1. Conducting speaking activities SKH Li Fook Hing Secondary School 11 November 2006

2. Rundown 1. Group discussion and reports 2. Sharing 3. Video clips 4. Material designs 5. Community inputs 6. The four exams

3. Group discussion Among all topics given to students, which is the least interesting (not most difficult) topic for students? Whenever you see your students (both in and outside classroom), what is the percentage that you are spoken to in English? What stock phrases did you teach students? What is your most interesting essence in the oral lesson? (talkative, lively, etc) What makes you a (less) capable oral teacher? (character, knowledge of social issues, pronunciation, etc.)

4. Teachers 1. Well-read, lively, proficient, opinionated 2. Teacher-centered when giving instructions (5 – 10 minutes) 3. To point out activity / discussion focus for students 4. To stress that exams are testing skills, not personal beliefs 5. To walk away from a student when he is speaking

5. Teacher 6. Commonly mispronounced words: secretary / security; social / so-so; common / comment; performance / preformance; used, practised, organized, interested, provided, effort, method; th-sounds: think, father (/f/, /d/) 7. To use stock phrases daily for students to pick up: “That’s an interesting point.” “I don’t quite understand, could you say that again?” 8. Let students speak up in non-oral lessons

6. Chicken feed Jump queue Open door Burn the midnight oil? An arm and a leg? Around the clock?

7. Students 1. To prepare a notebook for useful words and phrases 2. A four-way discussion (avoid discussing only to the strong candidate) 3. To agree and comment briefly on what has been presented, then add own point

8. Materials 1. Games 2. Current issues 3. Writing exam topics 4. Films / Ads

9. Process 1. To read aloud with students all the time 2. To ask “why” and say “I don’t understand” all the time, so that students have to elaborate. Then, ask the same question again, and expect a complete answer (the complete answer can easily take up 45 – 60 seconds) 3. To elicit common knowledge and specific opinions from students (for organization)

10. Process 4. 3 – 4 students per group (not with neighbors) 5. Furniture must be moved, so that everyone sees each other comfortably in the group; aisles needed 6. Teacher to circulate among groups; avoid staying at one group for too long 7. To penalize students who speak in Chinese

11. Process 8. To breakdown the time each student has--CE: 6-minute discussion (each student has 90 seconds = 3 turns x 30 seconds) 9. To have one member in each group to discuss in front of the class 10. The teacher becomes one of the discussants.

12. Video What are some of the items seen in the video clips absent in your class? Why? What are the roles of students who are not discussing? How can you adapt similar activities in your class?

13. Material designs 1. Based on the newspaper clipping you have received, decide which level you want to use the short article for, and write one discussion question for TSA, CE, or UE practice. 2. Discuss in your group what you intend students to focus with such a question. Choose the least interesting topic and polish it up as a group. Prepare to report.

14. Community inputs 1. TV programs / films 2. Newspapers 3. Speech festival (Bible / prose reading) 4. Debates 5. Drama performances 6. Inter-school practice

15. The four exams LevelPresentationDiscussion 11 minute(2 minutes) 21 minute3 minutes 31 ½ minutes4 minutes 4/52 minutes5 – 6 minutes 6/72 minutes8 – 10 minutes

16. Joint-school practice Mixed practice (with students at the same level during time-tabled lessons) S2 and S3 teachers; S4 and S5 teachers; S6 and S7 teachers

17. Let students practice, keep instructions minimal. It is their time to speak up. Thank you