Slides Presentation prepared for the 8-hour mini-course delivered by Ronaldo Lima Jr and Erika Cruvinel at the Binational Center Casa Thomas Jefferson, in Brasília, in February/2011.

1. Optimizing Oral Skills

2. Day 1: Speaking Tasks Day 2: Speaking Tasks (hands-on) Day 3: Teaching Pronunciation Day 4: Error Feedback

3. The Importance of Speaking Activities “Do you ________ German?” Languages are primarily oral 2 CTJ students

4. Pair Work No preparation timing (st A vs. st B) & quantity two monologs (no PW) Not necessarily interactive May be interactive because of the ss (motivated, extroverted, etc), not because of task design role of the listener no monitoring no debriefing

5. Preparation Think about your vacation: What did you do? Where did you go? Who did you meet? What was the best/worst part? What would you do again? What didn’t you have time to do?

6. Follow-up Qs Reaction Expressions How come? Did you like it? When was that? And how did you feel? etc... Really? Me too! I can’t believe it! Are you serious? You’ve got to be kidding! No way! That’s awesome! Sounds great!

7. Pair Work (making it better) Preparation (pre-speaking) time management (so both ss get to talk) give the listener a role / create a need for interaction Force information gap (listener has to find out sth) Force a certain number of turns (reaction expressions and follow-up questions) – especially for very controlled activities. Monitoring (listen to the pair ahead) debriefing (post-speaking) – volunteering vs. calling on ss

8. Concept of communicative tasks direct vs. indirect approach (children, teens and adults) Importance of knowing the purpose of the speaking activities Importance of knowing why they should work in pairs, groups, with different students

9. GW (trio) Same steps as PW: pre-speaking, speaking, post-speaking Easier for shy/weaker ss to hide strive for even/balanced participation Monitoring Giving clear roles Timing (what if one group finishes before the other?)

10. Discussions What expressions do we teach our students for discussion activities?

11. Negative questions (don’t you…? / Why didn’t you…?

13. RJ People forced to leave their homes: 13,830 Deaths: 803 Missing: 324 Australia People affected by the flood: 200,000 Cities and towns affected by the flood: 22 Deaths: 20

14. Trios/groups (superteachertools) (A) Whose fault is it? (B) What should be done now to rebuild the cities? (C) What should be done now to avoid more disasters like these? Online stopwatch (6 min, 2 for each question)

15. titSIN prnnsieISn

16. Why teach pronunciation? Communication (vid) Language ego Brazilian Portuguese vs. English Teaching pronunciation (vid)

17. Letter-SoundCorrespondence PROCRACIDADEFLABELAÇÃO FUMIGAÇÃO TARTAREAR INDENIDADE DOMICILEPREFACEADMINISTRATIVEDISTRIBUTE CANBERRA IRON STEAK GAUGE HAPHAZARD MISCHIEVOUS SEW UTENSIL

18. Homographs

19. Homophones (vid)

20. SilentLetters

21. CONSONANTS

22. Initial[p] [t] [k] in stressedsyllablessound [pH] [tH] [kH] ‘pay’ [pHeI] – [peI]= [beI] ‘tie’ [tHaI] – [taI] = [daI] ‘cap’ [kHQp] – [kQp] = [gQp]

23. Hold a sheet of paper in front of the mouth while saying the words. Thepapershould move to plosivesounds. Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked.If Peter Piper picked a peck of pickled peppers,where's the peck of pickled peppers Peter Piper picked?

24. Vid

28. Vid

32. Vid

36. “Shesellsseashellsbytheseashore” “Shesaw a fishontheseashore, andI’msurethefishshesawontheseashorewas a sawfish”

39. Identifythenumberofsounds in thewordsbelow: Sing 3 (CVC) father 5 (CVCVC) lamb 3 (CVC) stopped 5 (CCVCC) plumber 6 (CCVCVC)

40. LATERAL [l] ‘live’ ‘pulling’ ‘no final position’ [] ‘no initialposition’ ‘multi’ ‘pool’

41. Pronunciation Journey

43. Silent l halfcalftalkchalk wouldcouldshouldbalm palmcalmsalmon Lincoln

45. Raise your RIGHT hand / stand up if you hear a /r/ sound. Raise your LEFT hand / sit down if you hear a /h/ sound.

46. TAP / FLAP [] ‘to’ ‘water’ ‘got’

47. Betty bought a bit of better butter. Online recording : Vocaroo, photobabble, voicethread. Audacity, flipvideo, digital camera.

48. Vowels

50. Simple Sounds Maze

51. Odd one out it – heat – scene – feet think – thanks – this – thousand pattern – post – penguin – psychologist worked – cleaned – stopped - laughed

52. Meaningful, communicativeMinimalPairs

53. Did you feel/fill it?

54. Heat/Hit it now!

55. He will leave/live.

56. The children will sleep/slip.

58. Unfair dictation Only write down words that have a long vowel sound.

59. Vid

61. visitfeatcabpickcan mensickseekbackled

66. Magical final -e

67. Magical final -e

68. Magical final -e

69. Magical final -e

70. Online Resources http://phonphon.pbworks.com

72. The fact that the teacher gives feedback on student performance implies a power hierarchy: the teacher above, the student below. Assessment is potentially humiliating to the assessed person. Teachers should give only positive feedback, in order to encourage, raise confidence and promote feelings of success; negative feedback demoralizes.

73. Giving plenty of praise and encouragement is important for the fostering of good teacher-student relationships. Very frequent approval and praise lose their encouraging effect; and lack of praise may then be interpreted as negative feedback. Correcting each other can be harmful to student relationships.

74. Error vs. mistake (self-corrected if pointed out) Intralingual vs. Interlingual Local vs. global

75. When?

76. The correction-during-communication paradox If we correct during communicative work unobtrusively so as not to harm communication – the correction may be ineffective. If we correct more effectively using explicit feedback and ‘processing’ – we may damage the communicative value of the activity.

78. How crucial/important/difficult the error is

79. Source of error (intra/interlingual)

80. Local or global

81. The frequency of the error / fossilization

82. The level of the student / ZPD

83. The personality of the student / affective factors / language ego

84. The motivation of the class overall to learn

86. Recast Repetition Elicitation Clarification Request Metalinguistic Feedback Explicit Correction

87. Research Lyster, R. & Ranta, L., 1997 Lyster, R., 1998

89. Conclusion (by Penny Ur) For optimum effectiveness, corrective feedback should: be explicit involve some measure of active negotiation It may or may not be effective to correct during (oral) communication; this depends on a number of pedagogical considerations.

90. Individual or group feedback? Oral Test Feedback Making error correction visual

91. How much?

92. A questionnaire-based survey(by Penny Ur) Population: over 1,000 children learning English in State schools in Israel. Ages: 10 - 17

95. Conclusions (by Penny Ur) School-age learners want to be corrected. They feel corrective feedback is valuable They prefer explicit correction They understand the value of repeating the correct form. They do not, on the whole, like to be corrected by their peers.