SPEAKING TASKSLearn to speak or speak to

learn??( a lecture by M.Irun)

source: http://www.flickr.com/photos/katemonkey/122489910/

what is communication?

Speaking and Interacting:IF THERE IS A MESSAGE: (monologue/ dialogue)1.Speaking 2.Reading aloud.3.InteractingIF THERE ISN'T A MESSAGE:1.weather conversations, lifts conversations,

neighbours.

What percentage do we assaign to each task in the classroom? Why?

1. No teaching tradition.2. No English outside the classroom.3. No assessment

4. Book activities- ??4.1.  Short.4.2.   Same type:pair          work4.3.    Isolated4.5.    not assessed.

Things to have in mind...

1.Activities need to have a FINAL PRODUCT.2.Activities need to be interesting (for the students).3.Well-planned activity ( didàctic unit).4.Give a purpose to communicate.5.Provide learning to learn strategies.6. Interacting and production in assessment.7.Active listening. Show interest ( teacher).8.Don't interrupt. Don't correct mistakes.9.Praise them when they speak in English. 10.Don't translate. Find easy structures. 

 TEXTUAL TYPES

DESCRIPTIVE:1.novel, story, tale2.travel book, brochure

INFORMATIVE:1.newspaper, radio

programme2.websites

PERSUASIVE:1.adverts, letters,

spots

INTRUCTIVE:1.recipes, machinery,

directions.

 TYPES OF ORAL TAKS

INFORMATIVE: 

DESCRIPTIVE:descriptions, comparisons, explanations, ASSESSMENT:explanations, justifications, predictions, decisions.

INTERACTIVE:Facilities: shopping, resturants, hotels, etc..Social: parties, trips, gatherings

Oral tasks must have...

* a PURPOSE to communicate* obstacles... ( to learn, to overcome difficult situations)* time to discriminate sounds (voice/voiceless)* time to remember the word and* time to build up  the sentences...

Students need to  master these processes:1.  What they think ( conceptualize)2.  How  to say ( formulate)3.  Say it ( articulate sounds and build up sentences)

When they are able to master these processes they start to become FLUENT SPEAKERS.

ORALS TASKS MUST BE...

1.Real.. must have a purpose.2.Simple3.Interesting.4.Inclusive ( all students)5.in LE.6.motivating.7.real communication, don't read.

Estaire and Zamon's framework (1994)1. Set the topic or subject matter.2. Plan the final product.3. Set the unit objectives.4. Plan the contents of the unit.5. Plan the whole process to achieve the final product.6. Plan the assessment from the very beginning.