Group Talk. How and when to use Group Talk? An engaging starter activity using current topic or random stimulus A strategic plenary interactively demonstrating.

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Presentation transcript:

Group Talk

How and when to use Group Talk? An engaging starter activity using current topic or random stimulus A strategic plenary interactively demonstrating the progress made Or both – the beautiful symmetry of learning!

How is Group Talk different? Only the target language is spoken by students to students Interaction happens between a small group of students Tasks demand opinion, conjecture and debate Language is often colloquial Responses are spontaneous There is no set finishing line You are yourself!

The Launch Lesson Establishes social interaction in the target language Presents and embeds basic Group Talk phrases Simply requires previous knowledge of basic opinion structures and adjectives

1 I think... 2 What do you think? 3 That's right. 4 That's not right. 5 Yeh, really? 6 What?! 7 You're crazy! 8 Shut up! 9 Dunno Was?! Halt die Klappe! Was denkst du? Das stimmt nicht. Ich denke Ja, echt?! Du spinnst! Das stimmt. Weiß nicht.

Was?! Halt die Klappe! Was denkst du? Das stimmt nicht. Ich denke Ja, echt?! Du spinnst! Das stimmt. I think...What do you think? That's right.That's not right. Yeh, really? What?! You're crazy! Shut up! Weiß nicht. Dunno

Stage 1/2 Group Talk opportunities colours school subjects animals sports favourite things food and drink celebrities music random items / pupil-chosen themes

Embedding Group Talk Use the Group Talk progression chart to underpin planning Build Group Talk objectives and opportunities into existing schemes of work Display model scenarios to aid pupils’ talk Build up and keep centrally Group Talk resources (stimuli / scaffolds) Display and update Group Talk phrases Archive pupil talk using Easi-Speak voice recorders / flip cameras

Extending Group Talk (Stages 3/4) Incorporate more advanced (and colloquial) language / structures Increasingly complex scenarios demanding more balanced views Use picture and text stimuli Allow preparation for task / note taking Use model dialogues

The impact on learning Pupils (boys and girls!) of all abilities and ages are motivated to speak Pupils talk more confidently and spontaneously Speaking and Listening skills are developed in unison Ofsted 2011: ‘The skill of listening in order to respond orally appeared very much in decline.’

Questioning skills are improved Fulfils the Talking Together sub- strand of the KS3 framework Improvement in GCSE Controlled Speaking Assessments Ofsted-Outstanding! Pupils ‘can use language creatively and spontaneously to express what they want to say, including when talking to each other informally …’

Some examples used at KS4

STAGE 4 Developing a line of thought Sharing points of view Balancing an argument  give a developed response to a stimulus Target language response sustained through the use of connectives, sequencing devices and time-gaining phrases