Using different task types 2

Listen to the teacher describing five more task types you can use to support learners in their spoken output.
Match each task type to the correct description.
Audio transcript

Running dictation

 CorrectToggle Audiob.

Jigsaw reading or listening

 CorrectToggle Audioe.

Games and competitions

 CorrectToggle Audioa.

Ranking

 CorrectToggle Audiod.

Debates

 CorrectToggle Audioc.

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Using different task types 3

So there are a lot of task types you can use to get your learners speaking. Many of these involve
physical movement – for example, running dictations, reading races, onion rings and milling
activities. These task types can be very effective as they require learners to work with different
members of the class and remember, rehearse and repeat language.
Task types such as role plays and debates are effective because they encourage learners to be
creative and think about their subject from different perspectives. Jigsaw tasks, ranking activities and
group presentations, meanwhile, all get learners to collaborate with their peers and think deeply
about their subject.

Using different task types 4

Do you already use any of the task types from this section? If so, which ones? Put them in order from the ones
you use most to the ones you use least (or have never used).

 Jigsaw reading or listening

  Games and competitions
 Debates
 Ranking
 Group presentations
 Milling activities
 Role play
 Running dictation
 Onion rings
 Reading races

sing effective teacher talk 1

One other strategy you can use to support learner spoken output is effective teacher talk. Read
about four techniques and decide which technique is being described in each case.

One way to support learners in their spoken output is to 

 Correctask short-answer questions

 . For example:

Teacher: Does running increase your heart rate?

Learners: Yes!

sing effective teacher talk 1

One other strategy you can use to support learner spoken output is effective teacher talk. Read about four
techniques and decide which technique is being described in each case.

You can also 

 Correctuse prompts

 :

Teacher: An equilateral triangle has three equal sides and...

Learner: Three equal angles.

Here, you give either the start of the sentence or almost the whole sentence, leaving the learner

to complete it.

 PREVIOUS QUESTION

 NEXT QUESTION

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sing effective teacher talk 1

One other strategy you can use to support learner spoken output is effective teacher talk. Read about four
techniques and decide which technique is being described in each case.

Another technique is to model a sentence and 

 Correctask learners to repeat

 it:

Teacher: Repeat after me: 'Gravity is a pull force between objects.'

Learners: Gravity is a pull force between objects.

 PREVIOUS QUESTION

 NEXT QUESTION

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Using effective teacher talk 1

One other strategy you can use to support learner spoken output is effective teacher talk. Read
about four techniques and decide which technique is being described in each case.

Finally you can 

 Correctexpand on learners' sentences

 :

Learner: Change temperature... hot... change... liquid to gas.

Teacher: OK. If we change the temperature and make the water hotter, it will change state. It

will change from a liquid into a gas.

Here, the learner makes an incomplete or incorrect sentence. You listen and then expand on it

so that it's complete and correct.

Using effective teacher talk 2

Do you already use any of the effective teacher talk techniques and task types from this section? If so, which
ones? Put them in order from the ones you use most to the ones you use least (or have never used).

 CorrectAsk short-answer questions, e.g. 'Does the heart rate rise or fall?'
 CorrectExpand on learners' sentences so they're complete and correct
 CorrectAsk learners to repeat
 CorrectUse prompts, e.g. 'A minim has the time value of two...'

From BICS to CALP 1

In order to develop their thinking, learners need opportunities to use basic interpersonal
communication skills (BICS) – or 'exploratory talk'. For Clegg (2009), this is:
[T]he kind of talk that enables learners to explore or clarify concepts or try out a line of thought,
through questioning, hypothesising, making logical deductions and responding to others' ideas.

BICS are important. However, you also need to help learners develop something known as cognitive
academic language proficiency (CALP) – in other words, the language of their subject. This involves
helping learners talk and write about their subject using vocabulary, grammar and text types
common to that subject.
How can you help move learners on from exploratory talk, or BICS, to the use of the more formal
CALP terminology needed to talk about their subject?
From BICS to CALP 2
In this dialogue between a teacher (T) and a learner, Hannah (H), the teacher guides the learner's reporting to
extend the learner's linguistic resources and focus on the CALP of science. Put the dialogue in the correct
order.

 Item LockedT: Try to tell them what you learned... OK... (to Hannah) Yes?

 T: Yes, yes, you're doing fine. You put one magnet on top of another...
 H: When I put a magnet... on top of a magnet and the north pole... poles... are... (pauses)
 T: So these two magnets are repelling each other (demonstrating). Look at the force of it.
 H: The two north poles are together. The magnet on the bottom repels the one on top so it
floats in the air.
 T: Now, Hannah, explain again. Excuse me, everybody (regaining class's attention). Listen
again to her explanation.
 H: And... the north poles are together... erm... the magnet... repels the magnet… and the
other one... sort of floats in the air?
 T: I think that was very well told... Do you have anything to add to that? (The teacher invites
other contributions.)

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rom BICS to CALP 2

In this dialogue between a teacher (T) and a learner, Hannah (H), the teacher guides the learner's reporting to
extend the learner's linguistic resources and focus on the CALP of science. Put the dialogue in the correct
order.

 Item LockedT: Try to tell them what you learned... OK... (to Hannah) Yes?

 CorrectH: When I put a magnet... on top of a magnet and the north pole... poles... are...
(pauses)
 CorrectT: Yes, yes, you're doing fine. You put one magnet on top of another...
 CorrectH: And... the north poles are together... erm... the magnet... repels the magnet…
and the other one... sort of floats in the air?
 CorrectT: I think that was very well told... Do you have anything to add to that? (The
teacher invites other contributions.)
 CorrectT: Now, Hannah, explain again. Excuse me, everybody (regaining class's
attention). Listen again to her explanation.
 CorrectH: The two north poles are together. The magnet on the bottom repels the one
on top so it floats in the air.
 CorrectT: So these two magnets are repelling each other (demonstrating). Look at the
force of it.