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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
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
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
Sheets of paper, post-it notes, pens/felt- pens/
Asks teachers to watch a short video and guess the topic of our workshop.
Wants to bring
colleagues to the topic
indirectly through an
Ts watch a cartoon
“Do you speak English?” and name the topic - ”Speaking”
a short cartoon
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.
A set of sentences
Presents some speaking activities (techniques, tools):
Participate in activities and evaluate them.
Speaking and Moving to relax
(in the middle of the Stage 4)
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.
TT suggests writing a “Diamante Poem” about the workshop “Speaking”.
Feedback of the workshop
Holmes David. Speaking activities for the classroom. Copyright 2004 http://www.noblepath.info/speaking/apeaking_activities.pdf
Watcyn-Jones. P. Vocabulary games and activities for teachers. Penguin Books Ltd 1993
Gairns R.and Redman S. Oxford Word Skills. Oxford University Press,2006
Two Truths and a Lie
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.
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)
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)
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.
Distribute the word clouds and elicit what the story might be about.
In pairs, ask your students to reconstruct the text.
Hand out copies of the text so your students can see how they fared, or dictate it and ask them to have another try.
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.
Speak about the role of music in our life using the words in the word cloud.
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.
Task: Tell about hobbies using the Mind Map from the Internet
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.
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 ....."
This is a person who ......
This is a thing that ....
We use this thing to ....
This is the opposite of ...
We do this when we ....
We do this if ....
Hand out 2
X MARKS THE SPOT
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
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.
We’re definitely going to need__________
________will be vital/essential/extremely useful/completely useless/ a waste of space.
I can’t live without________
I think we should_______
I reckon we ought to ______
Why don’t we_______ How about? /What about +Gerund_______
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.
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.
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.
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. …..
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.
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)
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?
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)
Please return this form to the instructor or coordinator at the end of the workshop.