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Student-CenteredSpeakingAc2vi2estoIncreaseFluencyandAccuracy
Thiswebinarfocusesonac2vi2esthatpar2cipantscanuseinteachingspeakinginmul2-levelclasseswithstudentsofallages.
• Duringthispresenta2on,par2cipantswillreceivestep-by-stepinstruc2onsforeachac2vitysotheyarepreparedtousethemwithconfidenceintheirclasses.
• Eachspeakingac2vityincludesop2onsforteachingdifferenttypesofstudents.Withsomemodifica2on,eachac2vitycanbereusedmul2ple2mesduringalanguagecourse.
JulieVorholt
JuliecurrentlyteachesadultsintheintensiveEnglishprogramatLewis&ClarkinOregonandworksasaneduca2onalconsultant.ShehasbeenaU.S.DepartmentofStateEnglishLanguageSpecialistinKazakhstanandhasalsoworkedwithEnglishlanguageteachersandstudentsinChina,Turkey,andthroughouttheUnitedStates.SherecentlyeditedNewWaysinTeachingSpeaking,SecondEdi2on,abookwithover100newac2vi2es.SheholdsaMasterofArtsdegreeinTESOLfromtheMiddleburyIns2tuteofInterna2onalStudiesandaBachelorofScienceinEnglishandSecondaryEduca2onfromKentStateUniversity.
©2019byJulieVorholt.Student-CenteredSpeakingAc2vi2estoIncreaseFluencyandAccuracyfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCreaEveCommonsAHribuEon4.0License,exceptwherenoted.Toviewacopyofthelicense,visit:hHp://creaEvecommons.org/licenses/by/4.0/
Student-CenteredSpeakingAcEviEestoIncreaseFluency
andAccuracy
Portland,Oregon
CincinnaE,Ohio
Let’sbeginwithyourideas!
Thinkaboutyourclassduringanaverageweek.
Whatpercentageofclass2meisspentonextendedspeakingacEviEes,
inwhichstudentsfocusoncommunicaEngideasmorethancorrectgrammar?
1. Definetermsrelatedtostudent-centeredspeakinginstruc2on.
2. Examinestep-by-stepinstruc2onsforstudent-centeredspeakingac2vi2estoincreasefluencyandaccuracy.
3. Considerop2onsforteachingtheseac2vi2estodifferenttypesofstudents.
Today’sGoals
Teacher-Centered
v stronglyfocusesontheteacherandtheteacher’sideas
v moretradi2onalstyle
Student-Centered
v focusesonlearnerpar2cipa2on
v moreac2veinvolvement
TeachingExcellenceinAdultLiteracy(TEAL)FactSheetNo.6(2010)
Teacher-Centered
Teacher
Student
Student-CenteredStudentStudentStudentTeacher
Whataresomebenefitsofstudent-centeredlearning?
“
“[Teachers]will...bemuchmorearoundtheclassroomthaninfrontofit.ThereisnosenseinanyoftheliteraturethatIreadthatthisisadiminished,lessessen2alrole.”
Weimer(2002)pp.14-15
TheTeacher’sRoleintheStudent-CenteredClassroom
Howwouldyoudefinefluencyinspeaking?
Languageteachershaveprofessionaldefini2onsof“fluency”inalanguage.
“
“Fluency...isthecapacitytospeakfluidly,confidently,andatarateconsistentwiththenormsoftherelevantna2vespeech
community.”
Bailey(2005)p.5
“
“Fluency...includes...theabilitytospeakwithagoodbutnotnecessarilyperfectcommandofintona2on,vocabulary,and
grammar.”
Richards,Plah,andPlah(1992)
“ “Accuracy...referstotheabilitytospeakproperly–thatis,selec2ngthecorrectwordsandexpressionstoconveytheintendedmeaning,aswellasusingthe
gramma2calpahernsofEnglish.”
Bailey(2005)p.5
Whichsentenceismorefluentand
whichismoreaccurate?1. I...amvery...happy...tobe...here.
2. Ihappy,veryhappy,here.
Fluencyoraccuracy?Whichismoreimportant?
AccuracyFluency
Themostproficientspeakersspeakwithfluencyandaccuracy.
step1:reflec2on
Planning:TheProcess
step2:generaloutcomes
step3:specificchoices
Planning:AcEvityandLocaEon
Challenge:ClassroomSpace
Howdoyoumanagesitua2onswhereclassroomspaceisnot
easytouseforspeakingac2vi2es?
v interes2ngv authen2c,connected
toreallife
v sensi2vetoyourstudents
Planning:Topics
v close-ended
v open-ended
Examples
Doyouhaveafavoriteholiday?
Whatisyourfavoriteholiday?
Planning:QuesEonTypes
Examples
v close-ended Doyouhaveafavoriteholiday?
v open-ended Whatisyourfavoriteholiday?Why?
Planning:QuesEonTypes
Whatisanexampleofanopen-endedques2onthatyourstudentswouldliketoanswer?
v step-by-stepinstruc2ons
v op2onsforteachingmul2-levelclassesanddifferenttypesofstudents
v repe22onoftheac2vitypossiblewithsomerevision
Student-CenteredSpeakingAcEviEes
Howdoyourstudentsreacttoac2vi2esinvolvingmovement?
AcEvity:CommunicaEonLines
forstudentsofallagesv standinlinesv canmovefrom
v “askingques2ons”to“answeringques2ons”v from“answeringques2ons”to“askingques2ons”
MaterialsfortheTeachertoUseTimer Ques2ons
StepstoOrganizetheLine
1. Dividetheclassintotwogroups.2. Tellstudentstostandacrossfromeachother,forming
pairs.v Theyneedtobecloseenoughtoheareachotheracross
theline.v Theyshouldcreatesomespacebetweenthemselvesand
thepeopleontheirlenandright,sotheycanheartheirpartner.
CommunicaEonLine–Step1
Teacher
Line1:AsksQuesEon
Line2:AnswersQuesEon
xxxxxxx
xxxxxxx
DirecEonstotheClass
Announce:“Timeisup!It’s2metochangepartners.
StudentsinLine1,staywhereyouare.
StudentsinLine2,takeasteptoyourright.”
CommunicaEonLine–Step2
Teacher
Line1:AsksQuesEon
Line2:AnswersQuesEon
xxxxxxx
xxxxxxx
CommunicaEonLine–Step3
Teacher
Line1:AsksQuesEon
Line2:AnswersQuesEon
xxxxxxx
xxxxxxx
CommunicaEonLine–Step4
Teacher
Line1:AsksQuesEon
Line2:AnswersQuesEon
xxxxxxx
xxxxxxx
Communica2onLine–Step5
Teacher
Line1:AnswersQuesEons
Line2:AsksQuesEon
xxxxxxx
xxxxxxx
CommunicaEonLine–Step6
Teacher
Line1:AnswersQuesEons
Line2:AsksQuesEon
xxxxxxx
xxxxxxx
CommunicaEonLine–Step7
Teacher
Line1:AnswersQuesEons
Line2:AsksQuesEon
xxxxxxx
xxxxxxx
CommunicaEonLine–Step8
Teacher
Line1:AnswersQuesEons
Line2:AsksQuesEon
xxxxxxx
xxxxxxx
ArrangementforLargerClassesxxxxxxxxxxxxxx
xxxxxxxxxxxxxx
xxxxxxxxxxxxxx
Teacher
WhataresomebenefitsofusingCommunica2onLineswithyourstudents?
Fluency
Accuracy
Fluency
Accuracy
SentenceFrame-Steps
1. Writeasentenceontheboardandasktheclasstocompleteit.
2. Directstudentstosaythewordsontheboardastheyarewrihen.Fillintheblankswithacorrectchoice.
SentenceFrame:Examples
Myfavoritepersonis_______because_______.
Myfavoritepersonismybestfriendbecauseheisfun.Myfavoritepersonismyauntbecausesheisinteres2ng.
SentenceFrame:ErrorCorrecEonThisac2vity
v focusesonaccuracyv iscompletedataslowerpace,givingsome
2metothink
Theteacherprovideserrorcorrec2onthatisappropriateforthestudents’levelofEnglish.
AcEvity:ImpromptuSpeaking
Impromptuspeakingisv unplannedorrela2vely
unplannedspeaking
v sudden,withlihleornoprepara2on
Whyisimpromptuspeakingaposi2veaddi2ontotheEFLclassroom?
Howcanstudentsbenefit?
MaterialsforEachGroupTimer Ques2ons
ExampleQuesEonCardforStudentsatDifferentProficiencyLevels
1. HowdoesagoodEnglishteachertalktostudents?
2. Whatarethecharacteris2csofagoodEnglishteacher?
3. TowhatextentdoyouagreethatagoodEnglishteachershouldbeextroverted/outgoing?Why?
*Note#1iseasierthan#2and#3.
xx
x
x
Speaker
Listener#2
Listener#1
Timer
Steps–Part1
1. Thespeakerreadstheques2onfromtheques2oncard.
2. TheEmersays,“Youhaveoneminutetoprepare,star2ngnow,”andstartstheclock.Thespeakercanwritenotesandusethemwhenspeaking.
3. Aneroneminute,theEmersays,“Prep2mehasended.Pleasebeginspeaking.”
Steps–Part2
4. TheEmerstartstheclockagain.
5. Thespeakerspeaksforoneandahalftotwominutes.
6. ThelistenersandEmerlistencarefullytothespeaker.Theycantakenotesandusebodylanguagetoshowtheirinterest.
7. Anertwominutes,evenifthespeakeriss2lltalking,theEmersays,“Thatistwominutes.Thankyou.”
OpEonsforFeedbackThelistenersandEmercan:
1. Onlylisten;donotprovidefeedback.
2. Makeonlyposi2vecommentsaboutwhattheyheardandsaw,suchaspostureandbodylanguage.
3. Giveconstruc2vecri2cism,givingonestrengthandoneareatoimprove.
• Feedbackislimitedtoabout30seconds.• Thespeakercanaskques2onsaboutthefeedback.
xx
x
x
Listener#2
Speaker
Listener#1
Timer
LessIntrusiveOpEonsforListeningStanding Kneeling
LessIntrusiveOpEonsforListeningv Carrypaperandpenforwri2ngyournotes.
v Movebehindthestudents.(Studentscon2nuetalking.)
v Standorkneelbehindthestudentstolistenwithoutinterferingintheirspeakingac2vity.
v Writemistakesthatyou’dliketoteachinafutureclass.
v Donottelltheclassnamesofstudentswhomademistakes.
Fluency
Accuracy
Fluency
Accuracy
AnalysisthroughTranscripEon
AnalysisthroughTranscripEon–Part1
1. Theteacherexplainstheac2vitytothestudents:• Choosea30-to45-secondsec2onofyourspeakingthatwasdifficultorwherewereunsureofyourspeakingaccuracy.
• Writeortypeeverythingyouhear.
• Makeacopyofthatwri2ng.
• Usingthecopy,correctanymistakes.Donotchangethecontent.Justfixthemistakes.
• Underline,circle,and/orhighlightthemistakesandcorrec2ons.Submitittotheteacherforreview.
AnalysisthroughTranscripEon–Part2
2. Theteacherreadsthroughthetranscrip2oncarefully,checkingthatmistakeswerecorrected.Iftheteacherfindsanuncorrectedmistake,theteachercirclesthemistakeandwritesthecorrec2on.
3. Theteacherreturnsthepaperstothestudentsandasks:“LookformistakesthatIcircledandcorrected.Thesearemistakesthatyoumissed.Thinkaboutwhyyoumissedthem.”
Excellentpresenta2onsrequirebothfluencyandaccuracy.
AcEvity:“ElevatorPitch”PresentaEon
shortandpersuasive
PlanningConsideraEonsv moreproficientstudents(intermediate-advanced)
v olderstudents(middleschool-adults)
v repe22onpossiblewithnewtopics
“ “Anelevatorpitchisashortspeechthatsuccessfullydeliversasalespitchinthe2meittakesforanelevatortotravelfromthefirstfloortothetop
floorofabuilding.”
Vorholt(2019)p.189
Materials
Timer Assignment
Steps–Part1
1. Telltheclassthattheywillpresentanelevatorpitch.
2. Providebackground,includingthedefini2onandexplana2onofanelevatorpitch.
3. Watchsomevideosinclassanddiscussthem.Stressthatthespeakingshouldnotbetoofast.Note:Tofindvideos,searchonlinefor“elevatorpitchcompe22ons.”
Steps–Part2
4.Discusstheassignmentguidelines.Include:v presenta2onlength(2-3.5minutes,dependingonyourstudents)v ageneraltopicv arubric/formforgradingthattheycanuseasaguide
5.Givestudents2metoprepare,atleastafewdays.
Steps–Part3
6. Consideranin-classpeerreviewsession.Eachstudentpresentstoasmallgroupofpeersandreceivesfeedbackfromthem.
7. Atthenextclassanerthein-classpeerreview,studentspresent.Theteacher2meseachelevatorpitchpresenta2onandmakesgradingnotes.
OpEon:filmthepresenta2ons
ExampleTopics
1. Sellaproduct,suchasacarorasetofluggage.
2. Sellaservice,suchasahousecleaningservice.
3. Useageneraltopicthatallowsforsomestudentchoice:
“IfIhadamilliondollars,I’dbuy...”
ExampleTopics–Varia2on/RecyclingtheAc2vity• Keepthelengthoftheelevatorpitch.
• Expandthetopictoanypersuasivetopic,suchasthereasonswhyacertainneighborhoodisthebest.
Theelevatorspeechac2vitycanincludegamifica2on,suchasaclassvoteonthemostfluentorthemostaccuratespeech.
Fluency
Accuracy
Fluency
Accuracy
AddiEonalResourcesforHighBeginningtoAdvancedStudents
CheckoutthisEnglishTeachingForum
ar2cleontheNingforapresenta2on-basedac2vitythatfocusesonspeakingfluencyand
accuracy.
Oftheac2vi2esdescribedtoday,whichonedoyouthinkwouldbethemostpopularwithyourstudentsandwhy?
v Communica2onLines
v ImpromptuSpeaking
v “ElevatorPitch”Presenta2ons
ReferencesBailey,K.M.(2005).Prac:calEnglishlanguageteaching:Speaking.NewYork,NY:McGrawHill.Richards,J.C.,Plah,J.,andPlah,H.(1992).Longmandic:onaryoflanguageteachingandappliedlinguis:cs(2ndedi2on).Pearson.TEALCenter:TeachingExcellenceinAdultLiteracy.(2010).TEALCenterFactSheetNo.6:Student-CenteredLearning.Retrievedfromhhps://lincs.ed.gov/sites/default/files/6_TEAL_Student-Centered.pdfVorholt,J.(2019).Elevatorpitchcompe22onforenvironmentalNGOs.InJ.Vorholt(Ed.),Newwaysinteachingspeaking(2ndedi2on)(pp.189-191).Alexandria,VA:TESOLPress.
ReferencesVorholt,J.,&Harris,E.(2014).Entrepreneurshipandstudentmo2va2on.Englishteachingforum,(52)3,30-37.Retrievedfromhhps://americanenglish.state.gov/files/ae/resource_files/ex_52_3_30-37.pdfWeimer,M.(2002).Learner-centeredteaching:Fivekeychangestoprac:ce.SanFrancisco:Jossey-BassPublishers.
Email:[email protected]
AELive-NingCommunityofPrac2ce:americanenglishwebinars.comAEforEducatorsFacebookpage:facebook.com/AmericanEnglishforEducators
AEwebsite:americanenglish.state.gov
AEYouTubechannel:youtube.com/StateAmericanEnglishAEFacebookpage:facebook.com/AmericanEnglishatState
Thankyou!
Reflec2onandDiscussionQues2ons
1. Whichac2vityorac2vi2esfromtoday’ssessioncouldyouadoptoradapttopromotespeakingproficiencyinyourclasses?
2. Doesyourinstruc2ontendtofocusmoreonspeakingfluencyoraccuracy?Why?Shouldyouadjustyourcurrentbalancebetweenfluencyandaccuracy?
3. Whattopicsorspeakingpromptswouldencourageyourstudentstoproduceextended,crea2vespeech?
4. Howmightyouincorporateaspectsofaccuracyintofluency-orientedac2vi2es?Thatis,howcouldyouprovidefeedbackrelatedtoaccuracywithoutinterrup2ngstudentsduringfluencyprac2ce?
