GGPS Pakhar Pur (34330732)

Markaz Vario

EaSTE Training
Presented By:
Farwa Batool Alvi
Aniza Iftikhar Bajwa
Aisha Riaz
Focus

“How should we prepare for an oral communication activity or

lesson?” There are three focus areas in this unit:
The importance of listening and speaking in oral
communication
Opportunities in the textbook to include speaking in every
lesson
Designing speaking activities.
Learning Outcomes

By the end of this unit, you will be able to:

Understand the importance of designing tasks to engage
learners in meaningful dialogue
Summarise factors that can support or hinder oral
communication in the classroom
Make use of all sections of the textbook to maximise oral
communication
Identify what to consider when planning an eff ective oral
communication activity or lesson
Structure lessons so that each stage has a clear learning
outcome and builds logically on the previous stage
Write simple instructions for an oral communication activity
 Key principals

Oral communication activities can be incorporated into any

kind of lesson in the textbook.
When planning oral communication, think about:
preparing learners for the speaking and listening activity (pre-)
what to do afterwards (post-)
conducting the activity itself (while-).

Each stage of a lesson plan should have a learning outcome.

Clear, concise instructions help learners to understand how to
take part in oral communication activities.
Dialogue Activity

Dialogue is helpful activity in oral communication.

How this may help learners
The activity will give learners the opportunity to:
read and understand a simple dialogue
practise a simple conversation and develop confi dence in
speaking
work on their pronunciation
use the language in the textbook to talk about real situations
tors that hinder/support oral communication in
sroom

Unhelpful Factors
Fear of making errors
Lack of voculabury
Correction midway
Lack of appreciation
Lack of practice
Diffi cult input
Factors that hinder/support oral communication in
classroom

Supporting Factors
Confi dence in speaking
Providing a word bank
Feedback at the end
Appreciative classroom environment
Plenty of practice
Easy input
 Planning oral communication activities and lessons

How does the ‘Pre-’ stage help learners to get ready to

speak and listen?
The ‘pre-’ stage prepares learners for reading by
getting them to think about the topic,
imagine or predict what they are going to read about,
and introducing or reminding them
of some of the key vocabulary items in the text. These
pre-reading activities get them to the
point where they are ready to read, and even eager to
read.
Why do you think error correction happens after the oral
communication activity?

If the teacher interrupts the learners while they are speaking to correct
their language, it is
very likely to disturb their fl uency or even make them lose their
confi dence altogether. The
goal of an oral communication activity is to give learners the
opportunity to use the
language to tell a story, to express their ideas, or just to have a simple
conversation.
Interrupting them with language corrections will prevent them from
achieving this goal. It is
much more eff ective to make a note of the language errors and save
the correction until the
end of the activity.
Classroom Language 1
Classroom Language 2

Next time you are planning an oral communication activity, do

the following:
Before your lesson: plan and write the instructions you will
give in simple English.
During the lesson, notice if the learners understand your
instructions in English.
After your lesson, think about the questions below.
Classroom Language 2(count.)

What classroom language do you use with your learners?

Can you simplify the English that you use so that your learners
can understand you better?
Do you usually plan how to say instructions in English? If not,
could this be helpful for you?
How can you support your learners if they do not understand
your instructions in English?
Classroom Task

Read the given dialogue and notice the use of these

expressions.
Sara: Excuse me, Miss Amna.
Miss Amna: Yes, what is it?
Sara: I'm sorry I didn't bring my English workbook. I
was doing my homework last night. I left it on
my table.
Miss Amna: Be careful next time. Make sure that you bring
it tomorrow.
Sara: I will be careful next time. Thanks, Miss Amna.
Classroom Task

In pairs, learners practise reading the dialogue aloud two or

three times.
Pairs change roles and practise the dialogue again.
Pairs turn their books over and practise the dialogue without
looking at their books.
Pairs think of diff erent reasons for Sara to apologise and
create their own dialogue, following the same pattern, but
using diff erent expressions given in the textbook for off ering
and accepting an apology.
Action Point
Summary

In this unit you have:

explored tasks/activities that could make oral communication
skills more meaningful and eff ective
read about factors that can support or block oral
communication in the classroom
considered strategies for including oral communication in
diff erent types of lesson
examined an example of an oral communication lesson plan
with aims and stages
considered how to design and plan an oral communication
activity
written simple instructions for an oral communication activity.
Introduction Focus

In Unit 4 you will think about how we can manage oral

communication activities eff ectively in the classroom. There
are three focus areas in this unit:
Diff erent interaction patterns for diff erent activities
Diff erent roles for the teacher managing diff erent stages of an
oral communication activity
Learning Outcomes

By the end of this unit, you will be able to:

Recognise the importance of sharing learning outcomes when
setting up an oral communication activity
Manage various stages (pre, during and post) of oral
communication activities
Manage the pace and timing of oral communication activities
Encourage learners to practise classroom language by using a
variety of interaction patterns
Use a variety of techniques to motivate learners and increase
oral communication in the classroom
Refl ect on lesson management, identifying strengths and
weaknesses, and making changes as needed for multilingual
Key Principles

It is good practice to draw learners’ attention periodically to

learning outcomes, to encourage them to refl ect and self-
evaluate their learning.
Teachers have to play diff erent roles during diff erent stages
(pre, while and post) of an oral communication activity.
Pace and careful timing of activities can add variety to a
lesson and keep learners motivated.
Teachers should use simplifi ed language to give instructions.
Using a variety of interaction patterns encourages learners to
use and practise target language.
Teachers can constantly gauge their learning and refl ect on
their practices in their own teaching context.
Pause of Thoughts
The learning outcome in the textbook is ‘introduce self and
talk about family’.
2. Here are two ways to share this learning outcome with the
learners in an interesting way:
Write each word of the learning outcome on separate pieces of
paper. Ask a group of students to come to the front of the
class and take one word each. They have to share their words
to make the whole sentence and show it to the class. Ask the
rest of the class to read the learning outcome.
Write two learning outcomes from the textbook on the board
and ask learners to choose the one they think is a better
description of the activity
Managing various stages of an oral
communication lesson (Pre, while and Post)

Each oral communication lesson has three stages: pre, while

and post.
The pre-stage should prepare learners for the communication
task. Pre-stages often include some kind of reading or
listening.
The while-stage is the conversation task itself.
The post-stage allows learners to get feedback on their
performance and may include a conclusion to the task.
 Pause for Thoughts

What Goes Around Comes Around – learners read a fable

about a mouse and a frog.
What is the outcome of this activity?
To get learners talking and exchanging ideas about their
favourite stories
2. What can you do in the pre-stage of this activity?
Get the class to share the titles of as many stories as they can
think of.
3. What is the role of the teacher while the learners are taking
part in the discussion?
Pause for Thoughts

3. What is the role of the teacher while the learners are taking
part in the discussion?
To monitor, moving around the class, listening to learners and
making notes about
content and language.
4. In what ways can you provide feedback to the learners in
the post-stage?
Give them praise for interesting content and good use of
language that you have heard.
Select some common language errors for correction with the
whole class.
Focus on the Textbook

This speaking exercise is for Grade 5 pupils. Think about how

you would manage this activity in your classroom and answer
the questions below.
Setting up Speaking Activities

Grouping
Watch the fi rst part of the video
How does the teacher put her learners into groups?
How does the fi rst teacher put her students into groups?
She gives them pictures of animals. The students have to fi nd
the other
students with the same animal and sit with them. This warmer
means the students can interact in English before they even
start the task.
Why does the teacher say, ‘Will you work alone?’
This is an Instruction-Checking Question. It can be tempting
just to ask the
students, ‘Do you understand?’ but students can answer that
they do, when
in fact they don’t.
3. How does John Kay suggest we can tell whether students
have
understood the instruction or not?
He suggests we look at their actions. If they have understood,
they will start
How does the male teacher provide a ‘model’ for his students?
He gets the class to watch as he shows himself interacting with one of
the
students.
5. How does the teacher give the students useful language for
completing
the task?
The language is on cards which are on the tables and the walls of the
classroom. Remember that along with the target language, students
need
language to negotiate misunderstandings (e.g. ‘Could you repeat that
please?’)
Interaction Pattern 1
Managing Speaking Activities

Read Raheem’s plans for an activity using the Grade 2

textbook (p. 67). Can you give him any suggestions on how he
can allow more speaking time for the learners?
Summary

I n t hi s uni t yo u ha ve :
E xpl o re d va r i o us t e chni qu es t o m a na ge o r a l co m m uni ca ti o n a ct i vi ti e s i n yo u r
cl a s s e s
I de n ti fi e d t he i m po rt a n ce o f s h a r i n g l e a rn i n g o u tco m e s w i th t he l e a rne rs
I de n ti fi e d t he va ri o us ro l e s o f t he t e a che r duri ng di ff e re nt s t a ge s o f a n o r a l
co mm uni ca t i o n a ct i vi t y
G a i ne d i n s i ght i nt o m a na gi ng t he pa ce a nd t i m i ng o f a cti vi t i e s
Re fl e cte d o n ho w t o us e t a s k s fro m th e t ext bo o k s i n yo ur cl a s s ro o m
Obs e rve d di ff e re nt pa t te rns o f i nt e ra ct i o n a n d ho w te a che rs ca n m o t i va t e
l e a rne rs t o s pe a k
Re fl e cte d o n yo ur o w n l e a rni ng a nd t he i m pl em e nt a ti o n o f
cl a s s ro o m m a na ge m en t te chn i q ue s