Teaching speaking – Teaching talk as performance (Cambridge Conversations)

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

Teaching talk as performance requires a different teaching strategy. Jones (1996:17) comments that:

Initially, talk as performance needs to be prepared for and scaffolded in much the same way as written text, and many of the teaching strategies used to make understandings of written text accessible can be applied to the formal uses of spoken language.

This approach involves providing examples or models of speeches, oral presentations, stories, etc., through video or audio recordings or written examples. These are then analyzed, or “deconstructed,” to understand how such texts work and what their linguistic and other organizational features are. Questions such as the following guide this process:

  • What is the speaker’s purpose?
  • Who is the audience?

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Cambridge English Webinar: ‘Supporting Spelling: strategies for helping weaker spellers’, March 29

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

About webinar

For some students English spelling is a nightmare! Especially if their own language uses a different writing system. How can teachers help those learners see that English spelling is something they can master and teach them some strategies for improving their spelling? In this webinar we will be looking at some engaging and effective ways to make English spelling accessible to all learners. We will explore how spelling help can be integrated into teaching with a coursebook and there will be examples from Unlock.

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Cambridge English Webinar: ‘Integrating video in our secondary classrooms’, March 17

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

About webinar

Short video clips have become a huge part of our day-to-day communication on social media, from Facebook to Whatsapp. Teens and pre-teens are leading the trend in using video as a medium to communicate and express themselves. In this webinar we’ll be exploring how we can take advantage of this trend to support and extend speaking and listening activities in our day-to-day teaching, as well as to increase motivation and investment in learning.

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