11. Give students a chance, and time, to
correct themselves.
Use hand signals
• –e.g., Point behind you to indicate past tense.
12. Students can correct one another.
Peer correction often creates a positive
class atmosphere as students realize you
are not the only source of error correction
and they can learn a lot from one another.
13. Listen in on what they’re saying.
Make notes of the mistakes (whether they
are pronunciation, grammatical or lexical).
Write them on the board
Ask students to correct them. Usually most
of the mistakes can by corrected by the
students themselves.
14. If they repeat the same mistakes:
All Ss make a notebook to record their
errors and the correct version.
Periodically give quizzes on these errors.
15. Mistake Correction Note
It depends of the
weather.
It depends on the
weather.
Revise prepositions.
Not the same as in
Spanish - depende
de
I've lived in the U.S.
since six years.
I've lived in the U.S.
for six years.
Since - for points in
time
For - for periods of
time
16. FLUENCY: For a class discussions, so
students can express themselves and
think on their feet.
ACCURACY: When they have time to
prepare.
17. Be clear of the aims of the task.
Make sure Ss know which task they are
being asked to do.
Avoid presenting an activity as a fluency
task and then correct every single mistake.
19. 1. Keep the learner interested in the activity.
2. Make it easy.
3. Do not introduce new material,
vocabulary or grammar.
TIME TO USE THE HAMMER,
NOT TALK ABOUT IT.
20. Fluency strand = ¼ of the course time
(daily or weekly).
NOT a time to learn new items.
Time to use what they know.
21. #1 Rank-ordering
#2 Problem solving
#3 Planned speaking
#4 Group competition
#5 Role-Playing Scenarios
#6 Time pressure
22. Rank order these teacher qualities.
Sense of humor
Honesty
Love of children
Knowledge of subject
Flexibility
Clear speaking voice
Enthusiasm for teaching
Pleasant appearance
Fairness
Ability to create interest
Ability to keep order
Intelligence
23. -You and a friend are lost in the jungle. Put the following items in
order of importance for your survival.
A sleeping bag
Radio (listening only)
Axe
Gun and ten bullets
Matches
Tent
Torch
Map of the area
Cooking pot
Three cans of food
Three meters of rope
Story book
24. Everyone is given a text.
Team A leaves the room.
Team B (the class) then makes up and
asks them competitors questions about the
text. (They have not seen the questions.)
The class judges whether their answers
are correct.
25. Ask students to bring in one summarized
story from the news and talk about it to the
class. They must explain why they brought
it in/why it was important to them.
26. A student asks the teacher for an
extension on a paper. The teacher is not
inclined to do so.
29. Learners should know what mistakes they
made.
Text should have known vocabulary.
Use texts from familiar material.
Let them check their own or other’s work.
30. T sits outside the classroom and tells
student A one line of the dictation as he
comes out. Student A memorizes that
sentence, runs to Student B, who writes it
down.
31. Learners work in pairs. One reads dictation
and other writes. When pairs are finished
they yell “Stop!” The first pair that yells
Stop is the winner. They have limited time.
The one who is writing can ask to have
words repeated or spelled.
32. Do dictation, grade it, then return it so Ss
can look at mistakes. Then give the same
dictation, to make sure the Ss don’t make
the same mistake.
33. T records dictation into a tape recorder or
Ss’ mobile phone. Each student can do the
dictation on his own by using the rewind
and pause buttons. They can regulate the
speed of the dictation.
34. Pairs: the reader looks at a phrase in the
text, tries to remember it, and then looks
away from the text and then says it to their
partner, who writes it.
It forces the reader to rely on memory. It
goes from book to brain, and then from
brain to mouth.
Some consider the most valuable of
exercises.
35. S listens to a long phrase dictated by the
T, waits for several seconds, and then
repeats it.
NOTE: The length of the phrase a learner
can hold in memory is an indicator of
language proficiency.
36. S reads a phrase (by himself) and then tries
to hold as large a phrase as possible in the
language before writing it. Do not copy
word for word! Ideally suited for individual
practice.
37. T reads a text at normal speed.
Ss listen and take notes.
Ss get into groups and reconstruct the text
from memory.
Ss compare versions from various groups.
Class discusses usage points/mistakes.
*difficult!
38. Get in pairs or groups.
Design a simple exercise that begins with
fluency and ends with a dictation exercise
(or vice versa).
39. Fluency and accuracy – NOT the same!
Teach separately.
Fluency activities = practice.
Accuracy = language.
Tell them which activity you are doing.
41. Bailey, K. & Savage, L. (Eds.) New ways in
teaching speaking. Alexandria, VA:
TESOL.
Kehe, D., & Kehe, P. (2012). Discussion
strategies. Brattleboro, VT: ProLingua.
Nation, I., & Newton, J. (2009). Teaching
ESL/EFL listening and speaking. New
York: Routledge.
Editor's Notes
https://www.youtube.com/watch?v=AsM45FkBzq8 Youtube.com Speaking Real English
http://www.youtube.com/watch?v=QirhNeIwQ0w BridgeTEFL Teaching speaking with task-based learning