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Optimizing Oral Skills,[object Object]
Day 1: Speaking Tasks,[object Object],Day 2: Speaking Tasks (hands-on),[object Object],Day 3: Teaching Pronunciation,[object Object],Day 4: Error Feedback,[object Object]
The Importance of Speaking Activities,[object Object],“Do you ________ German?”,[object Object],Languages are primarily oral,[object Object],2 CTJ students,[object Object]
Pair Work,[object Object],No preparation,[object Object], timing (st A vs. st B) & quantity,[object Object], two monologs (no PW) ,[object Object],Not necessarily interactive,[object Object], May be interactive because of the ss (motivated, extroverted, etc), not because of task design,[object Object],role of the listener,[object Object], no monitoring,[object Object], no debriefing,[object Object]
Preparation,[object Object],Think about your vacation:,[object Object],What did you do?,[object Object],Where did you go?,[object Object],Who did you meet?,[object Object],What was the best/worst part?,[object Object],What would you do again?,[object Object],What didn’t you have time to do?,[object Object]
Follow-up Qs,[object Object],Reaction Expressions,[object Object],How come?,[object Object],Did you like it?,[object Object],When was that?,[object Object],And how did you feel?,[object Object],etc...,[object Object],Really?,[object Object],Me too!,[object Object],I can’t believe it!,[object Object],Are you serious?,[object Object],You’ve got to be kidding!,[object Object],No way!,[object Object],That’s awesome!,[object Object],Sounds great!,[object Object]
Pair Work (making it better),[object Object],Preparation (pre-speaking),[object Object], time management (so both ss get to talk),[object Object], give the listener a role / create a need for interaction,[object Object],Force information gap (listener has to find out sth),[object Object],Force a certain number of turns (reaction expressions and follow-up questions) – especially for very controlled activities.,[object Object],Monitoring  (listen to the pair ahead),[object Object], debriefing (post-speaking) – volunteering vs. calling on ss,[object Object]
Concept of communicative tasks,[object Object], direct vs. indirect  approach (children, teens and adults),[object Object],Importance of knowing the purpose of the speaking activities ,[object Object], Importance of knowing why they should work in pairs, groups, with different students,[object Object]
GW (trio),[object Object],Same steps as PW: pre-speaking, speaking, post-speaking,[object Object],Easier for shy/weaker ss to hide ,[object Object],strive for even/balanced participation,[object Object],Monitoring,[object Object],Giving clear roles,[object Object],Timing (what if one group finishes before the other?),[object Object]
Discussions,[object Object],What expressions do we teach our students for discussion activities?,[object Object]
Negative questions ,[object Object],(don’t you…? / Why didn’t you…?,[object Object]
Optimizing Oral Skills
RJ,[object Object],People forced to leave their homes: 13,830,[object Object],Deaths: 803,[object Object],Missing: 324,[object Object],Australia,[object Object],People affected by the flood: 200,000,[object Object],Cities and towns affected by the flood: 22,[object Object],Deaths: 20,[object Object]
Trios/groups (superteachertools),[object Object],(A) Whose fault is it?,[object Object], (B) What should be done now to rebuild the cities?,[object Object],(C) What should be done now to avoid more disasters like these?,[object Object],Online stopwatch (6 min, 2 for each question),[object Object]
titSIN prnnsieISn,[object Object]
Why teach pronunciation?,[object Object],Communication (vid),[object Object],Language ego,[object Object],Brazilian Portuguese vs. English,[object Object],Teaching pronunciation,[object Object],(vid),[object Object]
Letter-SoundCorrespondence,[object Object],PROCRACIDADEFLABELAÇÃO,[object Object],FUMIGAÇÃO    TARTAREAR   INDENIDADE,[object Object],DOMICILEPREFACEADMINISTRATIVEDISTRIBUTE     	CANBERRA    	IRON,[object Object],STEAK		GAUGE		HAPHAZARD,[object Object],MISCHIEVOUS SEW	UTENSIL,[object Object]
Homographs,[object Object]
Homophones,[object Object],(vid),[object Object]
SilentLetters,[object Object]
CONSONANTS,[object Object]
Initial[p] [t] [k] ,[object Object],in stressedsyllablessound,[object Object],[pH] [tH] [kH],[object Object],‘pay’ [pHeI] – [peI]= [beI],[object Object],‘tie’ [tHaI] – [taI] = [daI],[object Object],‘cap’ [kHQp] – [kQp] = [gQp],[object Object]
Hold a sheet of paper in front of the mouth while saying the words. Thepapershould move to plosivesounds.,[object Object],Peter Piper picked a peck of pickled peppers. ,[object Object],A peck of pickled peppers Peter Piper picked.If Peter Piper picked a peck of pickled peppers,where's the peck of pickled peppers Peter Piper picked?,[object Object]
Vid,[object Object]
Optimizing Oral Skills
Optimizing Oral Skills
Optimizing Oral Skills
Vid,[object Object]
Optimizing Oral Skills
Optimizing Oral Skills
Optimizing Oral Skills
Vid,[object Object]
Optimizing Oral Skills
Optimizing Oral Skills
Optimizing Oral Skills
“Shesellsseashellsbytheseashore”,[object Object],“Shesaw a fishontheseashore, andI’msurethefishshesawontheseashorewas a sawfish”,[object Object]
Optimizing Oral Skills
Optimizing Oral Skills
Identifythenumberofsounds in thewordsbelow:,[object Object],Sing,[object Object],3 (CVC),[object Object],father ,[object Object],5 (CVCVC),[object Object],lamb ,[object Object],3 (CVC),[object Object],stopped ,[object Object],5 (CCVCC),[object Object],plumber ,[object Object],6 (CCVCVC),[object Object]
LATERAL,[object Object],[l] ‘live’ ‘pulling’ ‘no final position’,[object Object],[] ‘no initialposition’ ‘multi’ ‘pool’,[object Object]
Pronunciation Journey,[object Object]
Optimizing Oral Skills
Silent l,[object Object],halfcalftalkchalk,[object Object],wouldcouldshouldbalm,[object Object],palmcalmsalmon	Lincoln,[object Object]
Optimizing Oral Skills
Raise your RIGHT hand / stand up if you hear a /r/ sound.,[object Object],Raise your LEFT hand / sit down if you hear a /h/ sound.,[object Object]
TAP / FLAP,[object Object],[] ‘to’ ‘water’ ‘got’,[object Object]
Betty bought a bit of better butter.,[object Object],Online recording :,[object Object],Vocaroo, photobabble, voicethread.,[object Object],Audacity, flipvideo, digital camera.,[object Object]
Vowels,[object Object]
Optimizing Oral Skills
Simple Sounds Maze,[object Object]
Odd one out,[object Object],it – heat – scene – feet,[object Object],think – thanks – this – thousand,[object Object],pattern – post – penguin – psychologist,[object Object],worked – cleaned – stopped - laughed,[object Object]
Meaningful, communicativeMinimalPairs,[object Object]
Did you feel/fill it?,[object Object]
Heat/Hit it now!,[object Object]
He will leave/live.,[object Object]
The children will sleep/slip.,[object Object]
Optimizing Oral Skills
Unfair dictation,[object Object],Only write down words that have a long vowel sound.,[object Object]
Vid,[object Object]
Optimizing Oral Skills
visitfeatcabpickcan,[object Object],mensickseekbackled,[object Object]
Optimizing Oral Skills
Optimizing Oral Skills
Optimizing Oral Skills
Optimizing Oral Skills
Magical final -e,[object Object]
Magical final -e,[object Object]
Magical final -e,[object Object]
Magical final -e,[object Object]
Online Resources,[object Object],http://phonphon.pbworks.com,[object Object]
Optimizing Oral Skills
The fact that the teacher gives feedback on student performance implies a power hierarchy: the teacher above, the student below.,[object Object],Assessment is potentially humiliating to the assessed person.,[object Object],Teachers should give only positive feedback, in order to encourage, raise confidence and promote feelings of success; negative feedback demoralizes.,[object Object]
Giving plenty of praise and encouragement is important for the fostering of good teacher-student relationships.,[object Object],Very frequent approval and praise lose their encouraging effect; and lack of praise may then be interpreted as negative feedback.,[object Object],Correcting each other can be harmful to student relationships.,[object Object]
Error vs. mistake ,[object Object],(self-corrected if pointed out),[object Object],Intralingual vs. Interlingual,[object Object],Local vs. global,[object Object]
When?,[object Object]
The correction-during-communication paradox,[object Object],If we correct during communicative work unobtrusively so as not to harm communication – the correction may be ineffective.,[object Object],If we correct more effectively using explicit feedback and ‘processing’ – we may damage the communicative value of the activity. ,[object Object]
What’s the answer?,[object Object],Professional teaching judgment, taking into account:,[object Object],[object Object]
How crucial/important/difficult the error is
Source of error (intra/interlingual)
Local or global
The frequency of the error / fossilization
The level of the student / ZPD
The personality of the student / affective factors / language ego
The motivation of the class overall to learn
The excitement level of the activity,[object Object]
Recast,[object Object],Repetition,[object Object],Elicitation,[object Object],Clarification Request,[object Object],Metalinguistic Feedback,[object Object],Explicit Correction,[object Object]
Research,[object Object],Lyster, R. & Ranta, L., 1997,[object Object],Lyster, R., 1998,[object Object]
Optimizing Oral Skills

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Optimizing Oral Skills

Hinweis der Redaktion

  1. Lame PW: Tell participants to work in pairs,A and B. Each one takes turns telling the other about their vacation (no monitoring and no debriefing).Elicit the problems and discuss them.Give participants time to think about how to improve the PW (but don’t discuss).Redo PW with better design (superteachertools, monitoring and debriefing).Discuss what they had thought and show our list.
  2. Ask participants about difficulties in GW, when compared to PW.
  3. Ask participants about difficulties in GW, when compared to PW.
  4. Ask participants about difficulties in GW, when compared to PW.
  5. Colocar links nasimagensparaarquivos de vídeos do netbook.
  6. Eachst in the trio responsible for one question (start/lead the discussion & report).Ss use softeners/intensifiers/neg questions to discuss.(talk about) Regroup ss in 3 groups: As, Bs, Cs – ss compare their groups’ conclusions and report.
  7. Right [l], Left [ou].Go – soul – role – code (Cape Town)Rolled – cold – road – mow (Mexico City)
  8. Write down only the words with long, tense [u] (with *)Fool*, cook, food*, mood*, wouldPull, could, hook, rude*, Luke*
  9. 1st column: visit, sick, pick2nd: feat, seek,3rd: men, led4th: cab, back, can
  10. Show 6 sentences 1 by 1, participants discuss in pairs how much they agree, we go back and open discussion sentence by sentence.
  11. Vids – 1 by 1, Ts watch them and think about how much they use each strategy and how effective each one is.
  12. Matching – give Ts slip with Ur’s definitions.Play vids again, match, and discuss.