Group Talk
description
Transcript of Group Talk
![Page 1: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/1.jpg)
Group Talk
![Page 2: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/2.jpg)
How and when to use Group Talk?
• An engaging starter activity using current topic or random stimulus
• A strategic plenary interactively demonstrating the progress made
• Or both – the beautiful symmetry of learning!
![Page 3: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/3.jpg)
How is Group Talk different?
• Only the target language is spoken by students to students
• Interaction happens between a small group of students
• Tasks demand opinion, conjecture and debate
• Language is often colloquial• Responses are spontaneous• There is no set finishing line• You are yourself!
![Page 4: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/4.jpg)
The Launch Lesson• Establishes social interaction in the
target language• Presents and embeds basic Group
Talk phrases• Simply requires previous
knowledge of basic opinion structures and adjectives
![Page 5: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/5.jpg)
1 I think ...2 What do you think? 3 That's right.4 That's not right.5 Yeh, really?6 What?!7 You're crazy!8 Shut up!9 Dunno
Was?!
Halt die Klappe!
Was denkst du?
Das stimmt nicht.
Ich denke
Ja, echt?!
Du spinnst!
Das stimmt.
Weiß nicht.
![Page 6: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/6.jpg)
Was?! Halt die Klappe!
Was denkst du?
Das stimmt nicht.
Ich denke
Ja, echt?!
Du spinnst!
Das stimmt.
I think ... What do you think?
That's right.
That's not right.
Yeh, really?What?! You're
crazy! Shut up!
Weiß nicht.
Dunno
![Page 7: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/7.jpg)
Stage 1/2 Group Talk opportunities
• colours• school subjects• animals• sports• favourite things• food and drink• celebrities • music• random items / pupil-chosen themes
![Page 8: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/8.jpg)
Embedding Group Talk • Use the Group Talk progression chart to
underpin planning• Build Group Talk objectives and
opportunities into existing schemes of work
• Display model scenarios to aid pupils’ talk
• Build up and keep centrally Group Talk resources (stimuli / scaffolds)
• Display and update Group Talk phrases• Archive pupil talk using Easi-Speak
voice recorders / flip cameras
![Page 9: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/9.jpg)
Extending Group Talk (Stages 3/4)
• Incorporate more advanced (and colloquial) language / structures
• Increasingly complex scenarios demanding more balanced views
• Use picture and text stimuli• Allow preparation for task / note
taking• Use model dialogues
![Page 10: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/10.jpg)
The impact on learning• Pupils (boys and girls!) of all
abilities and ages are motivated to speak
• Pupils talk more confidently and spontaneously
• Speaking and Listening skills are developed in unison
Ofsted 2011: ‘The skill of listening in order to
respondorally appeared very much in
decline.’
![Page 11: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/11.jpg)
• Questioning skills are improved• Fulfils the Talking Together sub-
strand of the KS3 framework• Improvement in GCSE Controlled
Speaking Assessments• Ofsted-Outstanding! Pupils ‘can use language
creatively and spontaneously to express what they want to say, including when talking to each other informally …’
![Page 12: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/12.jpg)
• Some examples used at KS4
![Page 13: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/13.jpg)
STAGE 4Developing
a line of thoughtSharing points of
view Balancing
an argument
give a developed response to a stimulus
Target language response sustained through the use of connectives, sequencing devices
and time-gaining phrases
express supposition Je suppose que… J’imagine que … Je me demande si… Je ne pense pas que ce soit… Ça pourrait être ce serait On dirait que… C’est peut-être… Il est possible que ce soit…
listen to extended talk, then respond to key points raised
Tu as dit que … Il a dit que … mais moi, je pense que ..…
give a balanced view or summary
of an issue
D’une part... d’autre part ... Bien que ce soit + adjective, ... Même si ...
![Page 14: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/14.jpg)
![Page 15: Group Talk](https://reader036.fdocuments.net/reader036/viewer/2022081520/56816284550346895dd2f23c/html5/thumbnails/15.jpg)