During Alessandra's lecture, each group was asked to discuss about one of the set topics: “Teaching Grammar”; “Teaching Vocabulary”; “Teaching Listening”; “Teaching Writing” and “Teaching Speaking”.
After the discussion, each group had to read an article related to the topic discussed, written by Jeremy Harmer, a teacher and materials writer, who has worked extensively in the UK and Mexico and led training sessions all over Europe. After that, we were supposed to compare what we discussed with what we read. Finally, we should come up with a conclusion and if possible write it in the blog so the other groups could share or add opinions about our conclusions. Our group was responsible for the topic “Teaching Speaking”.
Well, to be honest, I've always wondered to which extent ESOL teachers are responsible for their students' speaking development. I think all the abilities - speaking, writing, listening and reading - are intimately connected. Speaking involves having a listener whom you interact with. Reading helps you acquiring new vocabulary you need to speak. When writing you structure the grammar and vocabulary.
Jeremy Harmer points out that speaking activities are not drill-like exercises. It is important for a teacher to have an aim when conducting a speaking activity. Students are supposed to develop their fluency, so we agree with Harmer that it is important to avoid overcorrection. In spite of the different roles grammar assumed in Language teaching, it is true that when teaching we tend to overvalue it, repeating, for example, that in English we have to use a suject before a verb. We believe that an informal conversation has a short space in the classroom.
We are aware of the fact that speaking should not resctrict students to specific grammar patterns, but it is a fact that a certain unit in a book will explore a tense studied and speaking is in fact intended to teach grammar. So, it is very important, for teachers, to open a space for free discussions based on topics suitable for each single group. We condiser roleplays something very useful, once students pretend to be in a situation they would really use English language. We believe that this space should not be the moment for corrections. Maybe we could make notes about these mistakes and discuss about them in another oportunity. Something I condiser useful is reproducing students mistakes on the board and ask the whole class to check them. This can also be done when you return students’ writings.
It is important for a teacher to define the aims that go with a certain speaking activity so that a feedback can be given.
There are lots of resources teachers can take advantage of. I like very much New English File series, which bring communicative activities. You may find some interesting controversial topics on the Internet. I suggest you keep different acitivities you have used in a file so that you can register students impressions in different groups. Activities from different books are interchangeable and by doing this will save your time.
After the discussion, each group had to read an article related to the topic discussed, written by Jeremy Harmer, a teacher and materials writer, who has worked extensively in the UK and Mexico and led training sessions all over Europe. After that, we were supposed to compare what we discussed with what we read. Finally, we should come up with a conclusion and if possible write it in the blog so the other groups could share or add opinions about our conclusions. Our group was responsible for the topic “Teaching Speaking”.
Well, to be honest, I've always wondered to which extent ESOL teachers are responsible for their students' speaking development. I think all the abilities - speaking, writing, listening and reading - are intimately connected. Speaking involves having a listener whom you interact with. Reading helps you acquiring new vocabulary you need to speak. When writing you structure the grammar and vocabulary.
Jeremy Harmer points out that speaking activities are not drill-like exercises. It is important for a teacher to have an aim when conducting a speaking activity. Students are supposed to develop their fluency, so we agree with Harmer that it is important to avoid overcorrection. In spite of the different roles grammar assumed in Language teaching, it is true that when teaching we tend to overvalue it, repeating, for example, that in English we have to use a suject before a verb. We believe that an informal conversation has a short space in the classroom.
We are aware of the fact that speaking should not resctrict students to specific grammar patterns, but it is a fact that a certain unit in a book will explore a tense studied and speaking is in fact intended to teach grammar. So, it is very important, for teachers, to open a space for free discussions based on topics suitable for each single group. We condiser roleplays something very useful, once students pretend to be in a situation they would really use English language. We believe that this space should not be the moment for corrections. Maybe we could make notes about these mistakes and discuss about them in another oportunity. Something I condiser useful is reproducing students mistakes on the board and ask the whole class to check them. This can also be done when you return students’ writings.
It is important for a teacher to define the aims that go with a certain speaking activity so that a feedback can be given.
There are lots of resources teachers can take advantage of. I like very much New English File series, which bring communicative activities. You may find some interesting controversial topics on the Internet. I suggest you keep different acitivities you have used in a file so that you can register students impressions in different groups. Activities from different books are interchangeable and by doing this will save your time.
SOURCE:
HARMER, J. Teaching Speaking. In English Teaching Professional. The Swan Business Centre, Fishers Lane, Chiswick, London W4 1RX, England.
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