Didaktika 4A - AJ
Týden 6
Teaching speaking to EYL
Key words:
- natural process of speaking
- controlled/semi-controlled speaking activities
- guided speaking activities
- free speaking activities
- communicative activities (with information gap)
- error correction in speaking activities
- practicing fluency/accuracy in speaking
Teaching speaking techniques - link
(21) British Council - Teaching Speaking Techniques (John Kay) - YouTube
Accuracy - article
Accuracy | LearnEnglish Teens (britishcouncil.org)
Fluency - article
Fluency | LearnEnglish Teens (britishcouncil.org)
When to correct errors
TO CORRECT OR NOT TO CORRECT?
"It is not the teacher´s job to correct all the non-standard English that learners produce. It is the teacher´s job to help learners improve their English, and sometimes it is best done by not correcting." Julian Edge - Mistakes and Correction
When should we not correct our students?
- When we are paying attention to what they want to say (listening for the message - content, in fluency practice)
There should always be time in our lessons when we simply encourage fluency. At such times, we don´t correct linguistic mistakes unless they affect the communication of what the students want to say.
BUT Successful communication depends on a certain level of accuracy, so we cannot always ignore mistakes.
THE TEACHER´S TASK IS TO HELP STUDENTS PROGRESS THROUGH FLUENCY TOWARDS ACCURACY.
REMEMBER:
Correction is a way of reminding students of the forms of standard English. It should never be a kind of criticism or punishment.
ACCURACY
We correct - grammar, vocabulary, pronunciation, intonation and stress.
How?
- gestures
- signs
- self-correction
- peer-correction
- prompts
- "selective" dictation (use sentences form students´ work, mix correct sentences with incorrect ones - students will be dictated the sentences but have to write only the correct ones).
- etc.
FLUENCY
Students need the practice of uninterrupted, meaningful communication if they are to learn to use the language.
Listen to WHAT students are saying and then HOW they are saying it.
How to correct:
- usually after the activity (delayed error correction - after the free communicative task)
- sentences written on the board - some correct, some not, students first try to correct the wrong ones (pairs), then the teacher helps (open class)
Teachers cannot catch every mistake, OBSERVERS can be appointed.
OBSERVERS work in every group and
write down things that might be incorrect, impolite or
otherwise wrong
GROUP gets on with the activity, not noticing the observer
then discusses what observer has written and decides what is
incorrect.
"It is not the teacher´s job to correct all the non-standard English that learners produce. It is the teacher´s job to help learners improve their English, and sometimes it is best done by not correcting." Julian Edge - Mistakes and Correction
When should we not correct our students?
- When we are paying attention to what they want to say (listening for the message - content, in fluency practice)
There should always be time in our lessons when we simply encourage fluency. At such times, we don´t correct linguistic mistakes unless they affect the communication of what the students want to say.
BUT Successful communication depends on a certain level of accuracy, so we cannot always ignore mistakes.
THE TEACHER´S TASK IS TO HELP STUDENTS PROGRESS THROUGH FLUENCY TOWARDS ACCURACY.
REMEMBER:
Correction is a way of reminding students of the forms of standard English. It should never be a kind of criticism or punishment.
ACCURACY
We correct - grammar, vocabulary, pronunciation, intonation and stress.
How?
- gestures
- signs
- self-correction
- peer-correction
- prompts
- "selective" dictation (use sentences form students´ work, mix correct sentences with incorrect ones - students will be dictated the sentences but have to write only the correct ones).
- etc.
FLUENCY
Students need the practice of uninterrupted, meaningful communication if they are to learn to use the language.
Listen to WHAT students are saying and then HOW they are saying it.
How to correct:
- usually after the activity (delayed error correction - after the free communicative task)
- sentences written on the board - some correct, some not, students first try to correct the wrong ones (pairs), then the teacher helps (open class)
Teachers cannot catch every mistake, OBSERVERS can be appointed.
OBSERVERS work in every group and
write down things that might be incorrect, impolite or
otherwise wrong
GROUP gets on with the activity, not noticing the observer
then discusses what observer has written and decides what is
incorrect.
Polar bear lesson plan - nice lesson
Polar bear story | TeachingEnglish | British Council
