1 slide
The material of my qualification workshop, which is
presented to your attention was undertaken from our sessions’ and from
different sources. Training plan form
Target teacher group: Yamalskaya boarding school
- experienced school teachers of more than 3 years of
teaching and who have no experience at all
- their level of English should be Upper-Intermediate
or Advanced
- graduates from Philological Institutes
3 slide.Before the
beginning of the workshop there are some bins on this slide
4 slide.We should well
organize our work and divide into main parts as you see there are 5 of it.
5-6 slides
What is the topic of our workshop? With
the help of warming-up we can guess it. Why is the speaking is more important
than the others?
Well, Speaking is one thing that we cannot do alone.
So we should practice as much as possible where there are people to speak to.
As far as we know nobody will create English speaking environment for us unless
we do it for ourselves.
We should choose a partner or a friend with who we can practice speaking
English every day.
7 -8slides
Before we start the theoretical part we should give
some instructions or recommendations:
And identify problems of speaking:
Now let's face the problems during the speaking (here
you may ask your colleagues name these problems or just give them your
ready-made list):
* fear of being laughed at
* lack of vocabulary
* grammar mistakes
* pronunciation
* time pressure
One way to tackle this problem is to find the root of
the problem and start from there. If the problem is cultural, it is unusual for
students to talk out loud in class, or if students feel really shy about
talking in front of other students then one way to go about breaking this
cultural barrier is to create and establish your own classroom culture where
speaking out loud in English is the norm. One way to do this is to distinguish
your classroom from other classrooms in your school by arranging the classroom
desks differently, in groups instead of lines etc. or by decorating the walls
in English language and culture posters. From one day teach your students
classroom language and keep on teaching it and encourage your students to ask
for things and to ask questions in English. Giving positive feedback also helps
to encourage and relax shy students to speak more.
A completely different reason for student silence may
simply be that the class activities are boring or pitched at the wrong level.
So maybe you need to take a closer look at the type of speaking activities you
are using and see if they really capture student interest and create a real
need for communication.
Another way to encourage your students to speak in
English is simply to speak in English yourself as much as possible in class. If
you are shy about speaking in English, how can you expect your students to
overcome their fears about speaking English? The more you practice the more you
will improve your own oral skills as well as help your students improve theirs.
Make sure you give the students all the tools and
language they need to be able to complete the task. If the language is pitched
too high they may revert to their L1, likewise if the task is too easy they may
get bored and revert to their L1. Also, be aware of the fact that some students
especially beginners, will often use their L1 as an emotional support at first,
translating everything word for word to check they have understood the task
before attempting to speak. In the case of these students simply be patient as
most likely once their confidence grows in using English their dependence on
using their L1 will begin to disappear.
The timing of a speaking activity in a class can be
crucial sometimes. After break-time, why not try giving students an activity to
calm them down and make them focus before attempting speaking activities that
involve groups or pair work. Another way to discourage students speaking in
their L1 is to walk around the classroom monitoring their participation and
giving support and help to students as they need it. Explain to them the
importance of speaking English and ask them why they don't feel comfortable
speaking English in the class. Maybe they just need some extra reassurance or
they don't like working with certain students or there is some other problem
that you can help them to resolve.
Sometimes when all the students speak together it gets
too noisy and out of hand and you lose control of the classroom. A classroom
full of students talking and interacting in English, even if it is noisy, is
exactly what you want. Maybe you just feel like you are losing control because
the class is suddenly student centered and not teacher centered. This is an
important issue to consider. Learner-centered classrooms where learners do the
talking in groups and learners have to take responsibility for using
communicative resources to complete a task are shown to be more conducive to
language learning than teacher-centered classes (Long & Richards 1987).
Once the students have calmed down you can return to the original or another
interactive group activity.
9 -10 slides.Learn
to speak is like learning to swim. The more you train, the better you succeed,
until, finally, you will not be able to do it without thinking about it. Here
are some examples of activities and tasks how you can practice the language as
much as possible:
10 slide.And
certainly all your participants and you should make some conclusion about this
workshop.
It can be held in different way
Well done . At the beginning of the workshop,
participants were asked a task which considered all kinds of speech activity,
and determined how much time is devoted to each. Then analyzed and found
thaton the 1st place -Reading, the 2nd-Writing,the 3d -Translating, 4 th
-Listening and the 5 th -SPEAKING. During the training,
participants have listened to and discussed the theory of speaking skills and
their problems. Each of the participants shared his opinion. After analyzing
all the existing methods of activating skills spoken language, it became clear
that these methods are not as complicated as they seem, and each teacher can
choose those or other, which it considers more appropriate for the students
according to their level of proficiency in English. Emphasis was placed on the
fact that when speaking in the first place to overcome their uncertainty and
the most important thing is not strictly find mistakes.
The best way to express your thoughts are simple words
and phrases. You can train the ability to understand the meaning of speech,
using keywords. Moreover, it is very important to find and offer interesting
topics for discussion. And, of course, the conditions of dialogue should be
favorable.
During the practical part we were offered a variety of
tasks that could help overcome the problems with speaking, explaining the final
result - the struggle with fear. Participants were eight people so divided into
two groups and held a joint brainstorming. Students were to discuss each
activity. All the proposed tasks were interesting . Summing up the training
workshop, we came to a conclussion that in order to overcome the language
barrier, it is necessary to include and fairy tales, poems and songs, not just
the standard activities.
In my opinion, there is a language barrier or not, we
should try to overcome it and find a better way. Otherwise it will be
impossible to improve our speaking skills and learn to speak fluent in any
foreign language.
At the end of the training there was a reflection. It
was necessary to evaluate the content; on methods of interaction; the group’s
activities; your sown activities ,forms and methods, then an analysis has been
made of reflection. All participants took an active part in the
seminar-training, goals and objectives have been achieved, we have proved that
the integrated use of modern methods can yield positive results and lead to the
improvement of communicative competence. New methods of learning English help
us to overcome the language barrier. This kind of work has been approved, the
participants expressed their wishes, it was mentioned about necessity of such
workshops with an invitation of other teachers of their school and between
schools and in the future between districts.Thank you very much!
References:
1. Celce-Murcia. M. (2001). Teaching English as a
Second or Foreign Language (3rd ed). USA: Heinle&Heinle.
2. Long M.H & Richards, J.C. (1987). Methodology
in TESOL. USA: Heinle&Heinle.
3. Nunan. D. (1991 Language Teaching Methodology. UK:
Prentice Hall International (Chapter two & three)
4. Tanner .R. & Green.C.(1998) Tasks for teacher
education. UK. Addisson Wesley Longman. Ltd.
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