Training
Plan
Target
teacher group: 4 experienced school teachers of the first qualification with
15-30 years of experience (with average English level B2)
Topic:
How to improve speaking (Monologue)
Aim:
to introduce some new techniques and activities for developing speaking skills
Learning
Outcomes: by the end of this workshop participants will be able to:
- describe tools and techniques of developing speaking
skills;
- design engaging activities using
these new techniques and tools.
Materials
& References: a computer, an overhead
projector, sheets of paper, felt pens/markers, worksheets,
handouts, post-it notes.
Audio-visual aids:
video(cartoon), Power Point
presentation, pictures, handouts, an accesses to the Internet
Stage
(time)
|
Trainer
procedures
|
Teacher actions
|
Materials
|
Interaction form
|
1.Ice-breaker
(15min)
|
Two truths and
one lie:
How well do you know your colleagues?
Gives
an example: Write 3 sentences on the board\sheet of paper about
yourself.
Make
two of them true and one false
For
example:
I
speak 3 languages.
I
never learned how to ride a bike.
I
have been to Germany twice.
Asks
the colleagues to guess which one is false.
How
do you find this activity?
|
Now
the colleagues each write 3 sentences about themselves (two true; one false)
and they read them to the other colleagues. Everyone tries to guess which one
is false and to see how well they know their colleagues.
Ts
express their attitude to this activity
|
Appendix1
Sheets of paper,
post-it notes, pens/felt- pens/
markers
|
TT-Ts-Ts
|
2. Opener/
Lead in
(10 min)
|
Asks teachers to watch a short video and guess the topic
of our workshop.
Wants
to bring
colleagues
to the topic
indirectly
through an
introductory
motivational
Cartoon.
|
Ts watch a
cartoon
http://www.youtube.com/watch?v=E1SgccY44jc
“Do you speak
English?”
and
name the topic - ”Speaking”
|
a short cartoon
|
Individual work
|
3.Warm up
(15 min)
|
A good way
to develop speaking is…
Gives
teachers the following sentences on the whiteboard or on an overhead
projector and distributes
the handouts. Tells them they can agree, disagree
or change the sentences. They can add their own. This can engage teachers in
a group discussion about how to develop speaking, as well as past experiences
learning a language.
Can
we find the solution in this question?
Was
it interesting for you or not? Why?
|
Ts will be
engaged in making responses/opinions in free speaking.
Give the sum up.
Feedback
|
Appendix2
A set of
sentences
Handout1
|
Group work
|
4.Presentation
(60 min)
|
Presents some speaking activities (techniques, tools):
·
Word cloud
·
Mind map.
Activities:
·
Taboo
·
Problem
Solving
·
Story
Completion
|
Participate in
activities and evaluate them.
Appendix 3
Appendix4
Appendix5
Appendix6
Appendix7
|
PP Presen-tation
Worksheet1
Worksheet2
Worksheet3/Handout2
Handout3
|
Pair work
Group work
Individual work
|
Speaking and
Moving to relax
“mingling”
(in the middle
of the Stage 4)
(5
minutes)
|
Greetings: Ask trainees
to greet each other, perhaps just by shaking hands and using some target
language, eg. Hello, I haven’t seen you for ages! Then asks them to
greet each other in a more specific way.
Possibilities
are: like a lost friend, like someone you don’t really trust, someone you hate,
an ex-boyfriend or ex-girlfriend, someone with bad breath.
How
did you find this activity?
|
All trainees
start milling about the room greeting each other in a specific way.
|
|
Group work
|
Reflection
|
TT suggests writing
a “Diamante Poem” about the workshop “Speaking”.
|
|
Appendix8
|
|
Feedback of the
workshop
|
|
|
Worksheet 4
|
|
References
1. Holmes David.
Speaking activities for the classroom. Copyright 2004 http://www.noblepath.info/speaking/apeaking_activities.pdf
2. Watcyn-Jones. P.
Vocabulary games and activities for teachers. Penguin Books Ltd 1993
3. Gairns R.and
Redman S. Oxford Word Skills. Oxford University Press,2006
4. http://britishenglishcoach.com/33-ways-to-speak-better-eng…/
5. Febriyanti E. R.”
Teaching Speaking of English as a Foreign Language: Problems and
Solutions” http://download.portalgaruda.org
6. Speaking Activities for Large ESL Classes http://how-to-teach-english.ontesol.com/speaking-activities-for-large-esl-classes/
7. Speaking
activities http://www.lessonplansdigger.com
8. Teaching Speaking:
Activities to Promote Speaking in a Second Language (The Internet TESL Journal) http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
9. https://www.mindmeister.com/de/97399321/hobby
10. http://worditout.com)
11. http://www.youtube.com/watch?v=E1SgccY44jc
Appendix 1
Two
Truths and a Lie
http://www.ehow.com/how_2217198_play-two-truths-lie-game.html
It is a
fun way of breaking the ice at camp, in class, at a party or even in a business
setting. The game goes quicker with small groups of up to 10 people and can be
played by kids over the age of around 7 years and adults.
Get the
players to sit in a circle and explain the rules. Each person will make three
factual statements about themselves -- two will be true and one will be a lie.
Typically, statements cover likes/dislikes experiences, skills or habits. They
can be common or unusual facts. Liking the color red is a common statement;
bungee jumping off the Rio Grande Bridge is a bit more unusual. Give the group
a few minutes to come up with ideas. If you wish, give everyone a piece of
paper and a pencil so they can jot down their statements and keep score if
you're playing a competitive version of the game.
Pick a
person to take the first turn. He tells the group his three statements. The
group then discusses the statements and decides which one is the lie. If the
group does not agree on which statement to choose, have a show-of-hands vote.
The player then reveals whether the group guessed correctly by revealing which
of his statements was not true. Move on to the next player and continue until
everyone has had a turn.
Appendix 2
Handout 1
Read
through the list of ways to develop speaking skills. Rate them according to
those most and least important to you. Work in groups of four. Compare your
ratings and say what the most/least ways to develop speaking in your group are.
1. In class under the professional English teacher’s guidance.
2. In a café with a native speaker of English (not necessarily a
teacher)
3. Living in a country where people speak English
4. Watching YouTube videos you like, films and TV in English.
6. Repeating what the teacher says in class.
7. Keeping a notebook of new words.
8. Doing some English homework (writing or reading) very often.
9. Having lots of tests in class to help us remember.
10. Using a bilingual dictionary all the time.
11. Reading in English.
12. Speaking English with other students in the class.
13. Listening to podcasts*or radio
programmes.
14 Speaking Online
15. Recording on audio (using a smartphone) yourself speaking and
then listening back to see how your English sounds to other people.
* A podcast is a form of digital
media that consists of an episodic series of audio,
video,
digital radio,
PDF,
or ePub files
subscribed to and downloaded
through web
syndication or streamed online to a computer or
mobile device. The word is a portmanteau
of "(i)Pod" and "broadcast." (https://en.wikipedia.org)
Appendix
3
Word
Cloud
Levels: elementary to advanced.
Ages: kids; teens; adults.
Type: quite a few uses for the famous word cloud generator,
and some links to many more.
Skills: listening; speaking; reading; writing; pronunciation.
Language focus: various vocabulary and grammar points.
Students
can use word clouds to generate ideas for new speaking or writing topics and/or
themes.
Using
word clouds is a fun way to incorporate text into your speech-language lessons,
perfect for increasing the speech-to-text connections. There
are a large number of online tools that can be used for second/foreign language
learning and teaching mind map world cloud. ( http://worditout.com)
1.
Find/Write
an interesting text, such as a news article, online; copy and paste (some of)
it into Worditout.com. These
word clouds can be printed or projected.
2. Distribute the
word clouds and elicit what the story might be about.
3. In pairs, ask your
students to reconstruct the text.
4. Hand out copies of
the text so your students can see how they fared, or dictate it and ask them to
have another try.
http://s-english.ru
An
original text
Music
is the universal language of the world with some meaning at least for the
immense majority of people. It is the mirror of our lives and life problems.
People can’t live without music.
It is
everywhere at home, in a concert hall, in parks at the seaside and even in the
forest. Nowadays it thunders out of every high-street shop, hotel, restaurant,
public transport.
Music
is an art, which reflects life, people’s ideas and emotions. There are
different musical genres: symphony, concerto, opera, ballet and others.
Worksheet 1
Task:
Speak about the role of music in our life using the words in the
word cloud.
http://worditout.com/word-cloud/make-a-new-one
http://efl-resource.com
Appendix
4
MIND
MAPS
http://www.addisonsinglestoastmasters.com
http://www.mastermindmapper.com
Skills:
Managing
Information
Self-Management
Thinking
Being
Creative
Mind
Maps are useful as planning and revision tools. They appeal to different
learning styles such as visual and kinesthetic and encourage pupils to think
about connections in their learning content. They oblige pupils to use both
sides of the brain. If used for planning, they can be added to and extended as
the topic continues.
Mind Mapping is simply a
technique for translating these mental ideas to paper. It
will help you to:
- put your
ideas down on paper quickly
- construct a
speech out of disorganized thoughts, ideas and fragments of material
- remember
your speech more clearly
- reduce - and
possibly even eliminate - the use of notes
The basic idea is that
instead of writing out your speech in words, you draw it in pictures. So a Mind
Map is a picture of your speech.
How
does it work?
1.
Pupils write the main topic or issue in the centre of a large page.
2.
Using branches, pupils draw the main ideas around the central concept,
connecting them to the centre. Pupils could use a different colour for each
main idea and highlighters to underline key words and concepts. Pupils could
also add images to enhance further the visual aspect of their map.
3.
Pupils draw sub-branches in order to highlight ideas connected to the main
branch.
4.
If used as a revision tool, pupils might want to use the mind map as a
springboard for more extensive revision. They might, for example, wish to
develop revision notes on a postcard – one postcard for each sub-branch. These
postcards could contain the same colours and images as the relevant sub-branch
on their mind map.
Worksheet 2
Task: Tell about hobbies using the Mind Map from the Internet
http://mind42.com/public/0892e970-e3dc-46a3-950a-355ee1d4eda5
or http://www.iconshut.com/mind-map-branch-mapping-complements-cognitive-learning-icons
Appendix5
http://eslspeaking.org/esl-speaking-game-for-kids-adults
Taboo
This
is an excellent ESL speaking game for kids or adults to review vocabulary words
at the end of a unit and also to practice using synonyms. Students
need to guess the top word without using any of the 'taboo' words underneath
it. This activity is very useful in vocabulary and self-confidence building.
(Used mainly as a warm up).
Make
up a list of around 20-40 words, depending on how long you want to play. Put
them on a grid and cut them out, one set per group of 4.
Put
students in groups of 4 and give them one set of words. The first student
selects the first word (they are face-down and hidden) and has to describe the
word, but cannot say it. The other three students can guess what it is. An
incorrect answer means that that person is out for the rest of the round. A
correct answer means that the student takes the paper, gets one point and is
the next person to select the next paper.
Worksheet
3
One
player describes a word they are given. The others try to guess it. Sometimes
the guessers ask questions and sometimes the describer speaks about the words
they have been given. But don't say any of the words that you are describing.
The guessers must guess them. Don't say the word. Eg the phrase to describe is "CAT
BASKET ". Don't say - "This is something used by a cat to
sit in."
But say - "This is something that a pet can sit in" ..." Not a
dog but a ....."
1. This is a person
who ......
2. This is a thing
that ....
3. We use this thing
to ....
4. This is the
opposite of ...
5. We do this when we
....
6. We do this
if ....
Hand out 2
DOGS
BARK
ANIMAL
PET
BITE
BAG
|
CANADA
COUNTRY
PROVINCES
MAPLE
LEAF
FLAG
|
ROBOT
ELECTRO-NIC
AUTOMA-TIC
ROBOCOP
R2D2
MACHINE
|
SAND
BEACH
CASTLE
WATER
FISH
CRAB
|
ITALIAN
PASTA
ITALY
PIZZA
SOCCER
EUROPE
|
WATER
H2O
BRINK
THIRSTY
HOT
SHOWER
|
TRAVEL
PLANE
TRANSPORTATION
VACATION
FAMILY
REUNION
|
PLATE
CIRCLE
EAT
FOOD
HOLD
TABLE
|
SILENCE
QUIET
DEAD
SPEECHLES
NOISY
CALM
|
MOVIE
PLOT
ACTORS
AWARDS
EFFECTS
DVD
|
FAST
FOOD
POTATOES
MUSTARD
PICKLES
ONION
LETTUCE
|
MONKEY
BANANA
SWING
ZOO
TREE
BABOON
|
TREASURE
PIRATE
GOLD
CHEST
AAARGH!
X
MARKS THE SPOT
|
EVERYDAY
DAILY
WEEKLY
MONTHLY
ANNUALY
EVERYNIGHT
|
CONTI-NENT
NORTH
AMERICA
SOUTH
AMERICA
EUROPE
AFRICA
ASIA
|
BOOKS
PAGES
READ
NUMEROUS
TITLES
FASCINATING
|
CHOCOLATE
KIDS
BELGIUM
WORLD
TASTY
YUMMY
|
CHURCH
PRAY
STEEPLE
PRIEST
CATHOLIC
CHRISTIAN
|
PENCIL
WRITE
NOTEBOOK
PEN
|
PIZZA
FOOD
ITALY
ROUND
|
SCHOOL
PLACE
STUDY
TEACHER
|
BANANA
YELLOW
FRUIT
MONKEYS
|
BUS
TRANS-PORT
WHEELS
PEOPLE
|
PHONE
TALK
FRIEND
OBJECT
|
CHAIR
SIT
DINING
ROOM
WOOD
|
TO
DANCE
PARTY
MUSIC
MOVE
|
TEACHER
SCHOOL
CLASS
TEACH
|
SUMMER
HOT
BEACH
ICE-CREAM
|
WINDOW
OPEN
GLASS
ROOM
|
BLUE
COLOUR
SKY
EYES
|
Appendix 6
Problem Solving
http://www.lessonplansdigger.com/2015/06/17/problem-solving-speaking-activity/
The
aim of this speaking activity is to practice problem-solving
in English and brainstorm solutions for five different problems. It is perfect
for conversation classes, bigger and smaller groups, levels
intermediate and above.
Give
students some topic with some key words and ask them to solve a certain
problem. For example, if you have these tools: a compass, a knife, and a tin,
how can you survive in the forest foe a week?
Students
work in pairs or small groups trying to find solutions to different problems.
It is a good opportunity to practice the second conditional (I would…, If I
were in this situation…), modal verbs (should, might,
mustn’t etc.) and negotiating (agreeing/disagreeing/expressing your
opinion/asking about your partner’s opinion).
Hand
out 3
1. You are alone at a restaurant one night. After you finish the meal, you discover that you had left your wallet
at home. You also discover that your cell phone is dead. You cannot remember any of your friends’ numbers. The restaurant tells you
that you MUST pay or they will call the police. If you couldn’t ask a friend to bring
you money, how would you solve this problem?
2. Marooned on a Desert Island
https://onedrive.live.com/view.aspx?resid=79CFF252BEEA0A7D!503&app=Word&authkey=!ABjaGRY8sNM-iRU
You
have been selected to take part in a social experiment. You and your group will
be taken to a desert island in the middle of the Pacific Ocean. You will have
to survive there for a year without contact with the outside world. The island
has:ю
* Fresh
water
*
Banana trees
*
Coconut palms
The
climate is mild (not too hot, not too cold) first individually make a list of
8-10 things you think you will need to survive. Then, as a group you will have
to decide on 8 things, list them in order of importance.
Language:
We’re definitely going to
need__________
________will be
vital/essential/extremely useful/completely useless/ a waste of space.
I can’t live
without________
kMaking tSuggestions
I think we should_______
I reckon we ought to
______
Why don’t we_______ How
about? /What about +Gerund_______
Agreeing/Disagreeing
Agreeing
|
Disagreeing
|
Ending an argument
|
I couldn’t agree with
you more
That’s exactly how I
feel.
You have a point there.
I was just going to say
that.
Absolutely.
|
I take you point but…
I tend to disagree with
you there.
I’m afraid I have to
disagree with you there.
I beg to differ
That’s not always the
case.
|
Let’s just move on,
shall we?
I think we’re going to
have to agree/disagree.
We’ll come back to that
later.
|
Appendix7
Story
completion
This
is a very enjoyable, whole-class, free-speaking activity for which students sit
in a circle. For this activity, a teacher starts to tell a story, but after a
few sentences he or she stops narrating.
Then,
each student starts to narrate from the point where the previous one stopped.
Each student is supposed to add from four to ten sentences. Students can add
new characters, events, descriptions and so on.
“The
Birthday Party”
Today
is my birthday. I am having a big party at my house. I invited everyone in my
class. I hope that they all come.
My
doorbell is ringing. I answer it. …..
Appendix 8
“Diamante Poem”
A diamante poem is a poem
in the shape of a diamond. Each line uses specific types of words, like
adjectives and –ing words. It does not have to rhyme.
Beginning Topic
Adjective,
Adjective (about beginning topic)
-ing word, -ing
word, -ing word (about beginning topic)
Four nouns –or- a
short phrase (about both beginning and ending topics)
-ing word, -ing
word, -ing word (about ending topic)
Adjective,
Adjective (about ending topic)
Ending Topic
(Synonym/Antonym)
Appendix 9
Worksheet 4
www.who.int
Work-shop Evaluation Form
1) What is your
overall assessment of the event? (1 = bad - 5 excellent)
1 2 3 4 5
2) Which topics or aspects of the workshop did you find
most interesting or useful?
3) Did the workshop
achieve the programme objectives?
Yes No
If no, why?
4) Knowledge and
information gained from participation at this event?
Met
your expectations Yes No
Somehow
Will be useful/applicable in my work Definitely Mostly Somehow Not at all
5) Please comment on the organization of the event (from 1 bad
to 5= excellent)
1 2 3 4
6) Comments and
suggestions (including activities or initiatives you think would be useful, for
the future)
THANK
YOU
Please
return this form to the instructor or coordinator at the end of the workshop.
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