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Yet it occurred to me that I never gave my students at the same level the opportunity to prepare in this way. Was it, I wondered, the most effective way to develop their confidence in their ability to speak fluently and effectively in English?
It aims to give the students: The chance to develop ideas so that they know what they want to say before they start. The chance to move to a more challenging activity as soon as, but only if and when, they are ready for it. Anecdote telling is a natural part of everyday social conversation.
This activity exploits this tendency and can easily be built into any lesson focusing on a specific topic or vocabulary field. It will not necessarily be instantly successful as, as with many classroom activities, it works best when students are used to it, and know what to expect and how to get the most out of it.
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Stage One - a Teacher Model: Start by telling the students an anecdote about a time you were once caught in bad weather. I usually choose from: Check comprehension afterwards by asking the students to compare with their partners what they understood. This sort of teacher model not only gives the students ideas on what to say themselves, it also provides excellent listening practice and, most importantly, is highly motivating: Stage Two - Silent Preparation: Now explain to the students that you want them to talk about a time when they had a similar problem with the weather.
Ask prompt questions without MSI CR41 0M Notebook Atheros AW-NB100H Bluetooth the answers to spark off ideas: Now think about a time when you had problems because of the weather. Have you ever had to drive in very bad weather, like I did?
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Where were you going? Who were you with? What was the weather like? What problems did it cause you?
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What happened in the end? Or have you ever been caught in really heavy rain?
Or in a very bad thunderstorm etc etc. They should mentally rehearse their ideas, and should identify anything that they dont know how to express.
Tell them that at the end of the silent phase, you will provide any vocabulary that they need, but that you wont help at all during the conversation phase. The first time you try this, dont expect it to work perfectly.
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Students wont necessarily see the point of the preparation, and may feel strange about sitting in silence. If you persevere with the technique, however, they will start to realise that the more they prepare in silence, the more successful their conversation is, and will start to really utilise the time you give them.
Stage Three - Vocabulary Input: Once the students have had a couple of minutes to prepare silently, ask them if they need any vocabulary or other help expressing themselves. Encourage them to explain the words they need using circumlocution strategies: What do you call the type of weather when little bits of ice fall out of the sky?
If they can develop this type of strategy, it will help them greatly in real communication situations and it is in itself a way of increasing fluency. Make sure that you do this part of the activity with the full attention of the class — the listeners as well as the speakers will need to understand the new vocabulary.
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