PowerPoint Presentation

TEACHING CONVERSATION The indirect approach: students acquire conversational competence by engaging in meaningful tasks

The direct approach: students pay attention to conversational rules and strategies, being aware of the process of learning

Richards (1990: 76-77)THE LIST OF FEATURES OF CONVERSATION IN CLASSROOM INSTRUCTION Strategies for opening and closing conversations

How to use both a casual style or more formal style of speaking

How to use conversation in different social settings

How to maintain fluency in conversation

How to use conversational fillers and small talk

Conversation Lesson Plan - Creating a New Society ByKenneth Beare

This classic conversation lesson is based on the idea of creating a new society. Students must decide which laws will be followed and how many freedoms will be allowed.

Aim:Building conversation skills, expressing opinions

Activity:Group activity deciding on the laws for a new society

Level:pre-intermediate to advanced

Discuss the following questions:

Which political system will the country have?What will the official language(s) be?What industries will your country try to develop?Will there be a state religion?What kind of immigration policy will there be?What will the educational system be like? Will there be compulsory education to a certain age?Who will be allowed to marry?

TEACHING PRONUNCIATION

Goals:

Clear, intelligible pronunciation

Linking

Phonetic distinctions between registers

Intonation

FACTORS THAT AFFECT PRONUNCIATION Native language: getting over their native language pronunciation is one of the difficulties students encounter Age: students must know that The younger, the better is only a myth Exposure: students must focus their full attention on the quality of their pronunciation

FACTORS THAT AFFECT PRONUNCIATION Innate phonetic ability: some learners manifest a phonetic coding ability that others do not Identity and language ego: the attitude of the speaker is important Motivation and concern for good pronunciation: clarity of speech is significant in shaping students self-image

TEACHING PRONUNCIATION ACTIVITIES Minimal pairsHomophonesVowel sounds puzzlePhonemic chartsRegional accentsDrills

CORRECTION OF SPEECH ERRORS When and how should I correct the speech errors of learners in my classroom?

AFFECTIVE AND COGNITIVE FEEDBACK POSITIVE AND NEGATIVE FEEDBACK Too much negative cognitive feedback leads learners to shut off any attempt of communication

Too much positive cognitive feedback will reinforce the errors of the speaker-learnerTHE DIFFERENCE BETWEEN LOCAL AND GLOBAL ERRORSLocal errors do not prevent a message from being understood because context provides clues to its meaning: There is a French widow in every bedroom.

Global errors prevent the hearer from understanding some aspect of the intended message: The different city is in another one in the another two. BASIC OPTIONS IN CORRECTION OF THE SPEECH ERRORSTo treat or to ignoreTo treat immediately or to delayTo transfer treatment or notTo permit other learners to initiate treatment To test the efficacy of the treatment

CONCLUSIONS

THANK YOU FOR YOUR ATTENTION AND COLLABORATION!