TEACHING SPEAKING

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The components of the Postmethod Pedagogy

por pipe rojas

Instructional Design

por sheri okland

Ментальная карта Педагог организатор

por Виталий Леонов

Our Purpose

por Colin Robertson

CORRECT DECISIONS

WHAT TO CORRECT

When students make more than one mistake

WHEN TO CORRECT

DEAL WITH IT

MISTAKE CORRECTIONS

Let them know that making mistakes is part of language adquisition

Punctualice L1 interference (Interlanguage)

SUPORTIVE FEEDBACK

IRF

It is not a direct correction, so it force the students to think more carefully what are they saying

It is not only corrective, it highlight what student have done good

REPETITION

Activities which make them repeat specific things

Making recordings

Speaking Sequences

Storytelling

Simulation and Role-Play

Questionnaires

Descriptions

Communication games

Acting from Scripts

STUDENTS AND SPEAKING

SPOKEN LANGUAGE

ADJENCY PAIRS

LEXICAL PHRASES

SPOKEN GRAMMAR

THE ROLES OF LANGUAGES

Identify when L1 has to be used on the classroom

We are teaching humans that could have problems at moment of learning, and we must be aware of it.

GOOD PRONUNCIATION

STRESS

Providing different meanings based on stressing sentences

INTONATION

Accents

RYTHM

The strees of the speech

SOUNDS

Phonetical aspects

DESIGN OF ACTIVITIES

It must be focused on make students produce language based on their needs

TASK

GOAL-ORIENTED; Archivable by peers interaction

TOPIC

Focused on make students produce based on their experience and knowledge

TEACHING SPEAKING

PROBLEMS

RELUCTANT STUDENTS

Strategies to deal whit them

Adopting apropiate teacher roles

Mandatory participation

Preparation

Pair work and group work

Matching level and task

Making them feel relaxed

L1 usage

Low participation

Find things to say

Shyness and inhibition

Fears

Social anxiety

Criticism

Making mistakes

GOALS

The usage of language on an acceptable level

Make students talk