Classroom talk
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Classroom talk. F – A – S – T Strategies to support quality TL talk in the languages classroom. Speaker: Dr Rachel Hawkes. F – A – S – T. F un A ccessible S elling T enacious. Fun – a reason to talk. Note and respond to what students want/need to say Exploit and invoke humour

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Classroom talk

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Classroom talk

Classroom talk

F – A – S – TStrategies to support quality TL talk in the languages classroom

Speaker: Dr Rachel Hawkes


F a s t

F – A – S – T

  • Fun

  • Accessible

  • Selling

  • Tenacious


Fun a reason to talk

Fun – a reason to talk

  • Note and respond to what students want/need to say

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Classroom talk

“Teachers informally monitor and assess spontaneous TL use, keeping track of learners’ progress.”

http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages


Fun a reason to talk1

Fun – a reason to talk

  • Note and respond to what students want/need to say

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Classroom talk

Frau Hawkes

Klasse


Fun a reason to talk2

Fun – a reason to talk

  • Note and respond to what students want/need to say

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Classroom talk

Comment il s’appelle?

Quelâge a-t-il?

Il est comment?

Qu’est-cequ’il a commefamille?

Il a des animaux?

Où est-cequ’ilhabite?

Qu’est-cequ’ilaime faire?

Qu’est-cequ’iln’aime pas faire?

Qu’est-cequ’il a regardéhiersoir à la télé?

Qu’est-cequ’il a fait hier?

Qu’est-cequ’il a à la main?

Il parle avec qui?


Classroom talk

SAY SOMETHING DIFFERENT

J’habitedans un village.

Chez nous il y a beaucoup de pollution.

A Cambridge on peut faire les magasins.

Le weekend on vasouvent au centre de loisirs.

Mon frère vanormalement au stade.

Mescopainsvont à la piscine.


Classroom talk

Pilla al intruso


Classroom talk

¿Qué piensas?

Piensoque...

¡Yo también!¡Yo tampoco!

¡Sí, esverdad!¡No, esmentira!

X

X

X

¡Estás loco/a!

¿Qué piensas?


Trouve quelqu un qui

Trouvequelqu’un qui…..

1)…vasouvent au cinéma.

2)…va de temps en temps à l’église.

3)…ne vajamais à la pationoire.

Trouvedeuxpersonnes qui…..

4)…vont au centre commercial tous les weekends.

5)…vontsouvent au centre de loisirs.


Classroom talk

¿En quépiensan?

¿Qué se puede ver?

¿Qué van a hacer?

Gracias @ Pete Spain


Fun a reason to talk3

Fun – a reason to talk

  • Note and respond to what students want/need to say

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Classroom talk

¿Quéva a hacer Lara esteverano?

¿Qué no va a hacer ?


Classroom talk

Fenomenal futures*

Basic sentence:

Voy a + infinitive.

Enhanced by the ‘super’ structures: EsperoMe gustaríaQuieroTengo queTengo ganas deTengo la intención deTengo pensado

}

+ infinitive

Now read this passage out, without using ‘voy a’ more than once!

En las vacaciones voy a ir a España. Voy a alojarme en un hotel. Voy a comer platos típicos en el restaurante. Voy a nadar en la piscina. No voy a nadar en el mar. Voy a ir al centro. Voy a sacar fotos de los monumentos. Voy a visitar los museos.


Cu les son las preguntas

¿Cuáles son las preguntas?

1. Tiene el pelo largo.

5. sí.

2. Me gusta el teatro

4. El español.

3. Son fáciles.


Fun a reason to talk4

Fun – a reason to talk

  • Note and respond to what students want/need to say

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Accessible

Accessible

  • Explicitly teach the language you/they need to use

  • Know what they know and build on it as logically as possible

  • Support TL teacher talk with gestures, cognates, examples, visual cues, drawing modelling


Classroom talk

mirar en mi libro de vocabulario?

sentarmeallí?

ir a mi clase de música?

¿Puedo…

usar el diccionario?

trabajar con…?

ir al baño?


Accessible1

Accessible

  • Explicitly teach the language you/they need to use

  • Know what they know and build on it as logically as possible

  • Support TL teacher talk with gestures, cognates, examples, visual cues, drawing, modelling


Classroom talk

der Apfel

der Elefant

die Banane

die CD

die Diskette

dasGeschenk

dasIglu

der Junge

der Fussball

der Hund

dasMädchen

der Löwe

dieKatze

dieNuss

dieOrange


Classroom talk

das Iglu

der Löwe

dieKatze


Selling

Selling

  • ‘Sell’ the methodology you use appropriately

  • Reward the risk-takers in speaking

  • Ensure suitable differentiation and progression


Classroom talk

"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart."

Nelson Mandela

Education with an international outlookLanguage learning and leadership development


Selling1

Selling

  • ‘Sell’ the methodology you use appropriately

  • Reward the risk-takers in speaking

  • Ensure suitable differentiation and progression


Selling2

Selling

  • ‘Sell’ the methodology you use appropriately

  • Reward the risk-takers in speaking

  • Ensure suitable differentiation and progression


Tenacity

Tenacity

  • Practise what you preach

  • Insist (consistently)

  • Push through the ‘pain barrier’


Classroom talk1

Classroom talk

F – A – S – TStrategies to support quality TL talk in the languages classroom

http://www.rachelhawkes.com/PandT/Speaking/Speaking.php

[email protected]


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