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Speaking Activities: Awarness-Raising - Appropriation -Towar

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Lena Watermann

on 3 January 2015

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Transcript of Speaking Activities: Awarness-Raising - Appropriation -Towar

Speaking Activities: Awarness-Raising - Appropriation -Towards Autonomy
by Anna-Lena Hahne
Carsta Schulze
& Lena Watermann
Authenticity in the Classroom
Pre-Scripted Recordings should not be banned because...
TV or Radio
PRO CON

- There is a lot of - availibility
unscripted data - insider
knowledge
- colloquial
language
Awareness
1. Attention
- Learners have to pay attention + have to be alert and curious
2.

Noticing
- More than just paying attention
- Learner shall consciously focus on register issues
3
.
Understanding
- Learners should identify certain patterns
Speaking Activities
Recordings VS. Authentic Conversation
- work against spontaneity - long turns
- are often simplified - usage of vague language
- lack features of non-transcribed - might be less audible
discourses
How to Use Recorded Data???
1. Activate Background Knowledge
2. Check Gist
3. Check Register
4. Check Details
5. Listen and Read
6. Resolve Doubts
7. Focus on Language Features
Guided Noticing
-Identifying
-Counting
-Matching
-Connecting
-Comparing and Contrasting
ALL CRITERIA DEPEND ON THE LEARNER´S NEED BUT A BASIC PRECONDITION IS THAT EVERY STUDENT SHOULD HAVE UNDERSTOOD THE TEXT BEFORE GOING INTO DETAIL!!!
Further Activities

-Focus on lexical chunks
-Focus on stress and intonation
-Focus on organization
-Focus on sociocultural rules
--> cross-cultural encounters

Appropriation
- the transition from “other regulated” to "self regulated"

Practiced control vs. controlled practice

Goal of practiced control: to assist the learner in gaining self-control of the language
Drilling
Chants
Communicative Tasks
Task repetition
Writing Tasks
Milling Activities

Would you ever...?
Paper conversation
Information gap activity
The Poster Carousel
Reading Aloud
Assisted Performance and Scaffolding
Dialogues
Picture and word cues
- the script of a dialogue can be represented on the board (e.g. drawings or word prompts), functions as memory aid
Flow-diagram conversations
Conversational Tennis
- involve learners walking around and asking all the others questions
- playful form of practice
- should be fast, rhythmic, and incorporate repeated examples
Thanks for your attention!
Bibliography
Thornbury, Scott.
How to teach speaking
. Harlow: Pearson, 2005.
In-Class Activity: Jigsaw Activity
- students prepare a poster on a pre-selected topic
- activity is done in standing
- class is divided into two halves
- Imitating and repeating words , phrases, and even whole utterances
- writing plays a useful role as an initial stage in the appropriation of newly encountered language for speaking
- is the natural 'next step' between writing and reading
- provides a secure framework
scaffolding
: providing appropriate levels of assistance

assisted performance
: open-class talk, teacher builds on the contribution of individuals, teacher provides linguistic devices
- provide a change of focus from teacher-led classroom
- is a technique for encouraging a greater degree of interactivity in student-student talk (provide two pieces of information, students ask each other questions and respond)
- repeating a task shows gains in accuracy, fluency, and complexity

Autonomy & Automaticity
indicators: speed
economy
accuracy
anticipation
reliability

Criteria for speaking tasks
productivity
purposefulness
interactivity
challenge
safety
authenticity

Feedback & correction
Error vs. Mistake

Feedback notes
Repair
Presentation & talks
Show and tell
Did you read about..?
Academic presentation
Business presentation
Stories, jokes & anecdotes
Guess the lie
Insert the word
Chain story
Party Jokes

Drama, Role Play & Simulation
Alibis
Shopping around
the Inquiry
The Soap

Discussion & Debate
Discussion cards
warm-up discussion
Balloon debate
Pyramid (or consensus) debate
Panel discussion
Conversation & Chat

Sentence Star
True/False Sentences
One of us/Some of us

Outside of class - speaking activities
tape diaries
audio/video conferencing
human-computer interaction
In your group:

a) Describe what each person sees
b) Decide the sequence of the accident
c) Decide who is to blame

- examples can be repeated
and used for further happenings in the classroom
audio/video recording
Full transcript