We would like to express our deepest thanks to Kisha Bryan and Erin Watters for their great support as well as for sharing all their knowledge and experience with us. This project would not have been possible without their help. It is our desire that all the things we have learnt in these two training workshops are for the improvement of our teaching practice as well as for the benefit of our students so that they can discover the amazing experience of acquiring a language.
IMPROVING STUDENTS FLUENCY IN COMMUNICATIVE SPEAKING ACTIVITIES
Big thinker members:
-Rocío del Pilar Peña Manuyama
-Heidy G. Rodriguez Grandez
-Heidi Luz Tapia Fachín
WHAT IS THE PROBLEM?
*At COAR Loreto our year-five students (aged 15-17) do not use varied language regarding idiomatic expressions, collocations and grammar structures, etc.
*Students do not interact naturally and spontaneously, and sometimes, they spend time due to long pauses, trying to understand what they are requested.
*Speaking activities take longer time than what it is programmed.
*Teachers have NOT used many wrap up activities.
HOW MIGHT WE TACKLE THIS PROBLEM?
We posed the following question:
How might we make our students speak fluently in the target language?
OUR POSSIBLE SOLUTION:
A STRATEGY CALLED
STORY SEQUENCE
MATERIALS:
ROLES
12
DESCRIBERS
ROLES
6
BACKUPS
ROLES
2
INQUIRERS
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- Save favorite books
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We would like to express our deepest thanks to Kisha Bryan and Erin Watters for their great support as well as for sharing all their knowledge and experience with us. This project would not have been possible without their help. It is our desire that all the things we have learnt in these two training workshops are for the improvement of our teaching practice as well as for the benefit of our students so that they can discover the amazing experience of acquiring a language.
IMPROVING STUDENTS FLUENCY IN COMMUNICATIVE SPEAKING ACTIVITIES
Big thinker members:
-Rocío del Pilar Peña Manuyama
-Heidy G. Rodriguez Grandez
-Heidi Luz Tapia Fachín
WHAT IS THE PROBLEM?
*At COAR Loreto our year-five students (aged 15-17) do not use varied language regarding idiomatic expressions, collocations and grammar structures, etc.
*Students do not interact naturally and spontaneously, and sometimes, they spend time due to long pauses, trying to understand what they are requested.
*Speaking activities take longer time than what it is programmed.
*Teachers have NOT used many wrap up activities.
HOW MIGHT WE TACKLE THIS PROBLEM?
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