Lowetta Chan [PSS/ITE] Using the Depository of Curriculum- based Learning and Teaching Resources for Designing Speaking Tasks in the English Language at Primary Level

Speaking  For effective communication in daily life  Involve the use of correct pronunciation, stress, intonation, grammar, vocabulary and appropriate choice of topic  A means to interact with others  Skills for opening, maintaining and ending an oral interaction

Objectives of Speaking Skills  Present information, ideas and feelings clearly and coherently  Participate effectively in an oral interaction

Pronounce correctly  Pronounce correctly letters of the alphabet and words in isolation, e.g. girl /gɜːl/ in connected speech  Produce correctly words in connected speech by linking words together and using appropriate stress, e.g. Thank you /θæŋkju:/  Produce simple phrases and sentences involving repetition or list, e.g. I like bananas, apples and oranges. communicate with others  Use simple phrases and sentences to communicate with others with the help of cues using cohesive devices,  Connect ideas by using cohesive devices, e.g. and, or appropriate stress, rhythm and intonation  Imitate appropriate stress, rhythm and intonation Give simple description  Give simple description to express meaning of unknown word in response to teacher’s prompts Use appropriate registers  Use appropriate registers when speaking to familiar interlocutors such as teachers and peers, e.g. May I go to the toilet? Apply grammar rules  Apply grammar rules such as subject-verb agreement correctly by using cohesive devices, e.g. also, at last  Connect ideas by using cohesive devices, e.g. also, at last  Use gestures and facial expressions  Use gestures and facial expressions to convey meaning and intention Use appropriate intonation and stress, and vary volume, tone of voice and speed  Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings

Acquiring Speaking Skills  Teacher’s model  For teaching, maintaining classroom routines and interaction and for social interaction  Various types of oral activities  Acquire speaking skills for various purposes  Encourage to use English as a means of communication both inside and outside classroom

Before designing a speaking task  In selecting or designing activities, ask whether the activity have the following characteristics:  Does it require learners to speak a lot in English?  Is it interesting and does it draw on learners’ past experiences?  Is it realistic and does it simulate a real-life situation?  Does it require learners to exchange information or express feelings?  Does it allow learners to work collaboratively or creatively with peers?

DEPOSITORY OF CURRICULUM-BASED LEARNING AND TEACHING RESOURCES 

Development of Speaking tasks  Development of speaking skills through task-based activities  Teaching target grammar items and structures  Provide adequate support to help learners in the interactive aspects of the task, e.g. seek information, in how to discuss the topic  My City My City  Task: Design a city and present it  Travelling around Hong Kong  Task: Plan and present a 3 Day Itinerary

DEVELOPMENT OF SPEAKING SKILLS THROUGH TASK-BASE ACTIVITIES Presentation Suggested Modules and Units > KS1 > Me, My Family and Friends > My neighbourhood  Task: My CityMy City  Create a dream city and present it Suggested Modules and Units > KS2 > We Love Hong Kong > Travelling Around Hong Kong  Task: Plan and present a 3 days itineraryitinerary

Other considerations for the Development of speaking tasks  Preparation  Teacher should predict what language will be appropriate  There may be time when disguised drills, meaningful and purposeful rehearsals and practices are necessary before, during or after the task  Resources Resources

Development of Speaking Tasks – for preparation Key Emphases > Development of language skills  Text to Speech (Ivona) :  Text to Speech (Ispeech):

Other considerations for the Development of speaking tasks  Show and Tell  Whole-class sharing activity  Relate information provided by the speaker  Help learners develop greater confidence in speaking before audience  Learners may rehearse in groups before the performance

Show and Tell  Suggested Modules and Units > KS1 > Me, My Family and Friends > My FamilyMy Family  Listen to a story > People in my family > Introduce family members > Family Tree Listen to a story People in my family Introduce family members Family Tree  Suggested Modules and Units > KS1 > Fun and Games > Show TimeShow Time  ETV – Show and Tell ETV – Show and Tell

Presentation  A presentation can:  Give people information  Persuade people  Entertain people  Key Emphases > Development of Language Skills Presentation Strategies  Key Emphases > Greater use of language arts materials

Other considerations for the Development of speaking tasks  Make use of multi-media resources  effective to arouse learners’ interest, e.g. songs, rhymes, stories and dramassongs  Help learners in the acquisition of correct pronunciation and oral fluencycorrect pronunciation and oral fluency  Audio books provide good models to assist learners to develop correct pronunciation and oral fluency Audio books  For self-directed and independent learning

Development of Phonology Awareness Develop an awareness of the letter-sound relationship in English words Can be taught and practised in GE programme and Reading Workshop Key Emphases > Developing vocabulary and Phonics materials  Learn to read  ABC Fast Phonics  Free Posters

Other considerations for the Development of speaking tasks  Provide authentic situation  Daily classroom interaction (CG Appendix 4) Daily classroom interaction  Require learners to exchange information  Work collaboratively Short play / dialogue  Suggested Modules and Units > KS2 > Food and Drink > Eating Out  dialogue in ordering food dialogue in ordering food

Other considerations for the Development of speaking tasks  For formative assessment:  Walk around and listen to groups of learners  Examples of good performance as well as common mistakes should be noted down for post-task discussions and follow-up remedial work Examples  Development of fluency: depends on the nurturing of confidence in a supportive environment  In communicative tasks, the focus should be on what the learners say rather than the accuracy of the English they use

EXPERIENCE SHARING  KS1 Food and Drink – Mr Ng Cho-yee KS1 Food and Drink  KS2 An Accident – PLK Dr. Jimmy Wong Chi-Ho (Tin Sum Valley) Primary School KS2 An Accident  KS2 Eating Healthily – C.C.C. Kei Wa Primary School (Kowloon Tong) KS2 Eating Healthily  KS2 My Brave Neighbour – Ms WONG Lai-yee KS2 My Brave Neighbour  KS1 My Classmate – Ching Chung Hau Po Woon Primary School KS1 My Classmate

SPEAKING TASK  Topic : My Hobby  Level: KS2 – P4  Task: Talk about ‘My Hobby’ and present it in class 