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Stage 1 (5 mins): AIM to introduce the aims of the session Stage 2 Warmer: (5 mins) AIM to introduce the topic Stage 3 (25 mins): AIM to summarize the key features of real-life speaking Stage 4 (15 mins): AIM to raise awareness of characteristics of good oral communication Stage 5 (25 mins): AIM to raise awareness of the focus on accuracy or fluency in the speaking activities Stage 6 Book ending (10 mins): AIM to reflect on the process of this session
SETIP 2002 Bell Cambridge/Tutors: Rosemary Wilson & Angela Holman Speaking Session 1 Annie & Grace
Stage 2 WARMER
How: The trainer has a word, SPEAKING, in his mind. The CPs should guess some letters that may appear in the word. If they get one, the trainer will writ e it out in the right blank as in picture A. If they fail to guess the letter of the word in trainers mind, the trainer will draw part of the hangman, as in drawing B and C, till the trainer draw a complete hangman as in D unless they find out the correct word in trainers mind.
Activity: a. Hangman
_s__
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1) 2) 3) 4)
Ask the following question: What did we do just now? Why we did it? Do you do any warmers in your speaking lesson? What sort of warmers do you do? Elicit the answers from CPs Summarize Aim: i. to introduce the topic of this session ii. to raise awareness the importance of a warmer and offer opportunities 2
SETIP 2002 Bell Cambridge/Tutors: Rosemary Wilson & Angela Holman Speaking Session 1 Annie & Grace
for the CPs to reflect both on the process and their normal practice
Why: i. to give the CPs the opportunities to experience a new way of doing dictation ii. to raise awareness of the importance of pair-work and group dynamics
Activity: Elicit from the CPs the kind of speaking activities they have used in the language class: drills, information gap, prepared talks ,
retell the story using simple past tense, dialogue, repetition after the tape, role-play,
group discussion, Aim: to give the CPs the opportunity for reflection and sharing How: group-work for 1. reflecting CPs own teaching experience about the focus on either accuracy or fluency of the activity in the above box; 2. asking questions about the difference between drills and role-play. 3. experiential activities about how, when, who and what to give feedback. FEEDBACK WHEN WHO WHAT ACCURACY FLUENCY Immediately At the end Self-correction, Ss-Ss, Tt-Ss Pronunciation, Key words, stress, intonation, tense, voice, etc. Why: eliciting CPs normal practice so as to raise their awareness of the purposes of setting up speaking activities in their language classes. 6) BOOK ENDING: Activity: (Hand out 1-3) Questions: I. What are the key features of good oral communication? II. What is real-life speaking? III. Whats the purpose of your speaking activities? And when, who and how the feedback is given? Aim: to give the CPs opportunities to think about why and how as well as what about the speaking activities How: Summary+ Recapitulation Why: Experiencing the reinforcement Key phrases
SETIP 2002 Bell Cambridge/Tutors: Rosemary Wilson & Angela Holman Speaking Session 1 Annie & Grace
(Handout 1)
SETIP 2002 Bell Cambridge/Tutors: Rosemary Wilson & Angela Holman Speaking Session 1 Annie & Grace
(Handout 2)
B2. In order to be understood, what we say also has to be coherent. C2. Speakers attempt to communicate their message, i.e. people speak for communication.
SETIP 2002 Bell Cambridge/Tutors: Rosemary Wilson & Angela Holman Speaking Session 1 Annie & Grace
(Handout 3)
SETIP 2002 Bell Cambridge/Tutors: Rosemary Wilson & Angela Holman Speaking Session 1 Annie & Grace