KMU English Workshop

January 2008

English Speaking Skills

Morning Sessions

• Assess status (pre- and post-)

• Expand paradigm-- participant centered

• Focus on OF-- ‘anchor’, ‘jumping off point’

• Expand use of lexical phrases

• Use ‘authentic topics’-- ‘twofer’

(Two for the price of one)

Afternoon sessions

• Engaging adult meta-cognitive skills to improve pronunciation vs “gen je wo shuo”

• Creating quick prep speeches

• Practicing individual prepared speeches

Evening, weekend sessions!

• How to keep it all going forward

Kinds of assessment

• Quantative

-- Structured survey

--Questions I can think of, easy to compile

• Qualitative– Reflective– Questions I had not thought to ask, hard to

compile

Pre-, In- and Post- Class Writing Reflections

• Use only half a sheet of paper

• Write “without thinking”

• Answer the focal question, then “go where you want” with the topic

• Stay within the time limit

• Question: What are you strengths and weaknesses in English speaking?

Speaking in groups

• 2 obvious problems – Some do not talk at all– Some talk all the time

• 2 obvious solutions– Gain confidence– Learn discourse skills

• Turn taking• Active listening

Gain confidence

• Practice whenever you can

• Pretend as if you are confident

• Project your voice, show no fear

Open Forum Unit One

• Approach strategies– Positive

• Instrumental, integrative motivation• Professional adult strategies

– Negative• Fear, ineffective habits

• Write your approach strategies

Explaining a Process

• Open Forum Unit One

• Conservation– Recycling, biodiesel

• One topic from English teaching – Working out unknown vocabulary

• One topic from your field

• Homework- www.oup.com/elt/openforum

Introducing the topic p. 1

• Active verbs—new approaches to learning–Work with a partner– Read– Discuss– Check

• “Passive” student learning in teacher centered classroom

Preparing to Listen p. 2

• Work with a partner

• Look

• Discuss—pros, cons; supported opinion

Listening for the Main Ideas p. 2

• Listen

• Write

• True/ False T/F

Grosser, easier level of questions

Show the SAIS T/F type?

Listening for More Detail p. 3

• Listen again

• Choose from 2 answers (level of difficulty)

• What percentage of the information did you get the first time you listened?

• The second?

• Why?

Working Out Unknown Vocabulary p. 3

• Pay attention to context

• Use your existing knowledge

• Guess—”educated guess”

• Know your limits but also

• Trust yourself, your extensive “passive” background in English

• 3 examples p. 4

Vocabulary p. 5

• At home– Read– Match

• How to check? Website or at beginning of next class? Email me?

Listening Practice p. 6

• Preparing to listen

• Listening for main ideas

• Listening for more details

• Working our unknown vocabulary

• Thinking and speaking

Learn discourse skills

• Share power– Your colleagues will appreciate and remember it

– You will learn more

• Talking just to talk– To hear the sound of your own voice

– To dominate

• Talking to learn• Talking to work out a problem

• Turn taking• Active listening

What surprises you most?

• What are you studying to learn?

• The Gap—

• The missing link, the motivating question

• CARS--Create a Research Space

One topic from English teaching

Classroom time management

How much time should a teacher budget to various classroom tasks?

Are there ways to use new approaches, technology, teaching assistants to help?

How does switching to English teaching impact your time management?

One topic from your field

• Generate a topic your group can discuss later in the week.

Homework- www.oup.com/elt/openforum