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Promoting oral interaction

…. …. …. …. Promoting oral interaction. Presenter: Chai Wan Kok Catholic Primary School (AM) Ms Christine LAU christinelau@emb.gov.hk 2158-4926 Facilitator: School-based Curriculum Development (Primary) Section Joyce YIP joyceyip@emb.gov.hk 2158-4925 19 Nov 2005.

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Promoting oral interaction

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  1. … … … … Promoting oral interaction Presenter: Chai Wan Kok Catholic Primary School (AM) Ms Christine LAU christinelau@emb.gov.hk 2158-4926 Facilitator: School-based Curriculum Development (Primary) Section Joyce YIP joyceyip@emb.gov.hk 2158-4925 19 Nov 2005

  2. Problems encountered Lack of vocabulary Inappropriate expressions Lack of confidence Failing to take turns

  3. Speaking skills for KS1 (CG pp.69-70) Participate effectively in an oral interaction • Open an interaction by eliciting a response • Maintain an interaction by using single words and formulaic expressions to acknowledge, agree and disagree, ask questions and reply • Close an interaction by using simple formulaic expressions, e.g. Good-bye.

  4. Oral practice Chai Wan Kok Catholic Primary School P.2 April 2004

  5. Controlled practice (pair work) SatSun ampm ampm A B     A B     Set 6A A: Let’s go to Tsuen Wan Park. B: OK. A: Are you free on Saturday afternoon? B: No, I’m sorry I’m not. A: Are you free on Sunday afternoon? B: Yes, I am. A: Good. Let’s meet at half past one. B: OK. Let’s meet at Park’n Shop. Park’n Shop Source of Park’n Shop logo: http://www.parknshop.com

  6. Semi-controlled practice (pair work) SatSun ampm ampm A B     A B     Set 6B A: Let’s go to . . . B: OK. A: Are you free on . . . ? B: No, I’m sorry I’m not. A: Are you free on . . .? B: Yes, I am. A: Good. Let’s meet at . . . B: OK. Let’s meet at . . . Tsuen Wan Park Park’n Shop Source of Park’n Shop logo: http://www.parknshop.com

  7. Speaking task (pair work) SatSun ampm ampm A B A B A: Let’s . . . B: OK. A: Are you free on . . .? B: No, I’m sorry I’m not. A: Are you free on . . .? B: Yes, I am. A: Good. Let’s meet at . . . B: OK. Let’s meet at . . . (What to do or where to go?) (Where and when to meet?)

  8. Oral assessment Chai Wan Kok Catholic Primary School P.2 June 2004

  9. Part 1: Reading aloud The very hungry caterpillar I’m a very hungry caterpillar. On Monday I eat one apple. On Tuesday I eat two pears. On Wednesday I eat three plums. On Thursday I eat four strawberries. On Friday I eat five oranges. I’m full. Do you think I’m crazy? Part 2: Picture description

  10. Part 3: Pair work SatSun ampm ampm A B     A B     A: Let’s go shopping. B: ... A: Are you free on Saturday afternoon? B: … A: Are you free on Sunday morning? B: … A: Good. Let’s meet at two o’clock. B: …

  11. Oral practice Chai Wan Kok Catholic Primary School P.3 November 2004

  12. Speaking task: Buying birthday presents

  13. Using a flow diagram to show the logical sequence of the dialogue Why do we buy …? (Any reasonable answer) + Can we buy …? Because … Where do we … We buy… Let’s go to … Why? How much…? We can’t buy … … Good idea! Let’s buy ...

  14. Speaking skills for KS2 (CG, pp.71-72) Participate effectively in an oral interaction • Open an interaction by eliciting a response by asking questions or providing information on a topic • Maintain an interaction by • asking and responding to others’ opinions • Acknowledging, agreeing or disagreeing, asking questions, replying, adding or giving examples and explaining, using formulaic expressions where appropriate • Close an interaction by giving reasons

  15. Oral practice SKH Chu Oi Primary School (Lei Muk Shue) P.4 October 2005

  16. Working out the flow of the dialogue Re-organizing the contents Revisiting previous knowledge Integrating different forms and functions

  17. Providing authentic information for discussion

  18. WEIGHT A: How heavy is fruit and nut milk chocolate? B: Its weight is 250g. C: How heavy is milk chocolate? D: Its weight is 69g. A: Which one is heavier? B: Fruit and nut milk chocolate is heavier than milk chocolate. Discussing the main ideas with students PRICE A: Let’s buy some chocolate. B: Which one would you like to buy, fruit and nut milk chocolate or milk chocolate? C: How much is fruit and nut milk chocolate ? D: It’s twenty dollars fifty. A: How much is milk chocolate? B: It’s nine dollars eighty. C: Which one is more expensive? D: Fruit and nut milk chocolate is more expensive than milk chocolate. OTHER INFORMATION A: Which one is more delicious (heavier / creamier / more delicious / more crunchy)? B: Fruit and nut milk chocolate is more delicious. DECISION MAKING A: What should we buy? B:Let’s buy fruit and nut milk chocolate. Because it’s heavier and more delicious. It’s more crunchy too.

  19. Preparing students for the speaking task Controlled practice (group work) Worksheets (individual assignment) Semi-controlled practice (group work) Live demo (by teacher and students) + feedback Free practice (group work) + cue cards + realia Language input: Vocabulary + sentence structures

  20. Free practice: Presentation by the average students Let’s buy some drinks. Which one would you like to buy, lemon coke or skame milk? How much is a can of lemon coke? It’s nine dollars fifty. How much is skame milk… skimmed milk? It’s six dollars seventy. Which one is more expensive? Lemon coke is more expensive than skimmed milk. Which one… how heavy is lemon coke? Its weight is three hundred and thirty… three hundred and fifty five ml. How heavy is a can of… a carton of skimmed milk? Its weight is twenty dollars and thirty six. Excuse me. It’s two hundred and thirty six ml. Which one is heavier? Lemon coke is heavier than skame milk… skimmed milk. Which one is more delicious? Lemon coke is more delicious. What sh… what should we buy? Let’s buy lemon coke because it’s more delicious. Immediate feedback to students: skame milk… skimmed milk twenty dollars and thirty six -> two hundred and thirty six ml

  21. Our “practical wisdom” for promoting oral interaction • Working out the flow of the dialogue (re-organizing the contents, using flow diagrams to show the logical sequence & identifying the main ideas) • Providing sufficient language input: Vocabulary and sentence patterns (revisiting previous knowledge & integrating different forms and functions) • Providing sufficient oral practice: Controlled -> semi-controlled -> free • Designing authentic speaking tasks for free practice • Providing immediate feedback through live demonstration • Providing support materials: Realia, word cards, picture cards and cue cards

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