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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

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


“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 use, keeping track of learners’ progress.”

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

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Frau Hawkes use, keeping track of learners’ progress.”

Klasse


Fun a reason to talk2
Fun – a reason to talk use, keeping track of learners’ progress.”

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

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Comment il s’appelle? use, keeping track of learners’ progress.”

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?


SAY SOMETHING DIFFERENT use, keeping track of learners’ progress.”

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.


Pilla al intruso use, keeping track of learners’ progress.”


¿Qué piensas? use, keeping track of learners’ progress.”

Piensoque...

¡Yo también!¡Yo tampoco!

¡Sí, esverdad!¡No, esmentira!

X

X

X

¡Estás loco/a!

¿Qué piensas?


Trouve quelqu un qui
Trouve use, keeping track of learners’ progress.” quelqu’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.


¿En use, keeping track of learners’ progress.” quépiensan?

¿Qué se puede ver?

¿Qué van a hacer?

Gracias @ Pete Spain


Fun a reason to talk3
Fun – a reason to talk use, keeping track of learners’ progress.”

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

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


¿ use, keeping track of learners’ progress.” Quéva a hacer Lara esteverano?

¿Qué no va a hacer ?


F use, keeping track of learners’ progress.” enomenal futures*

Basic sentence:

Voy a + infinitive.

Enhanced by the ‘super’ structures: Espero Me gustaría Quiero Tengo que Tengo ganas de Tengo 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? use, keeping track of learners’ progress.”

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 use, keeping track of learners’ progress.”

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

  • Exploit and invoke humour

  • Open-ended tasks

  • Subverting the norm


Accessible
Accessible use, keeping track of learners’ progress.”

  • 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


mirar use, keeping track of learners’ progress.” en mi libro de vocabulario?

sentarmeallí?

ir a mi clase de música?

¿Puedo…

usar el diccionario?

trabajar con…?

ir al baño?


Accessible1
Accessible use, keeping track of learners’ progress.”

  • 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


der use, keeping track of learners’ progress.” Apfel

der Elefant

die Banane

die CD

die Diskette

dasGeschenk

dasIglu

der Junge

der Fussball

der Hund

dasMädchen

der Löwe

dieKatze

dieNuss

dieOrange


das use, keeping track of learners’ progress.” Iglu

der Löwe

dieKatze


Selling
Selling use, keeping track of learners’ progress.”

  • ‘Sell’ the methodology you use appropriately

  • Reward the risk-takers in speaking

  • Ensure suitable differentiation and progression


"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 goes to his head. If you talk to him in his language, that goes to his heart."

  • ‘Sell’ the methodology you use appropriately

  • Reward the risk-takers in speaking

  • Ensure suitable differentiation and progression


Selling2
Selling goes to his head. If you talk to him in his language, that goes to his heart."

  • ‘Sell’ the methodology you use appropriately

  • Reward the risk-takers in speaking

  • Ensure suitable differentiation and progression


Tenacity
Tenacity goes to his head. If you talk to him in his language, that goes to his heart."

  • Practise what you preach

  • Insist (consistently)

  • Push through the ‘pain barrier’


Classroom talk1

Classroom talk goes to his head. If you talk to him in his language, that goes to his heart."

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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