.com

40 play clip


Download ppt "Toni Hull English Language Fellow at Tan Chau High School, March 11, 2010."

Similar presentations


Ads by Google