Sorry to double post, but here are a couple of ideas I've been using lately:
Sorry to double post, but here are a couple of ideas I've been using lately:
I agree with limiting teacher talk, but I'm reminded that whatever tip or approach we see or hear about, we must consider our CONTEXT and the LEVEL of the students. With lower level JHS and HS students, I got a lot of mileage out of telling stories about my life. I got good at grading my speaking level and keeping it close to Krashen's i + 1.
I also still use DICTOGLOSS activities with first-year non-English majors and they are challenged and engaged.
Finally, I often use my stories as a model of what I want them to do in small groups. That same class I just mentioned do a regular warm-up each week on
"What are you thinking about these days?" using hints like:
I’m worried about
I’m looking forward to
I’m interested in
I’m looking for
I’m busy with
I’m planning to
Using online stopwatch that everyone can see, I set it to count up and they try to talk for 3 minutes with a partner.
After talking with 2 different partners, they record themselves trying to tell as much of their 3-minute talk into a one-minute recording. They get the idea of fluency I've been talking with them about.
Martin's cool post in Week 1 Discussion led to those ideas pouring out!
I agree with limiting teacher talk, but I'm reminded that whatever tip or approach we see or hear about, we must consider our CONTEXT and the LEVEL of the students. With lower level JHS and HS students, I got a lot of mileage out of telling stories about my life. I got good at grading my speaking level and keeping it close to Krashen's i + 1.
I also still use DICTOGLOSS activities with first-year non-English majors and they are challenged and engaged.
Finally, I often use my stories as a model of what I want them to do in small groups. That same class I just mentioned do a regular warm-up each week on
"What are you thinking about these days?" using hints like:
I’m worried about
I’m looking forward to
I’m interested in
I’m looking for
I’m busy with
I’m planning to
Using online stopwatch that everyone can see, I set it to count up and they try to talk for 3 minutes with a partner.
After talking with 2 different partners, they record themselves trying to tell as much of their 3-minute talk into a one-minute recording. They get the idea of fluency I've been talking with them about.
Martin's cool post in Week 1 Discussion led to those ideas pouring out!
A nice post, Steven. Thanks for sharing
ReplyDeleteI think teacher talk, especially when properly graded, is essential in contexts when there is not much support for English outside the classroom. As Penny was saying, we are often the only source of meaningful input for our students, unless we make a serious effort to create the conditions for further genuine encounters. When I worked in Ethiopia (as a VSO volunteer), I invited my fellow volunteers as guest speakers. I interviewed them on the stage and then it was the students turn to ask questions. I often recorded the sessions and students were able to listen to the speakers in their own time. I liked this activity, because the size of the audience was practically unlimited. I remember one occasion when we had about 400 students.
ReplyDeleteThe warm up. Great idea! I sometimes write "social chat" as a warmer on my Monday lesson plan and usually just let the students catch up with each other after the weekend - yours is an alternate way to give more guidance.
ReplyDeleteTeacher talk...hmm...I love the sound of my own voice and I have SO MANY stories to tell. I am VERY aware I need to monitor myself and make sure students have a chance to talk. I think I once was told the ratio of teacher to student talk needs to shrink according to the level...lower levels - the teacher's voice 80% of the time...up to ?10% with the higher levels...I'm at 50% ( w very high level)!
STUDENT TALK! Sometimes students ask to talk about something that is on their minds. Some of the stories are personal and difficult...I watch carefully for reactions. I take a chance as some of our students have experienced traumatic events and I worry about the effects of telling their stories on them and the other students but I reckon we can all benefit from the sharing and I can intervene if it becomes inappropriate. It never has.
Apropos students' prior traumatic events. I prefer a quick 20 Questions, or even a Bingo for a filler but occassiinally have used hangman. But I don't call it Hangman because of the image and association. Hangman has about ten "chances". I use "Hatman " - final move is the top of a tophat. BUT I think I caught Hangman or BEETLE in Penny's tips...I like the idea of a beetle!
I like the idea of "Social Chat" Claudie G and will use the sentence stems from Steven Herder this Friday with all my groups. Great! I'm learning lots already!
ReplyDeleteBy the way, Steven mentioned 'Dictogloss'. For those of you who don't know what it is, it's worth checking out and using (a multi-stage activity so too long to explain here, but still fairly straightforward and a lovely technique), mainly for B2 or plus level classes.
ReplyDeletePenny Ur Yes! Linking tasks to prime students for dictogloss, increase interaction and engagement has definitely worked for my students, too:
ReplyDeleteHere's a simple summary introduction and example:
teachingenglish.org.uk - Dictogloss
Great, thanks a lot for this, Phil.
ReplyDelete