Student-Centered Speaking Ac2vi2es to Increase Fluency and ......• Underline, circle, and/or highlight the mistakes and correc2ons. Submit it to the teacher for review. Analysis

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?