1. Activating
· How many different situations can you think of when people celebrate?
· How do people usually celebrate on these occasions?
2. Sharing
· Think about some occasions when you celebrated something.
· Work in groups of three. Tell your group about these experiences. As you listen to your partners, decide if you have had similar experiences to theirs.
3. Preparing
· Choose one experience of one member of your group. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who had the experience or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the occasion was; when and where the celebration took place; who else was involved; and what the celebration consisted of; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was being celebrated?
b) When and where did each celebration take place?
c) Who else was involved in the celebration?
d) What did the celebration consist of?
e) Do you think you would have celebrated the same occasion in a similar way?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about, in your opinion, most enjoys celebrating things.
Thursday, 30 April 2009
Friday, 10 April 2009
Speaking Cycle 7: Getting All Emotional
1. Activating
· How many different emotions can you think of?
· In what situations do people express these emotions?
2. Sharing
· Think about a time when you expressed a particular emotion.
· Work in groups of three. Tell your group about this experience. As you listen to your partners, decide if you have had similar experiences to theirs.
3. Preparing
· Choose one experience of one member of your group. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who had the experience or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the emotion was; when and where the person involved expressed the emotion; why they expressed this emotion and in what way they expressed it; and what the consequence was; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What emotion was expressed?
b) When and where did each situation take place?
c) What caused each person to express the emotion?
d) Were there any particular consequences in each case?
e) Do you think you would have expressed the same emotions, and in a similar way?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about, in your opinion, expresses their emotions most clearly.
· How many different emotions can you think of?
· In what situations do people express these emotions?
2. Sharing
· Think about a time when you expressed a particular emotion.
· Work in groups of three. Tell your group about this experience. As you listen to your partners, decide if you have had similar experiences to theirs.
3. Preparing
· Choose one experience of one member of your group. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who had the experience or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the emotion was; when and where the person involved expressed the emotion; why they expressed this emotion and in what way they expressed it; and what the consequence was; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What emotion was expressed?
b) When and where did each situation take place?
c) What caused each person to express the emotion?
d) Were there any particular consequences in each case?
e) Do you think you would have expressed the same emotions, and in a similar way?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about, in your opinion, expresses their emotions most clearly.
Speaking Cycle 6: The Best Of Friends
1. Activating
· What different ways do people typically make new friends?
· What different kinds of things do people enjoy doing with friends?
2. Sharing
· Think of different friends you had when you were growing up.
· Work in groups of three. Tell your group about some of these friends. As you listen to your partners, decide if you had similar friendships when you were growing up.
3. Preparing
· Choose one childhood friend of one member of your group. One of you is going to tell the rest of the class about this friend (it doesn't matter if the person who speaks is the person whose friend it was or if they talk about a friend of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the friend's name was; when and how the friendship began; what kinds of things the two friends involved used to do together; how the friendship developed; and whether the two people involved are still friends now; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was the name of the friend in each case?
b) When and how did each friendship begin?
c) How did each friendship develop?
d) Are the people involved in each friendship still friends now?
e) Which of the friendships is most similar to friendships you've had yourself?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the friendships you have heard about was, in your opinion, the strongest.
· What different ways do people typically make new friends?
· What different kinds of things do people enjoy doing with friends?
2. Sharing
· Think of different friends you had when you were growing up.
· Work in groups of three. Tell your group about some of these friends. As you listen to your partners, decide if you had similar friendships when you were growing up.
3. Preparing
· Choose one childhood friend of one member of your group. One of you is going to tell the rest of the class about this friend (it doesn't matter if the person who speaks is the person whose friend it was or if they talk about a friend of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the friend's name was; when and how the friendship began; what kinds of things the two friends involved used to do together; how the friendship developed; and whether the two people involved are still friends now; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was the name of the friend in each case?
b) When and how did each friendship begin?
c) How did each friendship develop?
d) Are the people involved in each friendship still friends now?
e) Which of the friendships is most similar to friendships you've had yourself?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the friendships you have heard about was, in your opinion, the strongest.
Speaking Cycle 5: Unusual Hobbies
1. Activating
· What different kinds of hobbies do people normally have?
· Why do people enjoy hobbies like these?
2. Sharing
· Think of some examples of hobbies you have or used to have.
· Work in groups of three. Tell your group about your present and past hobbbies. As you listen to your partners, decide if you've ever had any similar hobbies.
3. Preparing
· Choose one hobby (present or past, and if possible an unusual one) of one member of your group. One of you is going to tell the rest of the class about this hobby (it doesn't matter if the person who speaks is the person whose hobby it is or if they talk about a hobby of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the hobby is/was; when and why the person took up the hobby; what the hobby involves; how the person felt about the hobby when they first took it up, and how they feel about it now; and whether they would recommend the hobby to other people; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was the hobby each speaker talked about?
b) When and why did the person take up the hobby in each case?
c) What does the hobby involve?
d) How has the way each person feels about the hobby changed since they first took it up?
e) How would you feel about trying each of the hobbies yourself?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the hobbies you have heard about is, in your opinion, the most unusual.
· What different kinds of hobbies do people normally have?
· Why do people enjoy hobbies like these?
2. Sharing
· Think of some examples of hobbies you have or used to have.
· Work in groups of three. Tell your group about your present and past hobbbies. As you listen to your partners, decide if you've ever had any similar hobbies.
3. Preparing
· Choose one hobby (present or past, and if possible an unusual one) of one member of your group. One of you is going to tell the rest of the class about this hobby (it doesn't matter if the person who speaks is the person whose hobby it is or if they talk about a hobby of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the hobby is/was; when and why the person took up the hobby; what the hobby involves; how the person felt about the hobby when they first took it up, and how they feel about it now; and whether they would recommend the hobby to other people; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was the hobby each speaker talked about?
b) When and why did the person take up the hobby in each case?
c) What does the hobby involve?
d) How has the way each person feels about the hobby changed since they first took it up?
e) How would you feel about trying each of the hobbies yourself?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the hobbies you have heard about is, in your opinion, the most unusual.
Speaking Cycle 4: Speaking In Public
1. Activating
· How many situations can you think of when someone might be required to speak in public?
· How might people feel in situations like these?
2. Sharing
· Think of situations in your life where you had to speak in public.
· Work in groups of three. Tell your group about some of these situations. As you listen to your partners, decide whether you’ve ever had to speak in similar situations.
3. Preparing
· Choose one example of speaking in public which one member of your group has talked about. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who had the experience or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the occasion was; when and where it took place; how the speaker felt before, during and after speaking; and how the audience reacted; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was the occasion?
b) How did the speaker feel before they spoke?
c) How did the speaker feel while they were speaking, and after they had finished speaking?
d) What effect did the speech have on the audience?
e) How do you think you would feel in a similar situation?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about is, in your opinion, most comfortable when speaking in public.
· How many situations can you think of when someone might be required to speak in public?
· How might people feel in situations like these?
2. Sharing
· Think of situations in your life where you had to speak in public.
· Work in groups of three. Tell your group about some of these situations. As you listen to your partners, decide whether you’ve ever had to speak in similar situations.
3. Preparing
· Choose one example of speaking in public which one member of your group has talked about. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who had the experience or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as what the occasion was; when and where it took place; how the speaker felt before, during and after speaking; and how the audience reacted; and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) What was the occasion?
b) How did the speaker feel before they spoke?
c) How did the speaker feel while they were speaking, and after they had finished speaking?
d) What effect did the speech have on the audience?
e) How do you think you would feel in a similar situation?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about is, in your opinion, most comfortable when speaking in public.
Speaking Cycle 3: If I Were You....
1. Activating
· What different kinds of people might give advice to others?
· What reasons might people have for giving advice?
2. Sharing
· Think of some examples of advice you have been given.
· Work in groups of three. Tell your group about some advice you‘ve been given during your life. As you listen to your partners, decide whether you’ve ever received similar advice.
3. Preparing
· Choose one example of advice which one member of your group has been given. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who was given the advice or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as who gave the advice; when and in what situation the advice was given; why the advice was given; and how the advice was received (i.e. was it acted upon?); and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) Who gave the advice?
b) Why was the advice given?
c) Was the advice taken?
d) Does the person who was given the advice now feel it was good advice?
e) Would you have followed the advice if you had been in the same situation?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about is, in your opinion, most receptive to advice from other people.
· What different kinds of people might give advice to others?
· What reasons might people have for giving advice?
2. Sharing
· Think of some examples of advice you have been given.
· Work in groups of three. Tell your group about some advice you‘ve been given during your life. As you listen to your partners, decide whether you’ve ever received similar advice.
3. Preparing
· Choose one example of advice which one member of your group has been given. One of you is going to tell the rest of the class about this experience (it doesn't matter if the person who speaks is the person who was given the advice or if they talk about the experience of someone else in their group).
· Spend 15 minutes, as a group, preparing what the speaker is going to say. Think about a) information, such as who gave the advice; when and in what situation the advice was given; why the advice was given; and how the advice was received (i.e. was it acted upon?); and b) the organisation and structure of what the speaker will say.
4. Performing
· The speaker from each group talks to the rest of the class.
· As you are listening to other speakers, try to answer the following questions.
a) Who gave the advice?
b) Why was the advice given?
c) Was the advice taken?
d) Does the person who was given the advice now feel it was good advice?
e) Would you have followed the advice if you had been in the same situation?
5. Reporting
· When you have heard the speaker from each group, check your answers to the questions with the other members of your group.
· As a group, decide which of the people you have heard about is, in your opinion, most receptive to advice from other people.
Speaking Cycle 2: Scary Films
1. Activating
How many different kinds of films can you think of?
2. Sharing
3. Preparing
Spend 10 minutes, as a pair/group, preparing what the speaker is going to say. Think about
a) information, such as what the film was, when and where the person saw it, and with whom; why it was scary; what effect the film had on the person; whether the person would be just as scared if they saw it again; and
b) the organisation and structure of what the speaker will say.
4. Performing
The speaker from each group talks to the rest of the class.
As you are listening to other speakers, try to answer the following questions:
a) What is the name of the film?
b) When and where did the person see it, and who were they with?
c) Why did the person find the film scary?
d) How did the person feel after seeing the film?
e) How would you feel in the same situation?
5. Reporting
Speaking Cycle 1: Family Ties
1. Activating
How many different family members can you name in English?
2. Sharing
3. Preparing
Spend 15 minutes, as a pair/group, preparing what the speaker is going to say. Think about
a) information, such as what the problem was, and with whom; when, where and why it became an issue (i.e. was it a personality problem or the result of external events?); and how the person dealt with the problem; whether the problem was resolved; and
b) the organisation and structure of what the speaker will say.
4. Performing
The speaker from each group talks to the rest of the class.
As you are listening to other speakers, try to answer the following questions:
a) What was the problem each speaker talked about?
b) What was the cause of the problem?
c) How did the person react to the problem, and what was the result?
d) What kind of relationship do the people involved have now?
e) Have any members of your family had similar problems?
5. Reporting
Speaking Cycles - Behind The Scenes
These notes explain the rationale behind each stage of the speaking cycle.
1. Activating
· generating interest in the topic
· whole-group brainstorming of ideas and useful vocabulary
· activation of background knowledge
2. Sharing
· relating the experiences of peers to oneself
· identification of common experiences
· personalisation of the topic
· promotion of attentive listening within peer group
· promotion of mutual interest and curiosity
· development of a positive group dynamic
3. Preparing
· encouraging group investment in the task
· peer group negotiation and decision-making
· selecting appropriate language
· organisation of ideas
· asking peers/teacher for new language
· refining of language through self-correction and peer correction
· rehearsal in a ‘safe’ environment
4. Performing
· attentive listening for gist and specific information
· comparing performance of other groups with one’s own group
· ‘pushing’ speakers to optimise their performance by speaking to an audience
· monitoring performance of peer group ‘representative’
5. Reporting
· checking and correcting answers with peer group
· relating all the experiences to each other
· ranking and cognitive decision-making
Feedback Stage
· (teacher-led) clarifying of meaning, if necessary
· (teacher-led) correcting and refinement of language
· (teacher-led) highlighting and drawing of attention to noteworthy use of language
Speaking Cycles - A Brief Introduction
These notes explain the concept of ‘speaking cycles’. These are structured free speaking activities which follow a specific framework aimed at maximizing the attention of students, whether in the role of listeners or speakers. The notes are divided into two sections – Rationale and Procedure.
Rationale
Two key concepts/techniques provide the theoretical foundation for speaking cycles:
1 The ‘Pushed Output’ Hypothesis
This theory, put forward by Swain (1985), asserts that learners acquire language when their linguistic knowledge is pushed to the limit during meaningful interaction. In the context of free speaking activities, then, learning is more likely to take place when speakers know that they are being listened to.
2 Process Writing
A ‘process’ approach to writing is based on the notion that the benefits to learners of carrying out writing tasks are largely the result of the learning which takes place during the writing process (i.e. brainstorming ideas, structuring and organising content, and editing and peer-correction) rather than through ‘correction’ of the finished product. The same principle can be applied to speaking tasks, so that the framework outlined below can be described as a “process speaking cycle”.
Procedure
Stage 1: Activating
Students are asked to brainstorm key language relating to the topic of the lesson. This language is written on the board.
Stage 2: Sharing
Students are asked to think of personal experiences relating to a specific aspect of the topic. They are then organised into groups and are asked to share their experiences within their groups. Students are given a listening task here which requires them to listen carefully to what their colleagues say.
Stage 3: Preparing
Students are asked to choose one member of their group to talk to the rest of the class. The nominated student will tell the rest of the class about one of the personal experiences they have been talking about as a group. It doesn't matter if the person who speaks is the person who had the experience or if they talk about the experience of someone else in their group. The groups are given 15 minutes to prepare what their nominated speaker will say to the class. They should focus on both information content (e.g. the experience itself; when and where it took place; how the speaker felt before, during and after the experience etc.) and the organisation and structure of what the speaker will say.
Stage 4: Performing
Each nominated speaker talks to the rest of the class. The rest of the class are given five listening questions which require them to listen carefully to what the speakers are saying (these questions can either be dictated or copied and pasted onto a handout). Four of the questions should focus on identifying specific information, and one on their own response to what they hear. The teacher makes notes of errors, good use of language etc. for use in the later feedback stage.
Stage 5: Reporting
When all the nominated speakers have spoken, students check the answers to their listening ask questions with the other members of their group. As a group, they are then asked to rank the experiences they have heard about according to a criteria given to them by the teacher.
Feedback Stage
The teacher conducts a feedback session. This has two sections: a) checking the answers and following up any interesting information revealed during the performance stage; and b) focusing on language used – this should include both mention of good use of language and highlighting of errors or use of inappropriate language.
For an explanation of the rationale of each stage of the speaking cycle procedure, see Speaking Cycles - Behind The Scenes.
