CHOY Wing-chi, Alice Primary Education Resources Officer (Eng Lang) IT in Education Section, Education Bureau

Objectives of speaking skills Reasons of making use of multi-media resources Brief introduction to the Depository Resources / tools for designing speaking tasks - Preparation & Development Examples of speaking tasks Hands-on PracticeExperience sharingConclusion ; Q & A

At primary level, the speaking skills to be developed includes skills for:  presenting information, ideas and feeling clearly and coherently; and  participating effectively in an oral interaction

 Pronounce correctly  Pronounce correctly letters of the alphabet and words in isolation, e.g. girl /g ɜː l/ 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 (Extracted from Curriculum Guide P.53-54)

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

 Presentation  Show-and-Tell  Interview  Discussion  Play  Story Telling

 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

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Suggested Modules and Units -KS1 -KS2

Title and Source Rating and Comment Media User Tips/ Teaching suggestion Download All / Download Selected

 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.

 Key Emphases> Development of Language Skills  Ispeech (Text to Speech Tool ) Ispeech  ivona (Text to Speech Tool ) ivona Development of Phonology Awareness  Key Emphases> Developing Vocabulary and Phonics Materials  Learn to Read (I), Learn to Read(II) Learn to Read (I)Learn to Read(II)  ABC Fast Phonics ABC Fast Phonics

 Task-based activities provide a purpose and a meaningful context for learners to practise the different speaking skills and strategies.  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

 Suggested Modules and Units > KS1 > Me, My Family and Friends > My Neighbourhood  1. My city (Design the city and present your ideas) 1. My city  Suggested Modules and Units> KS 1 > Places and Activities> In the school – Places in the school  5. School – sentences making (DIY-Jumbled sentences) 5. School – sentences making (DIY-Jumbled sentences)  8.My Dream school –Level 1 (Level 2) 8.My Dream school –Level 1Level 2  Example:

 Suggested Modules and Unit> KS2 > Happy Days > Travel Abroad - Plan a Trip  1. Travelling Abroad (Listening Practice) 1. Travelling Abroad  Suggested Modules and Units> KS2>We love Hong Kong> Travelling Around Hong Kong  9. Audio Word Bank - Tourist Spots 9. Audio Word Bank - Tourist Spots  11. Planning an itinerary (Plan an itinerary using the Timetable and present your ideas) 11. Planning an itinerary  13. Hong Kong Attractions 13. Hong Kong Attractions

Show-and-tell  Suggested Modules and Units > KS1 > Me, My Family and Friends > My FamilyMy Family  2.Listen to a story > 4.People in my family > 1.Introduce family members > 8.Family Tree 2.Listen to a story 4.People in my family 1.Introduce family members 8.Family Tree Presentation  Key Emphases> Development of language skills  Presentation Strategies (PowerPoint) Presentation Strategies Play  Key Emphases> Greater use of Language Arts Materials  Let’s Experience and appreciate Drama (LEAD) Let’s Experience and appreciate Drama (LEAD)

 Suggested Modules and Units >KS1> Using My Five Senses>Taste: Food and Drink  E-learning task: The Hungry Giant (PowerPoint) E-learning task: The Hungry GiantPowerPoint  Suggested Modules and Units > KS2 > Food and Drink > We can cook  10. Cooking is Fun 10. Cooking is Fun

 Choice of tools for recording:  Window > Accessories > Sound Recorder  Learning platform recording tools  Audacity – Hobbies Audacity e.g. Radio play (Piped Piper of Hamelin)Radio play (Piped Piper of Hamelin)  Movie Maker Online - My School Movie Maker Online (Realplayer, IE 9 or Chrome or FireFox Browser)  PowerPoint

C.C.C. Kei Tsz Primary School – Samuel Chung

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?

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

 Task-based speaking activities  meaningful context  Multi-media materials in the Depository  for motivation, provide ideas, language input and information to talk about  Phonic materials in the Depository  development of phonology awareness  Text-to-speech tools  pronunciation & oral fluency  IT tools support speaking tasks (e.g. PowerPoint, Audacity, Online Movie Maker)

Audacity (download LAME mp3 encoder for exporting files as *.mp3)AudacityLAME mp3 encoder Vocaroo (online voice recorder)Vocaroo *Audio Boo *VoiceThread *Voki *GoAnimate (Make animated videos)*GoAnimate (*have to create accounts for students)