This post connects to the current ROA thread:
Here is a good way to encourage speech output in upper level classes without forcing it:
With the story up, instead of accepting one word answers, which is largely the rule in levels 1 and 2, with third year kids or above (could be used in level two as well), invite them to answer in full sentences.
For example, in the text written by the kid it says that Ann has a very small light blue castle in Italy, in the suburbs of Rome. We have been working with the text following the ROA sequence and arrived at this optional step in the sequence.
If I feel like it, I ask the kids to respond with good mimicking sentences in the TL as per:
- Teacher: Class, does Ann have a very small light blue castle in Italy, in the suburbs of Rome?
- Student: Yes, sir! Ann has a very small light blue castle in Italy!
Just keep processing information via circling but inviting them to speak as per the above example. They only jump into the space if they want to.
How to do that? I just use the expression, said in English, “Jump into the space!” and I hold out my hands to the space in front of me there in class and invite them to fill it and then I wait. Some play, some don’t. Those who do rock the house. I ask them to put style and swagger into their sentences and feel as if they are French and make that pout thing with their mouth and spit R’s from the back of their throats all over the place. The kids like it because they finally see the payoff of the first two years of listening.
Finally with the speaking skill, right?!