Prsentation PowerPoint

Welcome to all the participantsVery happy to be among you and delighted to have the opportunity to serve my community .

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Who am I ?

My name is : Mr Hamoud Aziz Ladjadj

Age :

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Marital status :Married

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Job : A teacher of Englishand a teacher trainer in Ain El Ibell

To tease the learners ,6

Middle school teachers circle

The Magic of Words

How to Make Learners Speak English

Can you guess today s topic ?9

https://www.youtube.com/watch?v=Cxy88GeEAxg

What was the aim of watching this video ?Did you like the video ?Why ?

It was just to make you speak English

To use a substance such as oil to make a machine operate more easily .

narrator /nre.t r / /nr.e.t/ noun [ C ] 14

Mingling

To mingle = to move around and talk to people especially at a social event). These activities are often designed to practise question asking and answering.

Video

1...has been teaching for more than 5 years.2..encourages his/her pupils to read English outside the class.3..feesl really confident about teaching pronunciation.4.often adapts( or feels he/she would like to adapt) the course book. 5uses drama techniques in his/ her teaching. 6finds organizing group work problematic. 7.doesnt feel confident about their understanding of the Competency- Based Approach . 8.liked English at school because the teacher was enthusiastic and motivating. 9.spends a long time preparing lessons . FIND SOMEONE WHO .

Activity Type Find someone who Interaction ---------------------------------------------------------------- Aim (s) ---------------------------------------------------------------- Skill ---------------------------------------------------------------- DISCUSS How could you adapt this task ?

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Why is a mingle activity very useful ?

-------------------------------------------------------------- What drawbacks can you predict ? ---------------------------------------------------------------

Two possibilities :The trainer gives a sum up about the story and the trainees guess the title .The trainer introduces the picture or the title and ask the trainees to give a short sum up .princess /prnses/ , /--/ noun [ C ] 19

What is speaking ?

It s a strategy that will help you learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-share technique.

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Speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols , in a variety of contexts . Speaking is crucial part of second language learning

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Quotes

Speaking and writing are receptive skills Listening and reading are productive skills

The Little Prince was published in 1943 by a French writer named Antoine de Saint-Exupery

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Task : Answer the following questions . Are the receptive skills passive ? Why ? Because the learners receive and understand language 2 . How about the productive skills ? They are active because the learners produce language

https://www.youtube.com/watch?v=uaWHWO4Z5ic28

Where do pupils speak to each others ?

What do you do to make your learners speak English ?

Why dont students talk in the English language classroom?

Discuss in your group .

Make notes on your flipchart .

Stick the poster on the wall . ( wall gallery )

And now lets share !

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Reporting answers

tortoise /t.ts/ /tr.ts/ noun [ C ] an animal with a thick, hard shell that it can move its head and legs into for protection. It eats plants, moves very slowly and sleeps during the winter. 33

Lack of vocabularyLack of confidenceLack of knowledge/experience Lack of exposure Lack of encouragement Dont realize how much English they knowTeacher doesnt insist on English being used in the classroomTeacher doesnt use English

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Which of these can you, as a teacher, change ? How ?

If the colleagues want to answer , they have to pass the ball 35

What makes a good speakingclass ?

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Criteria

Criterion ( sing ) ,,,,,,,,,,,,,, Criteria ( plr )

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1.Should insist on learners speaking English in class . 2.Should accept answers tactfully, even if they are wrong . 3.Needs to pick language s/he chooses carefully .THE TEACHER 4.The instructions should be simple and clear .5.The instructions should be given in a logical order .

Reasons The learners get a lot of practice and language input from each otherThe learners are not put off when giving answers and confidence is retained Effective grading of language helps students to understand

6.The teacher should speak slowly and utter well .7.The teacher should check if the learners have understood the insructions by asking them questions .

THE LEARNERS

1.Need to be tolerant of each other.

2.Should not laugh at each other.

3.Should make an effort to speak English.

Mockery increases hang-ups (a persistent cause of annoyance)Everyone is in the same boat Practice makes perfect

Reasons

THE ATMOSPHEREShould be relaxed.2. Should encourage everyone to participate.If learners feel relaxed they will feel more ready to participate2. They feel they are in a safe environment where they can experiment / make mistakes without being laughed at.Reasons

Correction1.It is not necessary to correct every mistake.2.The teacher should not correct rudely.3.Learners can correct each other..Decreases confidence if you know that every utterance will be corrected .Mutual respect rudeness is unnecessary .Increases confidence.S-s correction takes focus off the T Reasons

Acitivities1. Should have lots of pair and group work .2. Should include interesting topics .

3. Should be varied .Reasons. So that interaction is encouraged. To keep attention and prevent boredom . To increase involvement

TASK

Can you list some of the learning spoken activities ?

DiscussionBrainstormingPlaying cardsInformation gapSimulationInterviewsStory completionReportingPicture narrationPicture descriptionFind the differencesRole playStory telling

match the different types of speaking activities below with their descriptions

Feedback 1.Guessing game :Students .yes or no questions. 2. Discussion : Students .about each statement. 3. Projects :Students ..is finally recorded onto tape.

4. Information gap :Students work in groupsto try to discover the story. 5. Presentations :Each student is asked .read from a prepared text.6. Drama :Students they have recently learned. 7. Ranking : Students are given ..of a friend/a teacher/a spouse.

8. Jigsaw activities :Students work in groups ..order of the sections. 9. Role play :The class has .and advises him/her. 10. Problem-solving :Students work in pairs .to complete a task.

What kinds of activities did the teachers use to create real communication?

https://www.youtube.com/watch?v=89Gyd9NEa9M

Activities* Debates* Stories * Information gaps

Setting up Speaking ActivitiesBefore you decide which kind of speaking activity to use in your class, its important to decide if you want to focus on

Fluency Accuracy

means that the students speak freely and confidently using their own words. means that students speak, as far as possible with correct grammar and without vocabulary and pronunciation mistakes.

Task : 09Mark (A) for accuracy and (F) For fluency .

1- The teacher corrects every mistake as soon as the student makes it.accuracy

2- The teacher lets thestudent speak without correcting them. fluency

3-The teacher asks the students to repeat words and structures chorally and individuallyaccuracy

4-The students, in groups, tell each other stories about something exciting that has happened to themfluency

5- The students write questionnaires to ask other students. accuracy

6- The students use a very restricted range of language and vocabularyaccuracy

7- The students use whatever language and vocabulary they feel appropriatefluency

8- The students do an activity in which the same structure is repeated many timesaccuracy

9- The students do an activity with an information gapfluencyaccuracy

10- Choral and individual drilling of a new structureaccuracy

11- A role play. fluency

12- Discussion or debate. fluency

Coffee Break

VideoMotivate The unmotivated

https://www.youtube.com/watch?v=C31rj-bZ7dA

Planning a lesson Metaphors

To me a good lesson is like Here are some suggestions. Choose one or think of your own metaphor to describe a good lesson.A Symphony a meal a road map a journey .

Brainstorming

Make a list of good aspect of a good lesson.

Use as many post it as you can and stick them on you respective posters.

Is your list complete? No -- Add

Duplication? Yes----- remove No -------Classify

Discussion

Lesson Plan I Preparation To expend students vocab e.g. visual aids II Presentation Conveys the meaning of new materials / language to studentsinductively or deductively e.g. Yes / No questions.

III Practice Engage the students in an interchage of communication using what they have been learning .1.Mechanical a. Controlled Activities e.g. drilling of set phrases or Sentences ----->

b. Guided Activities e.g. students adapt a model dialogue ----->2. Creative Free Activities / Use e.g. a communication task Accuracy________________Fluency ( leave traces on the copybooks )

https://www.youtube.com/watch?v=KWe0T4UFXdUTeaching English to Kids in 5 Fun Steps

This slide is new . It was not included before .79

Lesson Plan Speaking : P.P.UP----- Preparation / PresentationP----- Practice U----- Use / Creative

Listening / Reading : P.D .PP----- Pre-listen / readP. W----- During / while - listen/ readP----- Post - listen/ read

A Free Speaking Activity

Label the points below:

B: something to do Before the students begin speaking.

W: something to do While the students are speaking.

A: something to do After the students have done the speaking activityTask : 07

1- Give the students time to prepare.Before2- Get the students interested in the topic.Before3- Think about how long the activity will take, the materials needed and how you will give the instructions.Before

5- Make sure the students know the aim of the activity. You can remind them of useful language. 4- Perhaps choose the best group to re-do the activity in front of the class.After Before

6- Give the students feedback about their performance who succeed in completing the task. 7- Monitor the students while they do the activity, but don't interrupt. They might ask you for help. WhileAfter

8- Think about what language the students will need to do the activity (grammatical structures, vocabulary, etc.) and any problems they might haveBefore

9- Decide on the aim of the activity What do you want your students to do and why? Remember that they must have a reason forcommunicating. For example, find out who in your group has the highest number of relatives. Before

10- Finally, focus on the language errors they have made. After

What s micro-teaching ?Why do we use micro-teaching ?

Micro Teaching

Micro teaching

A group presentation class. Choose a presenter

I will give you an activity. You have 20 minutes to plan your speaking lesson with your group. Be prepared to teach the other groups.

What will the other groups be doing?

They should be observing and taking notes. Then give a feed back.

Feedback

Think of 2 stars and 1 wish

Special thanks to :- The audience .- Tahiri High School team .- Mr Noureddine Yaddaden.- Mr Samir Bounab .- Mrs Fatiha Zahaf .

- Mrs Rachida Guelzim .

Extra

Feedback 1.Guessing game :Students work in small groups. Student A is given the name of a famous person. The other Sts have to discover the identity of student A by asking yes or no questions. 2. Discussion : Students work in groups with a series of statements on a topic they have read about. Together they have to try and agree about each statement. 3. Projects :Students prepare a radio news programme. They have access to newspapers and they appoint an editor who is responsible for coordinating the preparation of the stories for broadcast. The programme is finally recorded onto tape.

4. Information gap :Students work in groups. Student A is given a strange story and an explanation of the background. Student A tells the rest of the group the story. The other Sts in the group ask questions to try to discover the story. 5. Presentations :Each student is asked to prepare a talk of about 3 minutes on a hobby of theirs. They cannot read from a prepared text.6. Drama :Students perform dialogues in a variety of different ways. They may also write short plays, using language they have recently learned. 7. Ranking : Students are given a possible list of adjectives describing personality. In groups they must agree on the three most important characteristics of a friend/a teacher/a spouse.

8. Jigsaw activities Students work in groups of four. Each student has a different section of an original text. Without showing the material to each other, they have to decide the correct order of the sections. 9. Role play :The class has been studying illness and medicines. Students work in pairs. B is a patient who goes to the doctor with a health problem. A plays the role of a doctor, listens to Bs symptoms and advises him/her. 10. Problem-solving :Students work in pairs or groups to share information in order to complete a task.

1- Give the students time to prepare. ( )2- Get the students interested in the topic.( )3- Think about how long the activity will take, the materials needed and how you will give the instructions.( )4- Perhaps choose the best group to re-do the activity in front of the class.( )5- Make sure the students know the aim of the activity. You can remind them of useful language. ( )6- Give the students feedback about their performance who succeed in completing the task. ( )7- Monitor the students while they do the activity, but don't interrupt. They might ask you for help. ( )with language but encourage them to continue speaking so as not to break the flow of their speaking. ( )8- Think about what language the students will need to do the activity (grammatical structures, vocabulary, etc.) and any problems they might have. ( )9- Decide on the aim of the activity What do you want your students to do and why? Remember that they must have a reason for communicating. For example, find out who in your group has the highest number of relatives. ( )10- Finally, focus on the language errors they have made. ( )

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