Speaking, “Metas” and the KEY exam Making this “doable” for everyone in the classroom!

Teacher A My students just sit and stare at each other. Teacher B My students just answer “yes” or “no”. Teacher C My students always slip into Portuguese. Teacher D My students never have opinions of their own. Teacher E 1-2 students always dominate my speaking lessons. Teacher F I never know when to correct. Teacher G How will I ever find the time to evaluate them all? News from the frontline: Speaking in the classroom!

Challenge of the day: Mary’s mother has three children. The first is called April. The second is called May. What is the third child called?

IdeasVocabulary Language functions Pronunciation, intonation Confidence Communicative skills Why is speaking so difficult?

Let’s get our bearings straight…

METAS CURRICULARES Speaking National Exam Interação oral / Spoken interaction Produção oral / Spoken production What do Metas require students to do?

word sentence text How do we learn? T-S S-S S

Provide the necessary scaffolding. Vocabulary Ideas Tip 1: Give them the speaking tools they need. Speaking in the classroom

So what can we do to help students achieve this?

Imagine that you want to buy a new computer game. Have a look at the following advertisement to find out more. Then, have a conversation with the shop assistant in which you ask for more details. Task: In pairs speak about... Speaking in the classroom

Make sure the task is “doable” for everyone. Remember the mixed ability classroom. Speaking in the classroom

Imagine that you want to buy a new computer game. Have a look at the following advertisement to find out more. Then, have a conversation with the shop assistant in which you ask for more details. Speaking in the classroom Task: In pairs speak about...  No support  Some support  More support  Full support

Make sure the task is “doable” for everyone. Student A (nível 5): No support

Student B (nível 4): Some support Make sure the task is “doable” for everyone.

Student C (nível 3): More support Make sure the task is “doable” for everyone.

Student D (nível 2*): Full support Make sure the task is “doable” for everyone.

Tip 2: Reduce Speaking stress and exposure. Provide controlled practice time. Speaking in the classroom

Tip 2: Reduce Speaking stress and exposure. Speaking in the classroom Think of 20 different types of food.

Speak about the topic. Listen to each other. Reason 1 Communicative Reason 2 Information gap Reason 3 Emotional Tip 3: Provide a reason to... Speaking/Listening in the classroom

Tip 3: Provide a reason to... Speaking/Listening in the classroom Listen and find the three lies.

Tip 3: Provide a reason to... Speaking/Listening in the classroom

Give the students some “control”… Healthy foodJunk food Favourite foodMy eating habits No speaking area Tip 4: Make Speaking Safe... Speaking/Listening in the classroom

wordssentenceideas fluencyconfidence Tip 5: Provide positive feedback and reinforcement. Speaking/Listening in the classroom Just look at what you managed to do in English today!

1. What’s your name? How do you spell that? 2. Where do you live? 3. What subjects do you like best at school? 4. What did you do yesterday evening? 5. What did you eat last night? Tip 6: Transform Speaking into a habit. Speaking/Listening in the classroom Plan various speaking moments every lesson. What types of sentences are these?

Organise the questions in the table below Personal details Daily habitsSchool factsPlace of origin Eating habits

Link the questions to the appropriate answers QuestionAnswer 1.What’s your name? How do you spell that? a.I love history and geography because they are interesting. 2.Where do you live?b.My name is Anna Sousa. That’s A-N-N-A S-O-U-S-A. 3.What subjects do you like best at school? c.We ordered take out from pizza hut. I ate a ham and cheese pizza. 4.What did you do yesterday evening? d.I live in Lisbon near the zoo. 5.What did you eat last night?e.I did my homework and watched a bit of T.V..

Now choose three questions to ask your partner. Then answer his/her questions.

Tip 6: Transform Speaking into a habit. Speaking/Listening in the classroom Give feedback. What I think I know about my partner What I found out about my partner

AccuracyFluency Tip 7: Evaluate one thing at a time. Speaking/Listening in the classroom

Language clinic Speaking/Listening in the classroom Grammar Doctor: Can you spot the mistakes? Teacher, can you borrow me your pen? I didn’t knew the correct word. I not usually eat breakfast in the morning. I don’t eat hardly no junk food.

Tip 8: Save time – Get technology to help! Speaking/Listening in the classroom

Glory, Glory this is the end of my story

OBRIGADO Thank you