co ssol speaking presentation

Common European Framework

of Reference for Languages:

learning, teaching,

simulating and assessment

Agrupamento de Escolas de Oliveira do Bairro

KEY COMPETENCE 2:

Communication in foreign languages

KEY COMPETENCE 2: Communication in foreign languages

Definition: Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs.

KEY COMPETENCE 2: Communication in foreign languages

Definition: Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests.

KEY COMPETENCE 2: Communication in foreign languages

KEY COMPETENCE 2: Communication in foreign languages

Speaking Skills

SPOKEN PRODUCTION

Reflection on spoken production skills

Identifying some main problems

Some strategies for solving possible problems

Activities

Brainstorming

SpeakingSpeaking

Strategies

The preparation level The execution level The monitoring/ repairing level

STRATEGIES for solving the possible problems

The preparation level Clearly set tasksChoose topics that incite the students’

interestProvide and learn key wordsReview set phrasesProvide grammatical structures

STRATEGIES for solving the possible problems

The execution level Use visual supportUse guided questionsUse set phrasesUse recordings that require responseUse body language if necessary

STRATEGIES for solving the possible problems

The monitoring/ repairing level Take down notes to give feedbackMake a list of mistakes done and correct themUse a checklist / questionnaireRecord for self-monitoring laterVote on performanceDiscuss

Activities

http://comeniuscossol.wordpress.com/spoken-production/

A Case StudyStudents from Table Service Course

Escola Secundária de Oliveira do Bairro

Portugal

SPOKEN INTERACTION

Students’ Background

Problems Detected (in English)

Lack of fluency in production Vocabulary Discourse organization Short-term/ Long-term memory

Performance Indicators

Performance Indicators

Knowledge

• Basic vocabulary regarding serving people at a restaurant

• How to seek/interpret information from menus and brochures.

• Basic English vocabulary used in a dialogue at a restaurant.

Performance Indicators

Skills

• Follows instructions in English.

• Communicates in English suitably and politely.

• Gets meaning across.

• Fulfills the tasks.

• Serves his/her client well.

Performance Indicators

Attitude/Competence

• Follows instructions/menus in English accurately according to clients’ wish.

• Communicates in English according to required situation.

• Performs his task well and the client is totally satisfied.

Watch the video

SELF – ASSESSMENT/ REFLECTION

Students from Table Service Course

SELF – ASSESSMENT/ REFLECTION

Students: … found speaking easier when orientated

towards the speaking task.…identified a variety of purposes for

speaking. … were involved in expressing their

personal views / experience by promoting activities that specifically dealt with the language use.

SELF – ASSESSMENT/ REFLECTION

… were aware of speaking problems and identified reasons.

… used a strategy to solve the problem. … could assess their progress and set

short term learning objectives.

SELF – ASSESSMENT/ REFLECTION

Competency: The proven ability to use knowledge, skills and personal social and/or methodological abilities in terms of responsibility and autonomy.

Are these students competent?