Teaching Speaking: Classroom exercises Terry Yearley (Saitama University)
Date: July 2nd (Sat.), 2016 Time: 14:15-16:15pm Venue: Matsumoto City Tourist Information Office 2F (One block south of Matsumoto Castle.)
松本市市民活動サポートセンタ Google Map NB – Please note this workshop is not being held at our usual meeting place – Matsumoto M-wing. ご注意- 今回のワークショップは普段の待ち合わせ場所で開催されていません。
We will examine some speaking exercises with regard to how and why they are used in the language classroom. We will begin with an overview of Nation’s four strands (meaning-focused input, meaning-focused output, language-focused learning, and fluency development), and then look at how speaking fits into this framework. We will then explore the usage of two specific exercises (‘432’ and ‘Talking Zone’) and discuss their roles within the Four Strands. Finally, we will share other speaking activities in groups and attempt to categorize their respective roles.
Terry Yearley has a first class honours degree in Linguistics with TEFL, and an MA TESOL. He has been teaching EFL in Japan since 2001, and currently teaches speaking and writing at Saitama University. He is the Program Chair for West Tokyo JALT, and the Program Officer for ETJ Tokyo.
Admission: JALT members free. Non-members: 1000 yen. JALT会員は無料、非会員は当日1000円 Inquiries: Gregory Birch (email@example.com) See JALT.org events calendar for latest details.
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Presentations are a common activity in communicative English teaching in many contexts, ranging from simple in-class activities, to higher stakes speech contests and business presentations. How can teachers develop these skills in their learners in a systematic way? In an engaging and interactive presentation, speakers Gregory Birch and Dr. Sue Fraser shared their comprehensive approach to teaching presentation skills, first breaking content creation into six sub-components, including purpose, audience, and message. Together, they illustrated how these key concepts can be applied in both product and process approaches to teaching presentation skills through three examples: a self-introduction, a tourism-themed presentation for senior high school and college speech contests, and a formal product introduction for ESP learners.
Fraser demonstrated the stages used to develop the first two presentation types, and Birch used examples of a local company/product introduction presentation, requiring learners to construct their speeches based on a model and analysis of its organization. Performance aspects of presentations, divided into voice, behavior, visuals, and ‘other,’ were then discussed, and a system for marking performance cues on a script was introduced. Finally, issues surrounding giving feedback, clarifying evaluation criteria, and the weighting of content and performance elements were considered. This included ideas for peer evaluation and active listening by assigning specific roles to different students in the audience (e.g. writing advice or asking questions). This in-depth and comprehensive treatment of presentation skills offered expert guidance for anyone involved in helping language learners to engage in public speaking.