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Developing speaking at KS3

Developing speaking at KS3. Rachel Hawkes. Developing speaking at KS3. Session 1 Learning and using the key sounds Routine communication and peer evaluation Just for fun! Asking questions . What is the answer?. “Language ‘practice’ should lead to language ‘use’ but doesn’t.” (Salter, 1989).

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Developing speaking at KS3

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  1. Developing speaking at KS3 Rachel Hawkes

  2. Developing speaking at KS3 Session 1Learning and using the key soundsRoutine communication and peer evaluationJust for fun!Asking questions

  3. What is the answer? “Language ‘practice’ should lead to language ‘use’ but doesn’t.” (Salter, 1989) • increased pair/group work  task-based learning • re-examine and re-construe the rule of teacher talk

  4. Characteristics of spontaneous talk • 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

  5. 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)

  6. 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

  7. 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)

  8. Conversations from Lesson 1

  9. Studio 1

  10. Studio 1

  11. Studio 1

  12. Studio 1

  13. Routine communication …and peer evaluation

  14. Having fun!

  15. Studio 1

  16. Asking questions

  17. esrichtig • vergessen • gewonnen Ichhabe… Geburtstag • einenHund Hunger/Durst

  18. 20 Questions?!? • Have you…? • Do you like…? • How…? • Where…? • Is…? • Do you think that…? • Why don’t…?

  19. Textploitation

  20. Hotseating

  21. 1 2 3 4

  22. Relax and network! for 30 minutes…

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