Live session: Speaking and Writing Nov.13, 20202020

Reminders

● Turn your microphone and camera on and off with these buttons.

● Use the raise hand feature to ask questions.

● Use the chat box to ask questions.

● In the chat box, contribution is more important than spelling.

● You can use the go slower button, if you feel the session is going too fast and vice versa.

Expected interactions

● the chat box

● slides in the main room

● breakout rooms (requires camera, headphones and microphone)

● status change to agree / disagree

Lesson objectives. By the end of the session we will have discussed and reviewed:

● what teaching speaking as a skill involves.

● how developing fluency differs from accuracy through an analysis ofclassroom tasks

● the teacher’s role in speaking and writing lessons

● the differences between a product and process approach to writing

● progress on the group task- Looking ahead to Week 5 Language

Warmer: What kind of a person are you? Explain why?

Morning or evening?Tea or coffee?Cats or dogs?

Summer or Winter?Films or books?

What is the difference between a controlled practice speaking activity

and a fluency speaking activity?

Can you name some speaking sub-skills? Note these in the chatbox.

Examples of sub-skills:Fluency

FunctionsAccuracy

AppropriacyInteractive strategies

Body languageText types

BOR Task 1:What is fluency?Consider if these are fluency-based activities – Answer: yes, no or it depends (on what?). Take notes for discussion in feedback.

• The students talk about their weekend• The students repeat after the teacher in a drill• The students carry out a role play • A tongue twister (for example, saying ‘She sells seashells on the

sea shore’.)• Finding ten differences between two pictures• A `Find someone who` activity

b. From the fluency activities above, which are more communicative and why?

BOR Task 2: What is fluency?

● Task 2In order to conduct a fluency activity successfully (i.e. the students speak in a motivated way), what should the teacher do: -

○ Before the actual activity,

○ During the activity itself,

○ After the activity?

Role of the teacher in Speaking lessons

Before

During

After

Teaching writing● What are the two main different approaches to writing lessons discussed in

Week 4?

● P

● P

Teaching writing approaches● Product writing

● Process writing

Staging a product writing lessonPut the stages of a product writing lesson in the correct order and note the letters in the chatbox:a. The teacher provides practice of features previously analysed in the textb. Learners read a model text and answers comprehension questions about the information in the textc. Key features in the example text are highlighted and clarifiedd. Learners write their version of the texte. Teachers gives feedback on the writing

Answer Key: Stages of a product approach to writing b. Learners read a model text and answers comprehension questions about the information in the textc. Key features in the example text are highlighted and clarifieda. The teacher provides practice of features previously analysed in the textd. Learners write their version of the texte. Teachers gives feedback on the writing

Role of a teacher in a product approachb. Learners read a model text and answers comprehension questions about the information in the text What would you do in class before this?c. Key features in the example text are highlighted and clarifiedWhat examples of ‘key features’ can you think of?a. The teacher provides practice of features previously analysed in the textd. Learners write their version of the texte. Teachers gives feedback on the writingHow could you give feedback?

A process approach to writing

● Complete the gaps with the words below:

First learners (1) ___________ the contents of the text and discuss how best they can (2)___________ their ideas. Then learners write the first (3) ________ either alone or collaboratively. Then readers swap first drafts and give each other (4)_____________ on their writing. Then the teacher gives some interim feedback to the learners on the content, organisation and language of their writing. Finally, learners write their final draft and teacher gives feedback on their writing.

draft brainstorm feedback organise

A process approach to writing - key● First learners (1)brainstorm the contents of the text and discuss how best they

can (2)organise their ideas. Then learners write the first (3)draft either alone or collaboratively. Then readers swap first drafts and give each other (4)feedback on their writing. Then the teacher gives some interim feedback to the learners on the content, organisation and language of their writing. Finally, learners write their final draft and teacher gives feedback on their writing.

What are the sub-skills of writing? Type these below.

BOR 2- Writing sub-skills task ● Consider the following piece of writing shared with your group: Analyse the

content and discuss strengths and weaknesses of the following aspects and take notes:

• Punctuation• Layout• Accuracy of grammar and lexis• Range of language• Paragraphing• Cohesion• Content• Planning• Register

BOR 3: Writing sub-skills task – example of writing

Dear Luis,I’m very pleased that we’re going to be penfriends. I tell you a little about myself. You reply.I live in Barcelona in an area apartado of the centre, but is an area very populated and too much new.I’m working of a taxi driver, is a profession very stessant, but the same time very distracting because I’m speaking with the people about a lot of historys.I like doing sport, coat running, is marvelous because after the run I’m perfectly.I’m married good with a woman very nice and we have gotten three children, two soons and a daughter, my first soon, he has an arquitect and my daughter, she’s going to at the University. Well, I hope you notices soon.Best wishes,Carlos.

Looking ahead to Week 5 – Groupwork: Language.● Work in the same groups as before (accessed via the Profile>Groups menu).

Each group will do some research into the grammar structure given below:Group A – Defining and non-defining relative clausesGroup B – Reported speechGroup C – Passive voiceGroup D – Conditional sentences

● This is what you need to include:● Explain the general form of the structure● Provide a sentence/ short text to exemplify the structure.● Give a context in which the structure could be taught● Explain the meaning/use of the structure in the context provided● In bullet points, indicate the main aspects of meaning, form and pronunciation

to consider when teaching this structure.

Final thoughts or questions?