APPROACHES TO T&L Language

AURAL/ORAL SKILLS Repetition Listening for gist Listening for detailed info’ (+ info’ gap) Role plays (& task-based activities Dialogues (& pair work) Structured dialogues and discussions Tape recorders and videos Drills Chaining Positive feedback Your own experience of learning a new language and what classroom strategies suited you? INDIVIDUAL Why should we use a variety of classroom strategies to help ls. Develop their linguistic skills and knowledge? PAIRS Our strategies aren’t always parallel to those of our ls. – think of examples GROUP What is the difference in the risk involved in speaking in front of the entire class compared with speaking in a small group? Could a small group pose a greater risk sometimes? What effect might this element of risk have on ls’ verbal participation? Information gap activity with envelopes in 3 pairs Your own experience of learning a new language and what classroom strategies suited you

READING AND WRITING SKILLS Genre analysis Model texts Writing frames and modelling Proofreading and peer editing Note-taking Matching exercises (& clause structures) Sequencing Cloze exercises 3 pairs: a recipe, a narrative and an advert

Reading & writing skills (ctd.) Process writing DARTS and independent reading Planning and structuring Positive feedback (Other tools/processes: ICT, journals/diaries, writing messages, co-operative writing, shared reading, project work etc..)

English Language Use (Speaking and Listening) Listen critically and sensitively and respond appropriately: Recognising speaker’s intention (info’ gap) Aware of interlocutor’s reactions & adjusting speech accordingly Recognising other people’s feelings & opinions & responding sensitively Appropriate questioning techniques and responses We’ll go through it then look at a video of some ESOL ls. To see how they rate, at different levels, on all these components of S&L

In conversation, contribute own points & enable others to contribute Using linguistic and paralinguistic cues to signal ends of utterances Recognising such cues from others Allowing and encouraging others to take turns and make contributions i.e., Facilitate conversation to ensure effective participation of those involved Think of examples when communication broke down because of mistakes with cues and turn taking? PAIRS

Speak clearly & articulately Adjusting volume, speed and pitch of voice to the setting, role and number of listeners Projecting voice without strain Using stress and intonation to indicate main points Watching videos, listening to tapes, TV programmes etc.. Can aid develop these skills? What other ways can you think of for teaching Speaking to individuals, small groups and larger groups? What are the appropriate techniques for each?

Convey complex information & arguments effectively Organise ideas logically and link them coherently following English academic conventions: Using grammatical and phonological features to mark significant points Structuring utterances and/or a presentation with appropriate discourse markers

Non-verbal communication To enhance effectiveness of oral communication exchanges and respond to its use by others via: Eye contact Turn-taking Facial expression Gestures Posture

Practice: Controversial topic?