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The challenge of the spoken word
Transcript of The challenge of the spoken word
The National Curriculum
Speaking appears in various places:
‘Key Processes’ 2.2 Developing language skills
Pupils should be able to:
•respond appropriately to
[and written] language
correct pronunciation and intonation
ask and answer
initiate and sustain conversations
From ‘4. Curriculum Opportunities’
The curriculum should provide opportunities for pupils to:
-hear, speak, read and write in the target language regularly and frequently within the classroom and beyond
-communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposes
Pupils narrate events, tell a story or relate the plot of a book or film and give their opinions. They justify their opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time references. They adapt language to deal with unprepared situations. They speak confidently, with good pronunciation and intonation. Their language is largely accurate, with few mistakes of any significance.
Find a tandem partner and speak in your FL(s), your stronger and weaker.
Note any issues at all about this exercise. If you can't find a partner, join a pair!
Observations and Comments
Is it really that simple?
Can we get children to speak in the classroom?
How can we facilitate speaking?
How can we get the pupils to speak?
Ideas from Silverdale School (2) (with thanks to Katrin!)
Surveys (favourite hobbies/pets/colour)
paired speaking (role-play)
(I have a cat/I have a cat and dog/I have a cat and dog etc)
flashcard guessing games
tick system in Y7 and 8 = pupils have a grid in the
back of their exercise book and are awarded ticks for
speaking in the TL. The required amount gets extended
from simple greetings at the beginning to longer sequences.
They also get ticks for speaking in TL with their teachers around school, ie if they come and greet me when I'm on duty, we have a mini-conversation and they get a tick. The ticks then link in with the whole school reward system, ie 30 ticks are worth a credit. The Y7s love it. Y8s mainly bottom sets. Y9s don't want credits anymore but they'll speak for stickers.
I also have detectives going round when we do surveys = they try and catch people who don't speak German. They also love it if they can shout at people when they don't ask/answer in German.
Requests for help
Requests for clarification
Requests for repetition
Any more ideas??
Examine the NC Speaking levels.
Can you think of examples for some of the categories?
Can you pencil in any sub-levels between levels 1 and 2?
....any initial thoughts?
Brett, A. (2001). Teaching communication strategies to beginners. Language Learning Journal, 24, 53-61
How could this 'classic' restaurant task be developed or extended or improved?
What about the rest of the class during filming; what should or could they be doing?
Can you think of any good ways to get children speaking FLs in the classroom? And beyond..??
What about homework??
Can we teach spontaneous talk?
If so, how?
Joey Barton speaking French..
David Beckham speaking Spanish
Pupils say single words and short, simple phrases in response to what they see and hear. They may need considerable support from a spoken model and from visual clues. They imitate correct pronunciation with some success.