Whole class talk Session 2 Rachel Hawkes Language practice should lead to language use but doesnt Salter 1989 What is the answer increased pairgroup work taskbased learning ID: 434172
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Slide1
Talk to me!
Whole class talk
Session 2
Rachel HawkesSlide2
“Language ‘practice’ should lead to language ‘use’ but doesn’t.”
(Salter, 1989)
What is the answer?increased pair/group work task-based learning
re-examine and re-construe the rule of teacher talk
Rachel HawkesSlide3
Spontaneous talk: concept definition from literature/policy
improvised (oral/aural),
unrehearsed communicative, message-orientedlanguage use not language practice
natural (as outside the classroom)authentic (real / purposeful)respond to unexpected / unpredictableconversations‘struggle’ – communicate when linguistic resources are stretched
Rachel HawkesSlide4Slide5
Spontaneous talk: What is it in the classroom?
Spontaneous contributions in the TL as
part of the language of the classroomUnplanned / unscripted talk as part of a lesson task or activity (whether pair/group/whole class)Whole-class teacher-led interactions that follow where the learner wants to go (and that may prime for subsequent pair work)
Rachel HawkesSlide6
Why is it important?
Students
equate the ability to speak in the TL with learning the language (it is the subject to them)Students believe that what they can produce in unrehearsed situations is what they really knowSpontaneous TL use (or lack of it) has been highlighted in every
inspection report (since records began – in the UK at least!)Theories of language learning prioritise interaction as the primary site of learning
Rachel HawkesSlide7
What is the teacher role in spontaneous
talk
?Source of high quality language input for acquisitionContingent feedbackSensitive co-construction
Creation of a ‘safe place’ for trial and errorBroadening of a learner’s interactional repertoireInclusion of humourTalking to mean AND implicit reflection on form
Rachel HawkesSlide8
What about the rest
of the class?
Source of high quality language input for acquisitiona) The unpredictability and humour of these interactions encourage active listening for comprehension.
The stability and continuity of the theme/topic of the talk enablelearners to understand longer stretches of interaction (teacher talk and visual stimulus are the scaffolding)‘Off line’ opportunities for reflection and planningComparing the talk of teacher and peer Using the time to plan next contribution
Rachel HawkesSlide9
Spontaneous talk: What is it in the classroom?
Spontaneous contributions in the TL as
part of the language of the classroomWhole-class teacher-led interactions that follow where the learner wants to go (and that may prime for subsequent pair work)
Unplanned / unscripted talk as part of a lesson task or activity (whether pair/group/whole class)
Rachel HawkesSlide10
1
20 Questions?!?
Have you…?Do you like…?How…?Where…?Is…?Do you think that…?Why don’t…?
Rachel HawkesSlide11
2
What are the questions?
1. Yes, I love it / them.2. No, I don’t
like it / them at all.4. No, because
I’m vegetarian!.
7.
Yes,
but it’s a bit boring
.
6.
Yes, of
course
.
How
about
you
?
3.
My
favourite
sandwich
is
cheese
.
5. I
hate
it
/
them
.
Rachel HawkesSlide12
Where is there a / an …?
Do you have…?
Do you want…?
Would you like..?
Do you like..?
How much does / do .
.. cost?
Is there a / an … near here?
3
Questions against the clockSlide13
My name is Julian and I’m fifteen years old. I live with my parents and my sister in the centre of Manchester. My school is quite near, and so I normally walk or go by bike. When the weather’s bad, I go by bus. My sister is lazier than me and she always goes by bus.
My school is a state, mixed comprehensive school. There are 600 pupils and at least 60 teachers. In my opinion the teachers are really nice, although there are a few who are very strict.
The school has some really excellent facilities. For example, there are two pools and eight tennis courts. There’s also an athletics track and several football and rugby pitches. I’m interested in sports but I don’t play in any team, although last weekend I took part in a swimming competition. My sister hates football – she prefers playing on the computer!What I most like about school is the main hall because it’s very big. My favourite subject is drama because it’s really fun and I’m a very creative person. Six months ago we went to Stratford for a weekend with school. On the Saturday evening a group of pupils went to the cinema but I went with a different group to see a Shakespeare play. The theatre was very large and it was an excellent experience. The truth is I don’t like languages very much. Next March I’m going to France with the school. I’m going to spend a week with a French family and I will have to speak French the whole time. I’m very scared!❶❷❸
❹❺4 HotseatingSlide14
Rachel Hawkes
5 Target
talk
6 Odd one out
7 Spot the difference
9 5
Ws
?8 Reading
images
10 Extensions
11 Then
& now
12
Definitions
13 Say
something
elseSlide15
Do you have any brothers any sisters?
What sports do you like?
Do you have a favourite film?
NB: Your answer must have 8 words exactly.
How
could
you
make your answer
longer
than
10
words
?
Rachel Hawkes
5 Target talkSlide16
6 Odd one outSlide17
milk
bread
juiceteacoffeecheesehamjamfruitsweetswakes uphas breakfastto have tea
eats has dinnerwatertoastcerealcheesegrapes
fruitvegetablespulsescerealssweet
things
breakfast
teapicnic
dinner
lunch
Rachel Hawkes
6 Odd one outSlide18
I think that
the exception is
because/for
It’s feminine/masculineIt’s the only thing that
It’s the ony word that
a verb - an adjective - a noun
……..has to do with/is all about……..
e.g. …….has to do with sport
for example
…….is different
ends with..
starts with
it’s a sort of
carbohydrates
meat
protein
high in cholesterol
high in calories
rich in vitamins
fat
fruit and vegetables
high in sugar
low in fibre
a source of calcium
sweet
Rachel HawkesSlide19
Mention two differences
2)
Respond to two questions
3) Ask two questions
A
B
Rachel Hawkes
7 Spot the differenceSlide20
There are big mountain in photo A.
The countryside is very green.
There are lots of trees.There aren’t many houses.The house is old and grey.I think that it seems a very quiet place.
A
B
8 Reading imagesSlide21
What is Lara going to do this summer
?
What isn’t she going to do?
Rachel Hawkes
7 Reading imagesSlide22
What’s his name?
How old is he?
What is he like?
Does he have a family?Does he have any pets?Where does he live
?
Where does he work
?
What does he like doing?
What doesn’t he like doing
?
What’s he wearing?
What does he like eating?
What is he doing
?
Who is he talking to
?
What are they talking about
?Slide23
Reflection
What
title have you given your chosen picture?Reason Can
a different group try to explain the reasoning behind that title?Challenge Has another group decided on a different title to the picture? Which title do you prefer? Why?Application Imagine you were doing this in another subject. How
might you use what you’ve learned today?
9 5
Ws
10 Extensions
What?
When?
Where?
Who?
Why?Slide24
Where are you going?
Where are you going?
Who are you with?How long are you going for?
What are you going to do when you arrive?
Rachel HawkesSlide25
A film
crit
Which film did you see?What was it like?What was the story about?Would you recommend it?Why (not)?Slide26
Traff
ic jam!
Where were you going?What time did you leave?How long have you been waiting? What are you going to do to pass the time?
Rachel HawkesSlide27
Excuses
What didn’t you want to do
?Why not?What excuse did you give?Did it turn out alright? Why (not)?
Rachel HawkesSlide28
Rubbish bin
What are you going to throw away?
Why?Rachel HawkesSlide29
¡Fashion!?!
Which is the worst fashion mistake?
Why?Do you think fashion is important?Why (not)?What is your favourite item of clothing and why?
Rachel HawkesSlide30
What did you order?
What did you order?
Where it is coming from?When will it arrive?How do you feel?
What will you do with it when it arrives?
Rachel HawkesSlide31
Flirting
Who did you meet?
What is s/he like?Where were you?What happens next?
Rachel HawkesSlide32
Advice
Who was it?
What was the problem?What did you say to him/her?What happened in the end?
Rachel HawkesSlide33
What a nightmare!
What did you do?
Who knows about it?How do you feel?What do you have to do to make the situation better?
Rachel HawkesSlide34
Where?
What?
Who?Who took the photo?
When?What just happened? What happens next?Slide35
Where?
What?
Who?Who took the photo?
When?What just happened? What happens next?Slide36
Sitges
Cataluña, Spain 2009
50
years ago, there were rocks on the beach.Today there aren’t any rocks on the beach.
Rachel Hawkes
11 Then and nowSlide37
Before….
Now…
When she was playing the role of Bridget Jones…
Now she…Slide38
In my primary school…
In my secondary school…Slide39
Word
Definition
Characteristics / FactsExamplesNon-examples
12 DefinitionsSlide40
red
Definition
Characteristics / FactsExamplesNon-examplesSlide41
1.
The snake seems tired.
2. There aren’t any more animals.3. It’s on the coast.4. The snake likes sleeping.5. The person is a teacher.6. I think that the painting is boring.
13 Say something differentSlide42
peel
eat
cut
cook
prepare
buy
give
throw
steal
catch
drink
dream aboutSlide43
HAVE I GOT NEWS
FOR YOU
Holly is ………… years old Kate likes … ………James doesn’t like …
Dr Hawkes’ brother is called …...... Matt’s favourite thing is …….
fifteen
history
music
Martyn
footballSlide44
I play tennis.
I live in the middle of Austria.
My dog is called Klaus.
Pimp my sentence!Slide45
Reflection
Think
of perhaps two tasks or strategies for whole class speaking that could be incorporated into your lessons over the next two weeks. Make a brief note of them and the topic you will need them to fit into.
Rachel Hawkes