On managing in-class activities:
Ten useful Tips for managing speaking activities
1- Be integrative to the other skills (namely reading, listening, and writing) with speaking as much as possible. Other skills study can be used to build control of the field, which is an important cycle in the teaching-learning cycle.
2- Contextualize and relate speaking to previous work and experience. Remember Stephan Krashen’s theory of language acquisition and especially the input hypothesis in its claim that knowledge and comprehension of whatever language is built one brick over the other. And that a student’s acquisition is furthered by relying basically on previous experience and knowledge.
3- Make sure that students understood how to interact with your prompts or succinctly your questions.
4- Demonstrate, if in need. Dramatization is the best way to demonstrate for beginner students.
5- Provide students with vocabulary/ transactional language that they might need to accomplish the task.
6- Give clear instructions. That does not mean too much instruction. A few words that are carefully chosen may do well.
7- Set a time limit to the activity, but be flexible!
8- Don’t interrupt or correct. But make notes of commonly made mistake and comment on them at the end of the activity or in another session that you may call ‘remedial work’.
9- Go around, through aisles and give help to those in need of and orient others.
10- Ask for feedback. Students say is invaluable in these new approaches that are essentially humanistic. I mean students-centered.
Ten useful Tips for managing speaking activities
1- Be integrative to the other skills (namely reading, listening, and writing) with speaking as much as possible. Other skills study can be used to build control of the field, which is an important cycle in the teaching-learning cycle.
2- Contextualize and relate speaking to previous work and experience. Remember Stephan Krashen’s theory of language acquisition and especially the input hypothesis in its claim that knowledge and comprehension of whatever language is built one brick over the other. And that a student’s acquisition is furthered by relying basically on previous experience and knowledge.
3- Make sure that students understood how to interact with your prompts or succinctly your questions.
4- Demonstrate, if in need. Dramatization is the best way to demonstrate for beginner students.
5- Provide students with vocabulary/ transactional language that they might need to accomplish the task.
6- Give clear instructions. That does not mean too much instruction. A few words that are carefully chosen may do well.
7- Set a time limit to the activity, but be flexible!
8- Don’t interrupt or correct. But make notes of commonly made mistake and comment on them at the end of the activity or in another session that you may call ‘remedial work’.
9- Go around, through aisles and give help to those in need of and orient others.
10- Ask for feedback. Students say is invaluable in these new approaches that are essentially humanistic. I mean students-centered.
Prepared by: Nouamane ERRIFKI
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