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It's good to talk (and listen!)
interactive ideas, strategies and resources for the languages
classroom (B1/B2)
Session 1: whole class teacher-led talk
09.00 – 12.30Session 1: Whole class talk Session 2: Peer / group talk
The day's workshop will focus on the development of speaking skills. In particular we will explore the opportunities for developing spontaneous, unplanned classroom talk. From a theoretical starting point we will quickly progress to practical examples of work in the classroom, looking at a range of speaking tasks and strategies that promote unplanned target language, both in teacher-fronted whole class interaction and in pair and group activities.
14.00 – 17.30Sessions 3 & 4: Using authentic resources
We will consider the skill of listening, both related to unplanned speaking and also with reference to the opportunities for using authentic materials and encouraging perseverence with listening to longer texts with unfamiliar language. At the end of the day there will be the opportunity for teachers to work together to develop their own tasks for the classroom.
It's good to talk (and listen!)
“Language ‘practice’ should lead to language ‘use’ but doesn’t.” (Salter, 1989)
What is the answer?
increased pair/group work task-based learning
re-examine and re-construe the rule of teacher talk
Rachel Hawkes
Spontaneous talk: concept definition from literature/policy
improvised (oral/aural), unrehearsed communicative, message-oriented language use not language practice natural (as outside the classroom) authentic (real / purposeful) respond to unexpected / unpredictable conversations ‘struggle’ – communicate when linguistic resources are
stretched
Rachel Hawkes
Spontaneous talk: What is it in the classroom?
Spontaneous contributions in the TL as part of the language of the classroom
Unplanned / unscripted talk as part of a lesson task or activity (whether pair/group/whole class)
Whole-class teacher-led interactions that follow where the learner wants to go (and that may prime for subsequent pair work)
Rachel Hawkes
Why is it important?
Students equate the ability to speak in the TL with learning the language (it is the subject to them)
Students believe that what they can produce in unrehearsed situations is what they really know
Spontaneous TL use (or lack of it) has been highlighted in every inspection report (since records began – in the UK at least!)
Theories of language learning prioritise interaction as the primary site of learning
Rachel Hawkes
What is the teacher role in spontaneous talk ?
Source of high quality language input for acquisition Contingent feedback Sensitive co-construction Creation of a ‘safe place’ for trial and error Broadening of a learner’s interactional repertoire Inclusion of humour Talking to mean AND implicit reflection on form
Rachel Hawkes
What about the rest of the class?
Source of high quality language input for acquisitiona) The unpredictability and humour of these interactions encourage active listening for comprehension.b) The stability and continuity of the theme/topic of the talk enablelearners to understand longer stretches of interaction (teacher talk and visual stimulus are the scaffolding) ‘Off line’ opportunities for reflection and planninga) Comparing the talk of teacher and peer b) Using the time to plan next contribution
Rachel Hawkes
Spontaneous talk: What is it in the classroom?
Spontaneous contributions in the TL as part of the language of the classroom
Whole-class teacher-led interactions that follow where the learner wants to go (and that may prime for subsequent pair work)
Unplanned / unscripted talk as part of a lesson task or
activity (whether pair/group/whole class)
Rachel Hawkes
My name is Julian and I’m fifteen years old. I live with my parents and my sister in the centre of Manchester. My school is quite near, and so I normally walk or go by bike. When the weather’s bad, I go by bus. My sister is lazier than me and she always goes by bus.
My school is a state, mixed comprehensive school. There are 600 pupils and at least 60 teachers. In my opinion the teachers are really nice, although there are a few who are very strict.
The school has some really excellent facilities. For example, there are two pools and eight tennis courts. There’s also an athletics track and several football and rugby pitches. I’m interested in sports but I don’t play in any team, although last weekend I took part in a swimming competition. My sister hates football – she prefers playing on the computer!
What I most like about school is the main hall because it’s very big. My favourite subject is drama because it’s really fun and I’m a very creative person. Six months ago we went to Stratford for a weekend with school. On the Saturday evening a group of pupils went to the cinema but I went with a different group to see a Shakespeare play. The theatre was very large and it was an excellent experience. The truth is I don’t like languages very much. Next March I’m going to France with the school. I’m going to spend a week with a French family and I will have to speak French the whole time. I’m very scared!
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1 Hotseating
Reflection What title have you given your chosen picture?
Reason Can a different group try to explain the reasoning behind that title?
Challenge Has another group decided on a different title to the picture? Which title do you prefer? Why?
Application Imagine you were doing this in another subject. How might you use what you’ve learned today?
2 5 Ws
10 ExtensionsWhat?When?Where?Who?Why?
Where?
What?
Who?Who took
the photo?When?
What just happened?
What happens
next?
3 Reading pictures
Where?
What?
Who?Who took
the photo?When?
What just happened?
What happens
next?
Ideas? What? Who? Where? Why?
“I'm faced with a choice between living with my parents in my mid-thirties, or paying rents I can barely afford while somehow finding a huge deposit for a mortgage.”
More than 1.6 million people aged 20-40 are still living with their parents because they cannot afford their own home, a report suggests.In May the Office for National Statistics said 2.9 million people aged 20-34 were living with their parents.But some of those may have been living at home for cultural, medical or other reasons.According to the survey of 5,379 people, 41% do not believe their children will ever be able to save up for a deposit to get on the housing ladder.Of those living at home, 59% said it was harder to develop new relationships because of their domestic situation.Mr Robb said the housing crisis was "putting the brakes" on young people's aspirations.He said: "Our chronic lack of homes that young people can genuinely afford to rent or buy is at the root of the problem."There's no doubt that young people are grateful to be able to live with mum and dad to save money, but we have to question whether it's acceptable that this is becoming the norm for people to live at home into their mid-30s - when we know that they are desperate to be independent and make their own way in the world."
1.6m people aged 20-40 'living with parents'
http://www.bbc.co.uk/news/uk-19936477
4 Short scenarios
• Where are you going?• A film crit• Traffic jam!• Excuses• Rubbish bin• Fashion disasters• What did you order?• Flirting• Advice• What a nightmare!
Where are you going?
• Where are you going?
• Who are you with?
• How long are you going for?
• What are you going to do when you arrive?Rachel Hawkes
A film crit
• Which film did you see?• What was it like?• What was the story about?• Would you recommend it?• Why (not)?
Traffic jam!
• Where were you going?
• What time did you leave?
• How long have you been waiting?
• What are you going to do to pass the time?
Rachel Hawkes
Excuses
• What didn’t you want to do?
• Why not?
• What excuse did you give?
• Did it turn out alright?
Why (not)?
Rachel Hawkes
Rubbish bin
• What are you going to throw away?
• Why?
Rachel Hawkes
¡Fashion!?!
• Which is the worst fashion
mistake?
• Why?
• Do you think fashion is
important?
• Why (not)?
• What is your favourite
item of clothing and why?Rachel Hawkes
What did you order?
• What did you order?
• Where it is coming from?
• When will it arrive?
• How do you feel?
• What will you do with it when it arrives?Rachel Hawkes
Flirting
• Who did you meet?
• What is s/he like?
• Where were you?
• What happens next?
Rachel Hawkes
Advice
• Who was it?
• What was the problem?
• What did you say to him/her?
• What happened in the end?
Rachel Hawkes
What a nightmare!
• What did you do?
• Who knows about it?
• How do you feel?
• What do you have to do to make the situation better?
Rachel Hawkes
SitgesCataluña, Spain 2009
50 years ago, there were rocks on the beach. Today there aren’t any rocks on the beach.
Rachel Hawkes
5 Then and now
Before…. Now…
When she was playing the role of Bridget Jones…
Now she…
to face citizen to relate to to develop to be born to look forward to
to feel like/want to to support to tell off to complain
aboutto go out on
the town help
refuge/safety security self-image to take into
account to blame s.o to realise sthg
S/he sleeps sister-in-law support affection father-in-law at my side
self esteem quiet/silent relevant grey-haired less important S/he dresses
the most important
in my judgement aunt love society often
6 Connect-4
Christmas: an important family occasion or just a commercial opportunity?
christ·mas /ˈkrisməs/NounDefinition: The annual Christian festival celebrating Christ's birth, held on December 25.
Charity Consumerism
a symbol of the love of God a symbol of wealth
Christmas presents
Christmas tree
Christmas dinner
family occasion to remember the birth of Jesus
opportunity to consume to excess
8 Empty your head
• Give a question / quote / statement• Students brainstorm any words / ideas onto a
post-it note (30 seconds music)• Students pass on their note to another
student who adds (another 30 seconds)• Repeat x 4 in total – then begin to discuss
Is there a generation gap?
Is there a generation gap?
Is there a generation gap?
Is there a generation gap?
Is there a generation gap? How are young and old people different?
political ideas
use of technology, e.g. the internet
music that they like
moral values
religious beliefs
attitude towards work
attitude towards other races
respect for others
Compare and contrast the two pictures
Discuss ways in which old and young people are different
Suggest possible ways to overcome the generation gap
How has family life changed in the last 50 years?
less interaction spend less time together have less in common (as a result of new
technologies) more women continue working when
they have children there are fewer traditional ‘nuclear
families’ there are more single parent families there is more divorce the media separate people across
generational lines (TV, the internet) free time pursuits are more individualistic than before
A few ideas to help you get started…!
The writer Alice Walker: “’Non-human animals exist in the world for their own reasons. They were not created for the human animal, in the same way as blacks were not made for whites, nor women for men.”
Mahatma Gandhi: “The greatness of a nation and its moral progress can be judged from the way in which it treats its animals”.
9 Quotes
Are we all animals?other animals human beings
10 Venn diagrams
They can reason and have a conscience.
They have physical needs.
They have instincts.
They can work.
They want to work.They understand what it is to have rights.
They assume responsibilities.
They kill other animals.
They consider the consequences of their actions.
They mistreat others.
They don’t like isolation.
They can feel and suffer.
They have control over all the other species on the planet.
Decide if the ideas apply to human beings, other animals o both. Put the sentences into the venn diagram.
11 From text to talk
The Best Job In The WorldIn 2009, Tourism Queensland promoted the Great Barrier Reef as a global tourism destination with a website encouraging people worldwide to apply for The Best Job In The World, to be a "Caretaker of the Islands" to "house-sit" the islands of the Great Barrier Reef for half a year, based on Hamilton Island.BenefitsJob benefits included a large salary, free lodging in a multi-million dollar villa, and transportation there and around the islands. ApplicationsOver 34,000 applications were received from over 200 countries, and whittled down to 16 finalists. Finalists came from Australia (two), United States (two), United Kingdom, Canada, Ireland, the Netherlands, Germany, New Zealand, Taiwan, India, China, Japan, France and South Korea. PublicityBy the campaign's end, it had generated more than $200 million in global publicity value for Tourism Queensland.WinnerThe winner was Ben Southall, from the United Kingdom,34, a charity fundraiser and ostrich-rider from Petersfield, Hampshire.Now?Since 2009 Ben has established himself as an adventure advocate in Australia taking on extreme adventures around the country including a 1600 km kayak along the Great Barrier Reef in 2011. He plans to climb the tallest mountain in each Australian state (8) in the shortest ever time in April 2013 - the Aussie 8. His website www.bestjobben.com follows his adventures around the planet.
Why was this called ‘the best job in the world’?
Describe what your ideal job would be like
At an interview for this job, how would you ‘sell yourself’?
12 Website wonders!
Hotel KristalCalle Cauce, s/n Torremolinos, Malaga 29620 Spain
Torremolinos hotel with a bar/lounge
In city centreSituated in the city centre, this hotel is close to Torremolinos Synagogue, Trade Fair and Congress Centre of Malaga, and Bajondillo Beach. Also nearby are Palace of Congresses and Exhibitions and La Bateria.
Restaurant, bar/loungeIn addition to a restaurant, Hotel Kristal features a bar/lounge. Other amenities include a rooftop terrace and complimentary wireless Internet access.
Satellite televisionTelevisions come with satellite channels. Guestrooms also feature air conditioning, climate control, and safes.
The hotel is amongst shops, bars, restaurants and the everyday markets which was great. The rooms were clean but very basic, the beds were uncomfortable because the mattress was like concrete, the walls were like paper – they were so bad that I could hear conversations in the next room. I didn't eat at the hotel after being put off by another visitor who was complaining that the fish wasn't being cooked and the queues were far too long because there was only one staff member working the restaurant and the bar. The bar which is directly opposite the restaurant was poor, not much variety and didn't look too clean either. Overall- location is great but the hotel is more like a hostel so don't expect hotel standards.
“Cheap and cheerful”“Nice reception area....don't go any further”Very nicely done reception area, promises good things to come, but not so. Awful place. Clean, but extremely basic and very strange shaped rooms with not enough lighting. Small window looking on to a noisy street. Breakfast buffet not good either. Once tried...never repeated.
“Good for the price”We stayed here for 5 nights in August. The hotel is basic but for the price paid we could not complain. The food is not very good but there are a multitude of restaurants outside.We found the staff at the hotel very polite and friendly. Rooms were cleaned daily and we would definately return.
Von Christian WernerVor fünf Jahren wurde an der Haupt- und Realschule Hamburg-Sinstorf einheitliche Schulkleidung eingeführt. Heute trägt dort fast jeder Schüler blau-weiße Oberteile, bauchfreie Tops sind passé. Hamburg will nun als erstes Bundesland alle Schulen uniform einkleiden.
Unterricht im Einheitslook: Markenklamotten nur unter der Gürtellinie
School uniform
Serkan Kaçan, 16 Jahre, 9. Klasse: "Durch die Schulkleidung haben viele bessere Lernerfolge. Ich persönlich hab gerade 'ne Flaute. Jeder fühlt sich hier wohl, deshalb gibt es wenig Krankmeldungen. Ich wurde zurückgestuft und in meiner vorherigen Klasse an dieser Schule ohne Schulkleidung gab es immer wieder Sprüche über Aldi-Kinder."
Rosalie Knupper, 16 Jahre, 9. Klasse: "Als wir hierher gezogen sind, wusste ich gar nichts von der Schulkleidung. Am Anfang dachte ich erst an England und war abgeneigt. Doch dass hier alles blau ist, fällt nicht auf, und man wird auch nicht aufgezogen, wenn man keine Markenklamotten hat wie an meiner anderen Schule."
Ramona Jaster, 15 Jahre, 9. Klasse: "Ich habe mit meiner Mutter im Internet nach einer Schule mit Schulkleidung gesucht und bin deshalb hier gelandet. Auf dem Gymnasium wurde ich gemobbt, weil ich keine Markenklamotten habe. Meine Leistungen sind, seitdem ich hier bin, um einiges besser geworden."
Doping is the taking of substances with the aim of improving performance in sport. Recently, Lance Armstrong, the cyclist who won the Tour de France seven times, admitted that his career was built on a potent mix of doping and cheating. The reactions to his confessions illustrate the damaging consequences of doping in sport, for example:• those that do doping enjoy an unfair advantage over their rivals• doping creates mistrust in the sport• doping scandals make the public lose respect and confidence in the sportsmen
http://www.guardian.co.uk/sport/2013/jan/19/lance-armstrong-interview-crucial-confessions
“ The most important thing about sport is not the winning but the taking part, because the essential thing in life is not the success but the effort needed to achieve it.” Pierre de Coubertin ( 1863-1937) founder of the modern-day Olympic Games.
The Olympic dream
Is the Olympic ideal still valid today?
What can we admire about competitive sport?
What has to happen to make sport fair again?
Reflection
Think of perhaps two tasks or strategies for whole class speaking that could be incorporated into your lessons over the next two weeks. Make a brief note of them and the topic you will need them to fit into.
Rachel Hawkes
