Speaking
Weighting in GCSE
Prepare them for KS5 and beyond
Communication vs grammar
Pupil desire to communicate
Krashen
LAD language acquisition device within us
Comprehensible input
Acquired not learned
Think about language we want them to acquire eg it's your turn
Chomsky
Can't just learn by rote
Importance of grammatical and linguistic competence
How do we teach languages?
Grammar - translation
audio-visual
Communicative approach
St Martins
Accuracy at the same time as fluency - mimes, song, team competitions, visual support, high levels of interaction and classroom routines
Drip feeding language in routines & team competitions
SOWs developed with full activites in mind
Allow for spontaneous speech James Stubbs
TL as much as you can and as much as they are able
¿Cómo se dice.. en español / inglés?
¿Puedo ..?
¿Puedo hablar en inglés?
Mimes to help them
Phrases on the board
Jesús , mentiroso, perdóname por haber llegado tarde
Spontaneous speech helps in the oral exam especially the borderline students
Encourage and reward TL with team points
TL OPPORTUNITIES
Forfeits eg hopping on one leg, conjugate a verb etc
objective setting
Asking for stuff
Register
Team points
Homework setting
Setting up pair work activites
Mimes and actions
Mime for each word eg sign language thumb and fingers
Encore une fois
Colour coding for a reason
Activities bag
WC is whole class
Repetition
Repeat if correct
Encore une fois - trapdoor
Pass the telephone
Mime to practise
Speed reading
Songs
Version with blanks, more blanks each time
Planning a SOW
End activity
- pupil language
- Interaction language
- Content language
Drip feed language all the way through
Use the structure do you prefer ..or.. ? I prefer .. because..
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