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Anglický jazyk A Formal Debate On-line diskuse k virtuální hospitaci – 9. 6. 2011 Jazykové gymnázium Pavla Tigrida, Ostrava-Poruba Vyučující: Mr Paul Marcus Wallace, BA (Hons.) Expert: PaedDr. Monika Černá, Ph.D.
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LESSON AIM? Potential to develop learners´ communicative competence in English as well as key competencies (FEP for Secondary General Education), namely Problem solving competency Communication Competency Social and Personal Competency Civic Competency
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Teaching speaking PROBLEMS WITH SPEAKING ACTIVITIES 1.Inhibition 2.Low or uneven participation 3.Nothing to say 4.Adequacy of the level of students´ communicative competence in English for the task (adapted from Ur 1996)
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1. Inhibitions? To what extent did the lesson differ from other lessons? Were the students more silent or talkative than usual?
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2. Individual students´ talking time (in minutes – total 20 minutes 24 seconds) AGREE TEAMDISAGREE TEAM S1S2S3S4S5S6 S7 (1st to speak) S8S9S10S11 3 0,5-3 3+ 0,5-3 3+ <0,5 → How to increase STT? How to make the students´ participation more balanced?
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3. Preventing “nothing to say“ situation → Preparation for the debate How was the preparation phase for the debate organised? Were the students responsible for finding out relevant information? Did the teacher provide any topic-relevant input? If yes, how?
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4. Were the students ready to accomplish the communicative task? 1. Communicative competence = the aim of ELT → significant implications for language teaching and learning 2. Conversation class in English → assumption: learners´ communicative competence in speaking will be developed 3. Preparatory phase? Focus?
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LINGUISTIC COMPETENCE - to achieve accuracy in the grammatical forms of the language - to pronounce the forms accurately - to use stress, rhythm, and intonation to express meaning - to build a range of vocabulary - to learn the script and spelling rules - to achieve accuracy in syntax and word formation Communicative competence – implications for language learners (Hedge 2000)
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PRAGMATIC COMPETENCE - to learn the relationship between grammatical forms and functions - to use stress and intonation to express attitude and emotion - to learn the scale of formality - to understand and use emotive tone - to use the pragmatic rules of language - to select language forms appropriate to topic, listener, etc.
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DISCOURSE COMPETENCE - to take longer turns, use discourse markers, and open and close conversations - to appreciate and be able to produce contextualised written texts in a variety of genres - to be able to use cohesive devices in reading and writing texts - to be able to cope with authentic texts
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STRATEGIC COMPETENCE - to be able to take risks in using both spoken and written language - to use a range of communication strategies - to learn a language to engage in some of these strategies, e.g. “What do you call a thing that / person who …“ FLUENCY- to deal with the information gap of real discourse - to process language and respond appropriately with a degree of ease - to be able to respond with reasonable speed in ´real time´.
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