Topic: Speaking as an interactive process Providing successful oral fluency practice

Activity 4 10 min	2.4 Teacher distributes small slips of paper with a number. The numbers determine the sequence in which Students have to contribute to the story. Teacher starts the story by giving the first sentence, e.g. “It was stormy night in November”. A Student continue the story.
Group work
Activity 15 15min	2.5 Teacher tells the story and gives Students a role card. Students read, think carefully about their speech and start act.	Handout 4 Individual work Group work
Conclusion 10 min	3.1 Teacher summarizes the main points of the lesson and grades students’ participation. 3.2 Teacher gives instruction for homework (Prepare report)	3.1 Listening 3.2 Writing

Handout 2

Group A
Community Building Principles

The ‘Whole person learning’ principle.

Teacher and students are ‘whole persons’ with their interests, hobbies and emotions. Sharing their learning and feelings allows them to get to know one another on a personal level and to build community.

Learning and teaching are not just a matter of giving and receiving knowledge. The teacher, more than anyone else, sets the tone for an interpersonal atmosphere where both students and the teacher learn about their opinions, preferences, and feelings. The teacher should create a learning environment, which is safe on both the cognitive and the emotional level. Therefore, the teacher should care about students’ feelings.
Group B
Community Building Principles

The ‘Challenging but manageable tasks’ principle.

The teacher should provide his/her students with challenging but manageable activities. In other words, the tasks and activities should not be so complicated that the students feel frustrated, and yet they should not be very easy and boring for students. For example, in

language classrooms learners are challenged positively by reading texts which are a little above their level of speaking and writing.

It is also important to give students a sense of purpose about what they are trying to achieve. The students should understand the meaning and goal of the activity they are given and should have a sense of control over what they are doing.

Group C
Community Building Principles

The ‘Cooperation principle’

This principle values cooperation over competition. In groups where competition isn’t encouraged, students can begin to feel a sense of community and can learn from each other as well as from the teacher. A variety of group work, role-plays, project work and other cooperative and team building activities should be used. Students share ideas and perspectives and help each other in small groups. All members should benefit from and contribute to the learning process. The top priority of a cooperative group is to complete the task and to involve every member.

Group D

Community Building Principles

The ‘Security principle’

Any new learning experience can be threatening. To establish security and trust in the classroom, building a trust with and among students is very important. To do that, the teacher needs to use ice breakers and ‘get to know’ activities which help all students feel that they belong in a class, where they have opportunities to learn about each other and also about the teacher. These kinds of activities should be done throughout the course. (Do not stop them after the first week!)

Another way to ensure security is to make sure that students have an idea of what will happen in each activity and they know the time limit. This makes them feel more secure. When security has been established students develop trusting relationships with the teacher and with each other and are willing to take risks.