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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?