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    Fluency-Building Activities for the EFL Classroom

    When using micro-learning experiences to acquire new skills as a teacher, it’s essential that we not only learn new concepts on teaching and apply them, but that we reflect upon its application and analyze how we can further help our students’ learning process.

    Share your experience throughout this Think Tank by following this model. You don’t have to do this in just one sitting, take your time, reflect and share.

    Before you begin:

    Let us know you’re going to participate in this discussion. Introduce yourself and let us know your expectations of this chapter just by reading the description that was extracted from the website cited below and answer these questions:

    1. Introduce yourself and your goal for this Think Tank. Be sure to write a SMART Goal.
    2. Give your own definition of fluency.
    3. What do you think makes a good fluency activity?
    Fluency-Building Activities for the EFL Classroom
    Donald Patterson
    Abstract
    This paper describes a workshop conducted at the 8 th CamTESOL Conference on English language teaching on February 25, 2012 in Phnom Penh, Cambodia. The format of the workshop was as follows: a discussion of the meaning of fluency in the context of EFL; suggested criteria for selecting fluency activities; an explanation of several sample activities and a concluding discussion. This paper adheres to that format.
    Fluency-Building Activities for the EFL… (PDF Download Available). Available from: https://www.researchgate.net/publication/304592962_Fluency-Building_Activities_for_the_EFL_Classroom [accessed May 24 2018].

    Now, download the article and take notes of the parts that most caught your attention. Let us know what you thought by answering the following questions.

    After you read:

    1. What caught your eye? Let us know what you found the most interesting about this article.
    2. Based on the author, what makes a good fluency activity?
    3. Share with us a fluency-building activity.
    4. What could you add to the discussion held in this workshop?

    Reflection:

    1. How often do you focus on fluency-building activities?
    2. How do you balance fluency and accuracy in your classroom?

    Now, apply the PTRL (Plan – Teach – Reflect – Learn) model to continue improving your pronunciation teaching competencies. You will now apply what you’ve learned in your lesson planning and share your experience with fellow teachers by following these indications:

    Plan-

    Tell us your goals for this lesson and share your lesson plan. You can upload your sample lesson plans in this Google Drive folder.

    Teach-

    Share how you taught the lesson by uploading some of your students’ outcomes (log, picture, video, etc.). Not sure how to log your students’ outcomes? Here are some ideas. Share your evidence. 

    Reflect-

    Now, it’s time to think about your lesson. Read the questions below and take time to reflect on a personal level your answers. Then write one comprehensive answer where you focus on the most relevant ideas and thoughts you’ve come up with.

    • How did my students respond to that lesson?
    • Was there meaningful student involvement?
    • What aspects of the class were positive? Negative?
    • Are my students willing to take risks?
    • What evidence is there of students learning?
    • Are my students working cooperatively with others?
    • Was I giving enough wait time?
    • What should I do differently tomorrow?

    Learn-

    Share with us one lesson you’ve learned from teaching while using these strategies and how they can further improve your teacher quality.

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