3. IN 2 VARIANTS / IN PAIRS / AS A CLASS. The peculiarities of teaching children with speech and sound disorders in the inclusive class. 30 min.
In this section you will take up a role of inclusive class EFL teacher - you will learn what adjustment and modification strategies are appropriate for teaching speaking learners with speech-sound disorders.
1) IN 2 VARIANTS. Read he following web-resources and compile 2 lists of activities:
- 5 speaking activities that you would use for teaching 12-year old EFL learners - but that are challenging for Olena;
- 5 speaking activities that you would use for teaching 12-year old EFL learners - but that are unfeasible for Olena.
VARIANT 1.
1) 7 Superb Speaking Activities That’ll Get Your ESL Students Chatting
VARIANT 2.
3) English ESL speaking activity worksheets
4) 12 Fun Speaking Games for Language Learners
VARIANT 3.
5) Motivating speaking activities for lower levels
6) ESL speaking activities that work – for students at every level
An additional video:
Speaking Activities for ESL: 10 Best Speaking Activities every Teacher should Know
10 Best Speaking Activities for ESL Students | For all ages and levels
2) MOVING LINES: Take your lists and ask your group-mates to collect 3-5 ideas of what can be done with the challenging activities. You can also choose from the following list of ideas:
1) The girl may practice speaking skills individually with a student's assistant.
2) She may regularly participate in classroom activities if the teacher manages to build the rapport effectively and if the class waits for Olena's response in spite of her slow speech rate.
3) All the class might regularly do extra pronunciation drill exercises that Olena will benefit from.
4) Olena's speaking skills may be neglected.
5) She may regularly work with a tolerant partner (a classmate) who will try to understand her speech.
6) The teacher may use various speaking activities where the girl will be a listener and speaker.
7) The teacher may use aids (e.g. cards on which English words are transliterated into Ukrainian) that Olena will use in speaking.
8) Olena might practice speaking with her teacher after classes.
3) AS A CLASS. Look through your list of unfeasible activities, choose 1 and interview the whole group as for what Olena can do when this activity is introduced if it does. You can suggest solutions from the list:
1) Olena might do some writing exercises while her classmates are doing the unfeasible acticities.
2) All the unfeasible activities might be avoided at the lesson.
3) The teacher might try and transform unfeasible activities, so that they become feasible or at least challenging.
4) The teacher might select only those speaking activities that let Olena show her strengths at the lesson.
5) Olena might wait until her classmates do the activities unfeasible for her.
6) The teacher might give Olena step-by-step instructions for coping with unfeasible activities.
7) The teacher might give Olena individual instructions after classes to enable her to do the unfeasible activities.
8) The girl might try and do the activities individually with a teacher aide.
