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Teaching the Skills , part 4: Speaking

Teaching the Skills , part 4: Speaking. Higor Cavalcante Seven Idiomas – Pacaembu branch. A: Good morning ! B: Good morning ! How are you? A: I’m OK, and you? B: Fine, fine. A: This Higor is a very nice fellow , isn’t he ? B: Oh, yes , he is. Not to mention handsome !

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Teaching the Skills , part 4: Speaking

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  1. Teaching theSkills, part 4:Speaking Higor Cavalcante Seven Idiomas – Pacaembu branch

  2. A: Goodmorning! B: Goodmorning! How are you? A: I’m OK, and you? B: Fine, fine. A: This Higor is a verynicefellow, isn’the? B: Oh, yes, he is. Not to mentionhandsome! A: Oh, yeah, thattoo!

  3. Can you prove it? • There are atleast 5 native speakers of English in theroom; • Atleast 10 peopleherehaveseenAvatar; • Mostteachersonmysidewillteachtoday; • Themajorityoftheteacherscheer for Tricolor; • Fewerthan 10 people are reading a book in • English atthemoment;

  4. In groupsoffive, discussthedifferences in focus in thetwoactivitiesdonesofar: • 1st: focusedonlanguage (form). Goal is to work onaccuracy (ofform and pronunciation) • 2nd: focusedon communication. Goal is to work onfluency.

  5. Speaking-as-Skill (Thornburry) • Real-lifesituation (providesrehearsal) and informationgap • Real feedback for students and teachers • Studentsactivate/producevariouselementsoflanguage

  6. Findsomeonewho • Find out who in theclass: hastheoldestgrandparentalive, hasthemostnephews/nieces, works longerhoursetc. • Role play: job interview • Hot potato: introducingyourself

  7. “I canspeak English.” – What does sayingthisinvolve? • Grammar and vocabulary (chunks); • Pronunciation (connected speech, contractions); • Functions; • Discoursemarkers (fillers, for example); • Non-verbal communication (gestures, facial expression etc.) • Cultural awareness (appropriacy)

  8. Expressing opinion In my opinion, ... The way I see it,... If you ask me,... As far as I’m concerned,...

  9. Speakingactivities Lead-in: contextualize topicoftheactivity. (texts, music, video, discussion etc.); Work on lexis: chunksoflanguage (expressingopinions, for example); Production:students do activity Delayed feedback: students work onmistakesmadeuponreceiving feedback fromtheteacher.

  10. Correction During Speaking Activities • Oral Practice: on the spot (focus on accuracy) • Speaking-as-Skill: delayed (focus on fluency) • Delayed Feedback • - Words on the board • Right-wrong chair game • Positive feedback as well

  11. More Speaking Activities • Information gap activities • Alibi • Favorite objects • Surveys (like FSW) • Student presentations/projects • Balloon debate • Moral dilemmas • Twenty questions • Taboo topics (religion, sex, soccer etc.)

  12. To know more... “How to Teach English”, Jeremy Harmer “The TKT Course”, Spratt, Pulverness, Williams TTC Seven Idiomas (starting today!) CELTA Course Seven Idiomas

  13. Thank you! • All of you, for beinghere; • Dani Mafra and everybody at Disal; • higor@sevenidiomas.com.br • (11) 3873-2233 • www.cpesevenpacaembu.blogspot.com

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