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CELTA 2014 Productive skills: Speaking
Transcript of CELTA 2014 Productive skills: Speaking
1. What’s the point of doing speaking? It’s not ‘learning’ so isn’t it a waste of time?
2. What counts as speaking in a lesson?
3. Do you think it is relatively easy for a teacher to set up a speaking activity? Why or why not?
4. What problems might occur during a speaking activity?
5. What are the teacher’s roles during a speaking activity?
6. When should students be corrected?
Decide who is the headteacher, teacher and parent
Plan your dialogue - work together - loosely script it (we're not looking for perfection)
Practice your dialogue - use emotion, gesture and actions
Then, we will perform to the rest of the class
In this session we looked at:
Why speaking is important
Problems with speaking activities
Solutions to those problems
Staging speaking activities and speaking lessons
Different types of speaking activities
Assessment points 3b, 4b, 4j, 4k, 4l, 5h
1) What skills did that activity practise?
2) Would that activity be appropriate for the students that you are teaching on this course?
3) If you used that activity, how would you round it off?
Taken from The CELTA Course, Scott Thornbury & Peter Watkins, 2007 CUP
Questions adapted from page 118 Teaching English as a Foreign Language, David Riddell, 2003 McGraw-Hill ©
1. Is it practical?
Consider how easy the activity is to set up and manage. Does it require lots of materials? Is it appropriate for the level, age group, teaching context etc.?
2. Is it purposeful?
Do the learners have a reason to speak to each other? Is there an outcome?
3. Is it productive?
How much speaking will the activity generate?
4. Is it predictable?
How easy is it for you to predict what language the learners will need in order to do the activity?
5. Is it adaptable?
How versatile is the activity? Could it be adapted to be used with higher level students? Could it be adapted to practise different grammar structures? Could it be better?