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Developing students’Confidence and Competence in speaking English.

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Presentation on theme: "Developing students’Confidence and Competence in speaking English."— Presentation transcript:

1 Developing students’Confidence and Competence in speaking English

2 Background of students CMI school Many students are passive, shy and weak Good teacher-student relationship Not motivated to speak English

3 Teacher’s concern How can I make my students speak more English?

4 Using co-operative learning to teach fables

5 Objectives To motivate students to learn English more actively through interacting with one another in their cooperative learning groups To develop students’ interest in reading and writing fables To develop students’ collaborative skills To boost students’ confidence in using English

6 Using Cooperative Learning strategy to teach fables Lessons Lesson objectives CL strategies 1-2 Students learned the elements of a fable and filled out a story map. ( Setting, characters, events & moral )story map Numbered Heads Think-pair-square 3-4 Students learned how to describe characters using simple adjectives and gave evidence to support their answers. Roundrobin Assigning roles 5-6 Students learned how to create dialogues when they provided answers for the interview questions.interview questions. Roundrobin Numbered Heads

7 Using Cooperative Learning strategy to teach fables Lessons Lesson objectives CL strategies 7-8 Students read two new fables and did a moral matching exercise. They watched a model performance and learned how to write a play script.play script. Think-pair-square Numbered Heads 9-10 Students chose a fable and created a new ending in the form of a play script. Assigning roles

8 Using Cooperative Learning strategy to teach fables Lessons Lesson objectives CL strategies Students rehearsed for the performance on the following day Students performed the new version of their chosen fable in front of adjudicators and guest teachers.

9 Characteristics of the design Using CL strategies Lots of discussion Language input e.g. adjectives, direct and indirect speech, proverbs, phrases for discussion etc. Tasks are broken down into smaller steps to prepare students for the final performance

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11 Grouping method Appoint a leader who speaks better English Mix boys with girls Team building activities before setting students to group work e.g. choosing group names, games

12 Group Processing & Social Skills Teach social skills –e.g. turn-taking, listen to others carefully, respect others’ opinions, help classmates, encourage classmates etc. Group Processing Form Individual Processing Form

13 1. Students perceived that they spoke more English in lessons. Findings I spoke more English in these lessons, especially when I discussed how to write a new play script with my group members. We spoke English most in the performance because we had to act as the characters and read the dialogues aloud in English.

14 A. Equal Participation (Q6)Everyone has a chance to speak in discussion. I like group work like this because everyone had a chance to speak. We had to cooperate to finish a task, so everyone could contribute. Everyone had a chance to speak English and express their own opinion. Findings

15 (Q16)We learn to work together to complete a task in groups. 2.Social Skills Findings FrequencyPercent Agree Disagree615.4 I was very happy to participate in these activities, because we could express our opinion to one another. My group members understood me and listened to me. It is more interesting to have group activities in the lessons. I can learn more knowledge and learn how to communicate and get along well with others.

16 2.Social Skills Findings Processing Form

17 2. Social Skills Everyone shared responsibilities to complete a task. 2. Social Skills Everyone shared responsibilities to complete a task. Findings

18 (Q9)I have more confidence in speaking English in the lesson. 3. Students had more confidence in speaking English. Findings 1.Supportive learning environment environment 2.Lots of chances to speak to speak

19 3. Students had more confidence in speaking English. Findings I have more confidence in speaking English in the lesson. I learn to work together to complete a task in groups and I have more confidence in speaking English in the lesson. It is fun to learn English in groups and I treasure the chance of speaking and performing in front of my classmates.

20 4. Competence in speaking English A. Students were ready and willing to report in class. 4. Competence in speaking English A. Students were ready and willing to report in class. Findings Numbered Heads - rehearse before reporting

21 4. Competence in speaking English B.Students improved accuracy and fluency in speech in the performance. 4. Competence in speaking English B.Students improved accuracy and fluency in speech in the performance. Findings - A supportive environment

22 There was little spontaneous student-student interaction in group discussion conducted in English. There was little spontaneous student-student interaction in group discussion conducted in English. Difficulty

23 Why? Difficulty 1.Task design – little room for discussion & creative ideas 2.Insufficient time to think and plan before discussion 3.Inability to transfer what they have learnt in real discussion tasks

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27 Some Tips for you Create a non-threatening environment for speaking Provide opportunities for students to practice Choose a familiar topic Provide sufficient language input Encourage use of English instead of mother-tongue

28 Think-pair-square CL Strategies CL Diagrams from: Cooperative Learning : A Sourcebook of Lesson Plans for Teacher Education

29 Numbered Heads Together CL Strategies CL Diagrams from: Cooperative Learning : A Sourcebook of Lesson Plans for Teacher Education

30 3.Roundrobin CL Strategies CL Diagrams from: Cooperative Learning : A Sourcebook of Lesson Plans for Teacher Education

31 Assigning roles English monitor Time-keeper Secretary Reporter Script writer Assigning roles English monitor Time-keeper Secretary Reporter Script writer CL Strategies


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