This is an extended version of my speaking skills workshop (recreated and more slides specifically made for the internet as I'm not there to explain things ;-) - the slideshare alsot functions as a mini presentation of the SimplyConversations system I've created for language learners as well. You can view it as a video (5mins) or page through each slide individually).

1. Simply Conversations TM Teaching communication skills to adult language learners Karenne Sylvester www.kalinago-english.com

4. Approximately 75% of the time we spend communicating we are listening or speaking

5. What is conversation ?

6. Small talk

7. Conversation GENERAL * football * parties * people * food * drink * animals * weather * holidays

8. Chatting & gossiping

9. Conversation PERSONAL GENERAL * lovers * health * friends * hobbies+interests * family * problems * football * food * weather

10. Business discussions

11. Conversation PERSONAL PROFESSIONAL GENERAL * family * friends * lovers * projects * tasks * the boss * colleagues * meetings * presentations * customers * football * food * weather

12. Going deep: sharing ideas,thoughts, opinions

13. Conversation PERSONAL PROFESSIONAL GENERAL + TABOO! * family * friends * lovers * money * sex * politics * death * religion * customers * projects * colleagues * football * food * weather

14. What impedes communication in a language classroom?

16. Low motivation , low self-esteem and debilitating anxiety can combine to “raise” the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is ‛up’ it impedes language acquisition. Krashen, 1985

17. Low motivation , low self-esteem and debilitating anxiety can combine to “raise” the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is ‛ up ’ it impedes language acquisition. Krashen, 1985

19. How can we achieve active conversations in the language learning environment?

20. TALK PERSONAL PROFESSIONAL GENERAL + exposure to some cultural taboos?!

21. Find out what is interesting to your students.

22. Ask them about their… opinions experiences hypotheses needs wishes desires ideas emotions

23. Obama is so cool, Mom. He hears the people My boss wants me to fly to Milan, again – it’s so annoying Hmm… I’m hungry: pasta or a salad…or cake… Jan, I’m just not sure what to do about Daniel, he…

24. Obama is so cool, Mom. He hears the people My boss wants me to fly to Milan, again – it’s so annoying Hmm… I’m hungry: pasta or a salad…or cake… Jan, I’m just not sure what to do about Daniel, he… Talk to people about themselves and they will listen for hours. Benjamin Disraeli

25. (cc) www.wordle.net KarenneSylvester High Frequency Words3 The word “ I ” is the 18th most frequently used word in the English language!

26. Teach them what they need to learn in the way that they want it

27. Speak more

28. Speak more

29. Simply Conversations TM

30. Looks like a game - Sounds like a game - Works like a charm. Why?

31. Although it looks like a game… it’s a highly developed pedagogical tool.

36. http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages SimplyConversations TM follows the guidelines laid out by the CEF

37. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM Card # Title of the lexical set design

38. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM The grammatical structure generally being prompted for by the question. You can also use this field to personalize/ select specific cards at a later date when reviewing a particular sentence structure. Card # Title of the lexical set design

39. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM The grammatical structure generally being prompted for by the question. You can also use this field to personalize/ select specific cards at a later date when reviewing a particular sentence structure. Card # Title of the lexical set design The prompts are varied and interesting.

40. Standard info on each card More pedagogical information available on Website . www.kalinago-english.com Simply ConversationsTM They ask for real information about real events in your students‘ lives. The prompts are varied and interesting. The grammatical structure generally being prompted for by the question. You can also use this field to personalize/ select specific cards at a later date when reviewing a particular sentence structure. Card # Title of the lexical set design

41. Maintaining a focus on form is good for learners in the long run. Scott Thornbury, 2005

42. Simply Conversations TM is the only speaking skills activity developed for language learners that comes with a tangible method of providing measurable feedback. Maintaining a focus on form is good for learners in the long run. Scott Thornbury, 2005

43. Conversation Control TM

44. Download .pdfs free of charge: www.kalinago-english.com . Also see an example sheet/ watch video explanation

45. Self-monitoring of progress provides reliable feedback which enhances self-efficacy when linked with the student‘s accomplishments. This conveys to them that they have made progress . As students improve they learn which actions result in positive outcome. Such information guides future actions. Anticipation of desirable outcomes motivate students to persist. Schunk, 1983

46. Self-monitoring of progress provides reliable feedback which enhances self-efficacy when linked with the student‘s accomplishments . This conveys to them that they have made progress . As students improve they learn which actions result in positive outcome. Such information guides future actions . Anticipation of desirable outcomes motivate students to persist . Schunk, 1983

47. Simply Quests TM

48. People must possess eight factors to be considered ready to pursue self-directed learning: Guilielmino, 1977

49. 1. openness to learning 2. self-concept as an effective learner 3. initiative and independence in learning 4. informed acceptance of responsibility 5. love of learning

50. 6. creativity 7. future orientation and 8. the ability to use problem-solving skills. Guilielmino, 1977

51. The post-task activity: Students search through the web, visiting English speaking websites in order to find answers to the questions they are curious about… ...then they bring their results into class and present it – in any way they like – including using multi-media!

52. Engage students in authentic tasks , assist students with producing knowledge bases that promote the application of information and diversity of thought ; build learning communities linking students and promote substantial, applicable learning. Brandt, 1992

53. Engage students in authentic tasks , assist students with producing knowledge bases that promote the application of information and diversity of thought ; build learning communities linking students and promote substantial, applicable learning. Brandt, 1992

54. “ I couldn‘t answer or participate in class before because, although I wanted to speak in English, I wasn‘t interested. I didn‘t know what to say, I had no relationship to the topic presented.” Beatrix Weisgerber, Mercedes Bank.

55. As human beings, we generally like what we do well and are therefore likely to do it again, and put in more effort. Littlejohn, 2001

60. If you don’t use the spoken language, you won’t learn English. Christian Schnabel, student Porsche Germany