Презентация Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity онлайн
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- Всего слайдов:26 слайдов
- Для класса:1,2,3,4,5,6,7,8,9,10,11
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Слайды и текст к этой презентации:
№1 слайд
Содержание слайда: Day 11
Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity
№2 слайд
Содержание слайда: Session 1: Types of listening comprehension skill development within the curriculum
№3 слайд
Содержание слайда: Questions relating to issues in this session
What do effective listeners do?
What type of listening sub-skills are targeted in the curriculum?
What types of task best help target sub-skill focuses?
What range of listening tasks might we typically use for Formative Assessment?
№4 слайд
Содержание слайда: Effective listeners:
connect: make connections with people, places, situations, and ideas they know
find meaning: determine what the speaker is saying about people, places, and ideas
question: pay attention to those words and ideas that are unclear
make and confirm predictions: try to determine what will be said next
make inferences: determine speaker's intent by inferring what the speaker means but does not actually say
reflect and evaluate: respond to what has been heard and pass judgement.
№5 слайд
Содержание слайда: Listening skills taxonomy
Direct meaning comprehension
Listen for gist
Listening for main idea(s) or important information; and distinguishing that from supporting detail or examples
Listening for specifics, including recall of important details
Determining a speakers’ attitude or intention towards a listener or a topic
Inferred meaning comprehension
Making inferences and deductions
Relating utterances to their social and situational context
Recognising the communicative function of utterances
Deducing meaning of unfamiliar lexical items from context
Contributory meaning comprehension.
№6 слайд
Содержание слайда: Listening skills taxonomy
Understanding phonological features
Understanding grammatical notions such as comparison, cause, result, degree.
Understanding discourse markers
Understanding the main syntactic structure of clauses or idea units
Understanding cohesion, especially reference
Understanding lexical cohesion, especially lexical set membership and collocations
Understanding use of lexis in context
Listening and taking notes
Ability to extract salient points to summarise the text
Ability to select relevant key points.
№7 слайд
Содержание слайда:
№8 слайд
Содержание слайда: Returning to our question
What types of task best help target Listening sub-skill focuses?
Make a table with another teacher.
№9 слайд
Содержание слайда: Session 2: Micro-stages of listening lessons and integrated listening outcomes
№10 слайд
Содержание слайда: Questions relating to issues in this session
How can we compensate for ‘context’ deficiency in listening tasks?
What other work might we typically integrate listening/ viewing tasks with?
What do we mean by ‘metacognition’ in listening?
What phases of activity do teachers need to manage in and around ‘listening’ tasks ?
№11 слайд
Содержание слайда: Micro-stages in listening
Lead in
Pre-teach
Gist question(s)
Listening to part of the text
First listening
Check answers to the gist question(s)
Look at the detailed comprehension questions
Listening for detailed comprehension
Check answers to the detailed comprehension questions
Language analysis and/or reaction to the text.
№12 слайд
Содержание слайда: Watch this extract from the series:
‘The human planet’
Video Extract : ‘Catching Auks’ from the episode Life in the deep freeze.
This fits with cross-curricular objectives in Grade 11 relating to the preservation of food.
Think about micro-stages in Listening lessons and discuss with another teacher some of the things you might do in using this Listening input.
№13 слайд
Содержание слайда: Reasons for supporting listening through video
Expand learner experiences beyond the classroom (context)
Accommodate different learning styles (medium)
Support curriculum with real world tie-ins (content)
Aid to retention and comprehension (media)
Encourage learner participation (interaction patterns)
Motivation and engagement (viewing techniques)
№14 слайд
Содержание слайда: Video techniques to promote listening skills
sound on/sound off
dubbing
subtitles
media adaptation
karaoke function
back to screen
freeze frame
№15 слайд
Содержание слайда: Returning to our question
How can we compensate for ‘context’ deficiency in listening tasks?
With another teacher, make a list of useful techniques.
№16 слайд
Содержание слайда: Session 3: Range and type of group, and whole class curriculum speaking activities
№17 слайд
Содержание слайда: Questions related to issues in this session
How can we characterise/label different forms of speaking activity in class?
Does all speaking activity need to have a specific skills focus?
What areas/genres of speaking might specific skill focuses target.
What do reliable speaking assessment criteria look like?
№18 слайд
Содержание слайда: What types of speaking/oral assessment activities are suggested by these verbs of speech ?
№19 слайд
Содержание слайда: Speaking activity focuses
№20 слайд
Содержание слайда: Assessing Speaking
What might we assess?
Write a list of terms that you think might feature in assessment criteria.
№21 слайд
Содержание слайда: Which of these terms do your terms relate to?
Grammar and vocabulary
Discourse management
Pronunciation
Interactive communication
№22 слайд
Содержание слайда: Returning to our Question
Does all speaking activity need to have a specific skills focus?
List activities for which the answer above would be no and types of activity for which the answer would be yes.
№23 слайд
Содержание слайда: Session 4: Classroom management, monitoring and feedback of speaking activities
№24 слайд
Содержание слайда: Questions relating to issues in this session
What skills does a teacher need to develop to effectively manage speaking lesson focuses?
What are some of the ways that teachers can reduce TTT ?
Should correction and feedback always be immediate?
What strategies can teachers use to include more reticent speakers?
№25 слайд
Содержание слайда: Video viewing
In a table write down phases of this speaking / language input lesson that seem to fit the classification.
T-S S-S S-T
https://www.youtube.com/watch?v=ue4-8y2MfQw
№26 слайд
Содержание слайда: Returning to our question
Should correction and feedback always be immediate?
Discuss with another teacher the best moments of giving feedback you have seen in this session.
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