This document provides a summary of a presentation on spoken fluency given by Gerard McLoughlin on February 17th, 2012 in Barcelona, Spain. The presentation discussed examining accuracy and fluency in speaking, including analyzing dialogues and natural conversations to identify features such as pausing, repetition, and negotiation between speakers. It also looked at how fluency can be developed through activities like role plays, daily conversations about common topics, and matching sentence halves. The presentation provided examples from language corpora and classroom materials to illustrate techniques for noticing fluency patterns.
The document contains the annotated lyrics for the song "A Failed Relationship" by Suburban Paradise. The lyrics tell the story of a failed relationship from the perspective of the singer. In the first part, the singer describes falling for someone and trying to make the relationship work, but they say goodbye. In the second part, the singer struggles to get over the person and admits they screwed up, asking for forgiveness. The song concludes with the singer walking away as the other person turns to say something.
The document provides examples of how to use the verb "would" for offers, invitations, and requests in English. It also includes sample dialogues for checking into a hotel using "would". Key uses of "would" covered include making polite requests with "I'd like" and checking what facilities a hotel offers or if a reservation is correct. Sample sentences are provided to practice common hospitality phrases with "would".
This document summarizes Gerard McLoughlin's presentation at the 1st ELT Malta Conference on changing perspectives in English language teaching. The presentation discussed how teachers can help students develop more open-minded perspectives by exposing them to videos that illustrate important concepts like inclusion, disability rights, and population growth. It also provided bibliographic references for course books and video clips used in the presentation. The overall message was that exposing students to these ideas can help change their worldviews for the better.
This document provides a historical overview of the town of Krasnouralsk from yesterday to tomorrow. It discusses the town's founding with the construction of a copper plant. It then outlines several important aspects of the town including its education system with multiple schools, cultural institutions like the Palace of Culture, and public squares honoring Lenin and WWII heroes. The document also shares the results of a poll of residents about the town's history and traditions and their suggestions for improvements such as building roads, a hospital, and recreational facilities. It emphasizes that people must know their past to shape the future of their town.
This document outlines a student's school timetable. It notes that school is held 6 days a week from 8:15am to 10:40am, with lunch. The student's favorite day is Saturday, which has 3 lessons - Russian, Russian Speech, and Sport. The timetable then lists the daily classes for each day of the week, including subjects like Maths, English, History, and more.
The document provides instructions and activities for celebrating a birthday party:
1) It lists common birthday party activities like making a cake, giving presents, lighting candles, singing songs, and dancing.
2) It then has the child match common birthday words to their definitions and fill in the blanks of sentences describing birthday preparations and celebrations.
3) The sentences filled in describe inviting friends, decorating, baking a cake, receiving gifts, lighting candles on the cake, singing, playing games, and the guests leaving after the party.
Gerard McLoughlin gave a presentation titled "Changing Perspectives" about trends in English language teaching. He discussed using videos and multimedia resources in the classroom to engage students and expose them to different perspectives. McLoughlin also emphasized the importance of choosing content that promotes inclusion and understanding between people from various backgrounds. He concluded by thanking the audience and expressing his hope that the talk provided a new viewpoint for educators.
The document describes the student's school located at 5 Parkovaya St in Krasnouralsk. Lessons start at 8:15 AM daily and include 6 classes taught by kind teachers of subjects like biology, English, design and technology, and PE. The school has classrooms, corridors, stairs, and a teacher's room. The student has friendly classmates and they are not required to wear a uniform except for PE classes. School rules include being polite, greeting teachers, arriving on time, standing when a teacher enters, not eating or drinking in class, not running in corridors, and not bringing phones or talking in class.
The document is a presentation by Gerard McLoughlin given at an international conference in Barcelona in 2012. It discusses changing perspectives and includes quotes and phrases from various inspirational videos about disability, as well as statistics about population growth and women's issues. The presentation aims to change viewers' perspectives, as the title implies.
Here is my response using vague language:
I went somewhere in Europe, you know, for a holiday. I went with my family, like my parents and siblings. We stayed in a hotel or something, I can't remember exactly. We saw some sights and stuff like that. The food was kind of okay, more or less. It was nice but I don't know if I'd go back or somewhere else instead.
(1) The document provides notes for a unit meeting on meeting, parting, thanking and apologizing. It includes the structure and timing of the meeting, as well as guidance on greetings, leave takings, thanking expressions, apologizing expressions, and sample conversations.
(2) The meeting will include a motivational video, lecture and activities on greetings and partings, vocabulary building, and structural drills. Sample greetings, partings, thanking and apologizing expressions are provided for both formal and informal situations.
(3) Two sample conversations are included, one about planning a birthday party and another at a tea stall, to demonstrate the target language in context. Questions are also
The document discusses a trip to Rome for a project on using social media for language marketing. It describes some of the participants, activities of the project including meetings and a welcoming dinner. It discusses exploring the city, enjoying food like artichokes and cappuccinos. It encourages making the most of opportunities that come in life as unexpected things can result.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
The document provides objectives and content for a lesson on assimilation, reductions, and pragmatics. The key points are:
1) Students will learn about sound changes involving assimilation, such as "s+y" becoming "shy", and practice discriminating between words with and without assimilation.
2) Common reductions involving "to" and "have" will be taught, such as "going to" becoming "gonna". Students will practice reductions and learn other examples like "wanna", "hafta", etc.
3) The lesson will cover pragmatics of making requests using different levels of formality and potential responses. Role plays are used to practice requesting and answering questions.
This document outlines the objectives and activities for an English lesson. The communicative objective is to ask classmates about their likes and dislikes to find similarities. The language objectives are to review telling time and the use of phrases like "me too" and "me neither". Several activities are listed to help achieve the objectives, including completing a chart about personal preferences, sharing preferences with classmates, and using conversational strategies when discussing likes and dislikes.
This unit teaches about using the simple past tense to talk about childhood memories and experiences. It provides examples of conversations where two people discuss what they did on vacation as children, their favorite classes in school, and using expressions like "well, actually" and "I mean" to correct yourself. Grammar topics covered include using determiners like "all", "most", "some", and negatives like "no"; as well as being born and favorite school subjects.
The document provides examples of common social expressions used for greetings, goodbyes, apologies, and small talk in daily conversations. It also gives examples of expressions used to ask and respond to questions about plans, activities, opinions and feelings. Finally, it lists expressions used with "so" and "such" to emphasize opinions, quantities, or experiences.
The document appears to be an issue of "The Lounge Issue" magazine covering various lounge events, interviews, parties, and gossip. The main stories are an interview with one of the contestants of LNTM (Lounge Next Top Model), announcements of upcoming parties in various stores, and gossip about some female lounge users who may not actually be women. The magazine encourages readers to contact the editor if interested in writing or being interviewed.
This document provides a summary of a 298-page textbook titled "Revision Lessons" published in 2016. The textbook contains lessons to help students practice and review the English language. It covers topics like describing friends, communication, health, reading, music, media, and school life both in Ukraine and other English-speaking countries like the UK. While students have learned about Ukraine, the textbook provides more information about Ukrainian culture and life. It also shares facts about the UK. The summary promises to limit grammar lessons and make them fun. Students are encouraged to make the most of this learning experience to improve their English skills and open more opportunities since English is a global language.
The document provides instructions and activities for celebrating a birthday party:
1) It lists common birthday party activities like making a cake, giving presents, lighting candles, singing songs, and dancing.
2) It then has the child match common birthday words to their definitions and fill in the blanks of sentences describing birthday preparations and celebrations.
3) The sentences filled in describe inviting friends, decorating, baking a cake, receiving gifts, lighting candles on the cake, singing, playing games, and the guests leaving after the party.
Gerard McLoughlin gave a presentation titled "Changing Perspectives" about trends in English language teaching. He discussed using videos and multimedia resources in the classroom to engage students and expose them to different perspectives. McLoughlin also emphasized the importance of choosing content that promotes inclusion and understanding between people from various backgrounds. He concluded by thanking the audience and expressing his hope that the talk provided a new viewpoint for educators.
The document describes the student's school located at 5 Parkovaya St in Krasnouralsk. Lessons start at 8:15 AM daily and include 6 classes taught by kind teachers of subjects like biology, English, design and technology, and PE. The school has classrooms, corridors, stairs, and a teacher's room. The student has friendly classmates and they are not required to wear a uniform except for PE classes. School rules include being polite, greeting teachers, arriving on time, standing when a teacher enters, not eating or drinking in class, not running in corridors, and not bringing phones or talking in class.
The document is a presentation by Gerard McLoughlin given at an international conference in Barcelona in 2012. It discusses changing perspectives and includes quotes and phrases from various inspirational videos about disability, as well as statistics about population growth and women's issues. The presentation aims to change viewers' perspectives, as the title implies.
Here is my response using vague language:
I went somewhere in Europe, you know, for a holiday. I went with my family, like my parents and siblings. We stayed in a hotel or something, I can't remember exactly. We saw some sights and stuff like that. The food was kind of okay, more or less. It was nice but I don't know if I'd go back or somewhere else instead.
(1) The document provides notes for a unit meeting on meeting, parting, thanking and apologizing. It includes the structure and timing of the meeting, as well as guidance on greetings, leave takings, thanking expressions, apologizing expressions, and sample conversations.
(2) The meeting will include a motivational video, lecture and activities on greetings and partings, vocabulary building, and structural drills. Sample greetings, partings, thanking and apologizing expressions are provided for both formal and informal situations.
(3) Two sample conversations are included, one about planning a birthday party and another at a tea stall, to demonstrate the target language in context. Questions are also
The document discusses a trip to Rome for a project on using social media for language marketing. It describes some of the participants, activities of the project including meetings and a welcoming dinner. It discusses exploring the city, enjoying food like artichokes and cappuccinos. It encourages making the most of opportunities that come in life as unexpected things can result.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
The document provides objectives and content for a lesson on assimilation, reductions, and pragmatics. The key points are:
1) Students will learn about sound changes involving assimilation, such as "s+y" becoming "shy", and practice discriminating between words with and without assimilation.
2) Common reductions involving "to" and "have" will be taught, such as "going to" becoming "gonna". Students will practice reductions and learn other examples like "wanna", "hafta", etc.
3) The lesson will cover pragmatics of making requests using different levels of formality and potential responses. Role plays are used to practice requesting and answering questions.
This document outlines the objectives and activities for an English lesson. The communicative objective is to ask classmates about their likes and dislikes to find similarities. The language objectives are to review telling time and the use of phrases like "me too" and "me neither". Several activities are listed to help achieve the objectives, including completing a chart about personal preferences, sharing preferences with classmates, and using conversational strategies when discussing likes and dislikes.
This unit teaches about using the simple past tense to talk about childhood memories and experiences. It provides examples of conversations where two people discuss what they did on vacation as children, their favorite classes in school, and using expressions like "well, actually" and "I mean" to correct yourself. Grammar topics covered include using determiners like "all", "most", "some", and negatives like "no"; as well as being born and favorite school subjects.
The document provides examples of common social expressions used for greetings, goodbyes, apologies, and small talk in daily conversations. It also gives examples of expressions used to ask and respond to questions about plans, activities, opinions and feelings. Finally, it lists expressions used with "so" and "such" to emphasize opinions, quantities, or experiences.
The document appears to be an issue of "The Lounge Issue" magazine covering various lounge events, interviews, parties, and gossip. The main stories are an interview with one of the contestants of LNTM (Lounge Next Top Model), announcements of upcoming parties in various stores, and gossip about some female lounge users who may not actually be women. The magazine encourages readers to contact the editor if interested in writing or being interviewed.
This document provides a summary of a 298-page textbook titled "Revision Lessons" published in 2016. The textbook contains lessons to help students practice and review the English language. It covers topics like describing friends, communication, health, reading, music, media, and school life both in Ukraine and other English-speaking countries like the UK. While students have learned about Ukraine, the textbook provides more information about Ukrainian culture and life. It also shares facts about the UK. The summary promises to limit grammar lessons and make them fun. Students are encouraged to make the most of this learning experience to improve their English skills and open more opportunities since English is a global language.
This document provides information about a textbook titled "Revision Lessons" published in 2016. It contains lessons on various topics like describing friends, healthy lifestyles, music, and life in Ukraine and the UK. The textbook aims to improve students' English skills while discussing interesting topics. It promises to have minimal grammar lessons and make grammar learning fun. Students are encouraged to fully engage with the exercises in the book to better learn English as it is important for communicating globally.
This document introduces basic English vocabulary and grammar structures. It begins with greetings and introducing oneself, including name, occupation, and asking how someone is. Directions and locations are then covered, using prepositions of place. Common verbs for daily activities, work, hobbies and travel are listed. Basic numbers, countable/uncountable nouns, and using quantities are explained. Ability is then discussed using the verb "can".
This document introduces basic English vocabulary and grammar structures. It begins with greetings and introducing oneself, including name, occupation, and asking how someone is. Directions and locations are then covered, using prepositions of place. Common verbs for daily activities, work, hobbies and travel are listed. Basic numbers, countable/uncountable nouns, and using quantities are explained. Ability is then discussed using the verb "can".
This document contains 20 English language lessons with dialogues focused on common daily conversations. The dialogues cover topics like greetings, asking directions, making plans, ordering food, introducing people, and asking common questions. The goal is to help learners improve their English listening and speaking skills and confidence communicating with native English speakers.
The document provides guidance on sequencing events when telling a story. It lists common transition words and phrases used to indicate the beginning, continuation, interruptions, getting back on topic, and ending of a story when speaking or writing. These include words like firstly, then, suddenly, anyway, and finally to link ideas and events in the order they happened.
This document outlines the lesson plan and activities for an English language class focusing on the past simple tense. It includes warm-up activities, vocabulary building, readings, listening practice, discussions, grammar explanations and exercises, pronunciation practice, role plays, and quizzes. The lesson plan aims to provide students with opportunities to practice using the past simple tense in speaking, writing, reading and listening.
Dr. Ark Verma gives a lecture on visual imagery and mental imagery. He defines mental imagery as the ability to recreate sensory experiences in the absence of physical stimuli. He provides examples of how people use mental imagery to describe past experiences and routes. Mental imagery plays an important role in cognition by adding a visual/sensory dimension to verbal thought processes. Research on mental imagery has debated whether imagery is necessary for thinking or if imagery and thinking are separate processes. Behaviorism dismissed the study of imagery but cognitive psychology has since developed ways to study and measure mental imagery indirectly.
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.
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Speaking acc flu
1. 2nd UAB & TESOL-SPAIN
Regional event
Speaking: Accuracy to Fluency
Gerard McLoughlin
Barcelona, February 17th , 2012
3. Spokenfluencyrevisited
Michael McCarthy Universityof Nottingham, UK
<CANDIDATE 01>Erwhen do youhavebreakfast?
<CANDIDATE 02> I have my breakfaster at ersevenoclock.
<CANDIDATE 01>Where do youhavebreakfast?
<CANDIDATE 02>Er in my kitchen in my house
<CANDIDATE 01> In whatroom?
<CANDIDATE 02> In thekitchen.
<CANDIDATE 01>And do youhavecoffeeor tea forbreakfast?
<CANDIDATE 02>Er tea.
<CANDIDATE 01>Erwhat do youeat?
<CANDIDATE 02> I eattoastand a cupof tea.
<CANDIDATE 01> How manydayser how many times a day do youhaveit?
<CANDIDATE 02>Ertwo times. [4 seconds pause]
<CANDIDATE 02>Sorry I dontunderstandyou. Repeatthesentenceplease
. <CANDIDATE 01> How many times a day do youhavebreakfast?
<CANDIDATE 02>One time a dayofcourse!
4. <Examiner>Firstofallwedliketo know a littlebitaboutyou. Ermwhere
do youbothlive?
<Candidate 01> I live in (place name) in SouthKoreayes.
<Candidate 02>And I live in (place name). Its in
Switzerlandanditsnear Zurich.
<Examiner> (Candidatename) how long
haveyoubeenstudyingEnglish?
<Candidate 01>Wellactually I studyEnglishmm in junior
highschoolandhighschoolforsixyearsaroundforsixyears.
<Examiner>Differentclasses. Good.
NowIdlikeyoutoaskeachothersomethingaboutthingsyouparticularlyl
ikeabout living in this country andentertainmentandleisurefacilities
in thisarea. [interveningtext]
<Candidate 02>Erm I liketogoermtosee a movie
<Candidate 01>Mm
<Candidate 02>I see a lotofthemsinceIvebeenhereand I liketogoto
pubs and +
<Candidate 01>Ah
<Candidate 02>+togetherwithfriendsand -
<Candidate 01>-Yeah me tooactually
5. Disappearing dialogues
A: Did youhave a good weekend?
B: Yeah, I did, thanks. Itwasreallynice.
A: Whatdidyou do?
B: Well, I wenttovisit a friend in London.
A: Ohyes? Did youhave a good time?
B: Yes, itwasgreat. Wehad a reallygood time.
WewentdancingonSaturday night.
息 Framework, Jones &Goldstein, Richmond 2005
6. memorise
A: Hi, GoodMorning.
B: Oh, Hello. How are you? WhathappenedtoyoulastFriday?
A: Yes, sorry I couldnt come toclass. I wasill.
B: Thats OK. Are youfeelingbetternow?
A: Yes, muchbetterthanks. Can yougive me
thepapersfromlastweek?
B: Yes, ofcourse. Hereyou are.
A: Great. Thanks. Illlook at themtonight.
B: OK. No problem.
息 Innovations, Dellar&Walkley, Heinle 2005
7. Readand Listen
D: Oh, and I saw John a coupleofdays ago.
M: Ohyes! How was he?
D: Verywell. Did you know hesgot a newgirlfriend?
M: No, I didnt. Butyou know yourbrother, he nevertells me
anything. Haveyoumet her?
D: Yes, shewastherewhen I wenttohishouse.
M: andwhatsshelike?
D: Shesreallynice. Shesveryinteresting, sheworks in
anartgalleryandshelikespainting.
息 Innovations, Dellar& Walker, Heinle 2005
9. 1 del arte de curar, claro est叩. Del suyo respectivo, otro tanto podr鱈an d
2 del Atl叩ntico pero tambi辿n del Pac鱈fico. Est叩 claro para los expertos, las academias
3 como para los que no lo son, y est叩 claro que "puede" servir para todas
4 ocurre hoy en la Espa単a de las autonom鱈as? - S鱈, claro, y la Academia no puede
5 el punto de partida es rigurosamente claro, y L叩zaro se remonta al Di叩logo de la
6 el due単o le contest坦 que bien claro estaba lo que all鱈 dec鱈a: "Capancal叩".
7 "Para los cat坦licos est叩 claro que s坦lo hay un "HeiligerVater" (el Papa), per
8 En castellano no puede estar m叩s claro que ese ambiguo "su" de "todo el mundo"
9 la palabra que lo nombra tom坦 el color del claro brillante y se form坦 con
10 s坦lamente queremos dejar claro que estos contrastes entonativos tienen en la l
http://corpus.rae.es/creanet.html
10. Corpus data: Chunks
Two Three Four Five six
You know I dont know You know what You know what Do you know
I I mean what I mean
I mean A lotof Know what I At theendofthe At
mean theendoftheda
y
I think I mean I I dont know Do you know Andalltherestof
what what I it
In the I dontthink Theendofthe Theendoftheda Andallthatsorto
y fthing
Itwas Do youthink At theendof Do youwant I dont know
me to whatitis
11. Chunks&Fluency
// hes SHY//you know whati MEAN
//theysellJEWellery//and THAT sortofthing//
//the ROOM was//a BIT of a//MESS actually
息 From corpus toclassroom, Language use andlanguageteaching, OKeefe, McCarthy, Carter, CUP 2007
12. D: Oh, and I SAW JOHN a COUpleof DAYS ago.
M: Oh YES! How was HE?
D: Very WELL. Did you KNOW hesgot a NEW GIRLfriend?
M: NO, I Didnt. butyou KNOW yourBROther, he NEvertells ME
ANYthing. haveyou MET her?
D: YES, shewas THERE when I WENT tohis HOUSE.
M: andWHATSshe LIKE?
D: Shes REALLY NICE. ShesveryINteresting, she WORKS in an
ART GALleryandshelikesPAINting.
13. Confluence
Listenership
Minimal response: Mm, Yeah, Lovely
Clusters: Yeahmm, Right Fine
Negation: Absolutelynot, Definitelynot
Convergence: Closing/changingtopic
息 From corpus toclassroom, Language use andlanguageteaching, OKeefe, McCarthy, Carter, CUP 2007
16. Place Openingphrase Closingphrase
In a bar/caf辿 Isthisseat free? Sorry,Ivegottogo
At a bus stop Isthisthe stop forthe 27? Thats my bus
In a waitingroom Beenwaiting long? Nice meeting you
18. Class data
Pre: you can going to walking
Post: we could go walking,
Pre: the car is difficult and drink and see the
artists,
Post: Im sorry, I dont really like it, because I
live next to the Borne, but we could go to your
house; thats a great idea, and we could
make a picnic;
19. Function Exponent
Makingsuggestions Could wegotothebeach?
Whydontwegotothebeach?
(I think) Wecouldgotothebeach.
Agreeing Thats a great idea!
Disagreeing Imnotsure (aboutthat)
Negotiating: afteragreeing ..andwecould/mightgoswimmingtoo
afterdisagreeing Perhaps/Maybewecould/shouldgoto
Summarising So, wereallagreedto.
So. Weregoingto.
20. Daily chats
Restaurant
Film
Football
Weekend..
21. Matchingsentencehalves
The last time I went out for a meal
The restaurant was fairly basic but clean
You should really
go there when you want to
impress visitors
22. The last time I ≒
The restaurant was ≒
You should really ≒
25. Bibliography
Framework, Jones &Goldstein, Richmond
Innovations, Dellar&Walkley, Heinle
Spokenfluencyrevistited, McCarthy, EnglishProfile Journal
2010
From corpus toclassroomLanguage use
andLanguageteaching, OKeefe, McCarthy, Carter, CUP
Johnny
Deppinterviewhttp://www.youtube.com/watch?v=CEa
TOSRMifU
HofeshScheckterinterview:
http://www.youtube.com/watch?v=M_320PSjNok