{"id":3578,"date":"2026-04-03T04:07:43","date_gmt":"2026-04-03T04:07:43","guid":{"rendered":"https:\/\/tahricteaches.com\/10-esl-speaking-activities-that-transform-your-classroom\/"},"modified":"2026-04-03T04:08:13","modified_gmt":"2026-04-03T04:08:13","slug":"10-esl-speaking-activities-that-transform-your-classroom","status":"publish","type":"post","link":"https:\/\/tahricteaches.com\/cs\/10-aktivit-pro-mluveni-v-anglictine-jako-druhem-jazyce-ktere-promeni-vasi-tridu\/","title":{"rendered":"10 aktivit pro mluven\u00ed v angli\u010dtin\u011b jako druh\u00e9m jazyce, kter\u00e9 prom\u011bn\u00ed va\u0161i t\u0159\u00eddu"},"content":{"rendered":"<p>Aktivity pro mluven\u00ed v angli\u010dtin\u011b jako druh\u00e9m jazyce (ESL) pom\u00e1haj\u00ed student\u016fm budovat sebev\u011bdom\u00ed, zlep\u0161ovat plynulost mluven\u00ed a procvi\u010dovat si konverza\u010dn\u00ed dovednosti v re\u00e1ln\u00e9m sv\u011bt\u011b. U\u010ditel\u00e9, kte\u0159\u00ed kladou d\u016fraz na procvi\u010dov\u00e1n\u00ed mluven\u00ed, zaznamen\u00e1vaj\u00ed rychlej\u0161\u00ed pokrok ve schopnosti sv\u00fdch student\u016f komunikovat p\u0159irozen\u011b. Tato p\u0159\u00edru\u010dka zahrnuje deset osv\u011bd\u010den\u00fdch aktivit, kter\u00e9 funguj\u00ed nap\u0159\u00ed\u010d \u00farovn\u011bmi znalost\u00ed \u2013 od za\u010d\u00e1te\u010dn\u00edk\u016f a\u017e po pokro\u010dil\u00e9.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/esl-classroom-discussion.jpg\" alt=\"Diskuse s u\u010ditelem a studenty ve t\u0159\u00edd\u011b angli\u010dtiny jako druh\u00e9ho jazyka\" style=\"max-width:100%;\"><\/p>\n<h2>Pro\u010d je mluven\u00fd projev d\u016fle\u017eit\u00fd ve v\u00fduce angli\u010dtiny jako druh\u00e9ho jazyka<\/h2>\n<p>Mnoho student\u016f angli\u010dtiny jako druh\u00e9ho jazyka (ESL) um\u00ed \u010d\u00edst a ps\u00e1t anglicky na vy\u0161\u0161\u00ed \u00farovni ne\u017e mluvit. Tato mezera existuje, proto\u017ee tradi\u010dn\u00ed v\u00fduka \u010dasto klade d\u016fraz na gramatick\u00e9 cvi\u010den\u00ed a p\u00edsemn\u00e1 cvi\u010den\u00ed p\u0159ed \u00fastn\u00ed komunikac\u00ed. V\u00fdzkum Americk\u00e9 rady pro v\u00fduku ciz\u00edch jazyk\u016f ukazuje, \u017ee studenti pot\u0159ebuj\u00ed pravideln\u00e9 p\u0159\u00edle\u017eitosti k mluven\u00ed bez stresu, aby si rozvinuli plynulost. Kdy\u017e u\u010ditel\u00e9 vytvo\u0159\u00ed podp\u016frn\u00e9 prost\u0159ed\u00ed pro procvi\u010dov\u00e1n\u00ed mluven\u00e9ho projevu, studenti p\u0159ekonaj\u00ed strach z chyb a za\u010dnou angli\u010dtinu pou\u017e\u00edvat p\u0159irozen\u011bji.<\/p>\n<p>\u00dastn\u00ed projevy tak\u00e9 pom\u00e1haj\u00ed student\u016fm internalizovat gramatick\u00e9 vzorce, ani\u017e by se museli u\u010dit pravidla nazpam\u011b\u0165. Kdy\u017e studenti pou\u017e\u00edvaj\u00ed novou slovn\u00ed z\u00e1sobu v konverzaci, zapamatuj\u00ed si ji l\u00e9pe, ne\u017e kdy\u017e si ji jednodu\u0161e zap\u00ed\u0161\u00ed. Afektivn\u00ed filtr \u2013 term\u00edn, kter\u00fd zavedl lingvista Stephen Krashen \u2013 se sni\u017euje, kdy\u017e se studenti c\u00edt\u00ed pohodln\u011b, co\u017e umo\u017e\u0148uje rychlej\u0161\u00ed osvojen\u00ed jazyka.<\/p>\n<h2>1. Dv\u011b pravdy a jedna le\u017e<\/h2>\n<p>Studenti o sob\u011b nap\u00ed\u0161\u00ed t\u0159i tvrzen\u00ed: dv\u011b pravdiv\u00e1, jedno nepravdiv\u00e9. Spolu\u017e\u00e1ci kladou ot\u00e1zky, aby odhalili le\u017e. Tato aktivita funguje pro v\u0161echny \u00farovn\u011b, proto\u017ee studenti ovl\u00e1daj\u00ed slo\u017eitost sv\u00fdch tvrzen\u00ed. Za\u010d\u00e1te\u010dn\u00edci mohou \u0159\u00edct \u201eM\u00e1m r\u00e1d pizzu\u201c, zat\u00edmco pokro\u010dil\u00ed studenti popisuj\u00ed cestovn\u00ed z\u00e1\u017eitky nebo osobn\u00ed \u00fasp\u011bchy. Hern\u00ed form\u00e1t sni\u017euje \u00fazkost a podporuje p\u0159irozen\u00e9 kladen\u00ed ot\u00e1zek.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/students-group-discussion.jpg\" alt=\"Studenti ve skupinov\u00e9 diskusi o aktivit\u011b angli\u010dtiny jako druh\u00e9ho jazyka\" style=\"max-width:100%;\"><\/p>\n<h2>2. Najd\u011bte n\u011bkoho, kdo\u2026<\/h2>\n<p>Vytvo\u0159te m\u0159\u00ed\u017eku s v\u00fdzvami jako \u201eNajdi n\u011bkoho, kdo nav\u0161t\u00edvil jinou zemi\u201c nebo \u201eNajdi n\u011bkoho, kdo hraje na hudebn\u00ed n\u00e1stroj\u201c. Studenti chod\u00ed a kladou spolu\u017e\u00e1k\u016fm ot\u00e1zky, dokud m\u0159\u00ed\u017eku nevypln\u00ed. Tato strukturovan\u00e1 aktivita propojov\u00e1n\u00ed nut\u00ed studenty zahajovat konverzace s v\u00edce partnery. Funguje to obzvl\u00e1\u0161t\u011b dob\u0159e pro procvi\u010dov\u00e1n\u00ed formulace ot\u00e1zek a budov\u00e1n\u00ed komunity ve t\u0159\u00edd\u011b. Pro ni\u017e\u0161\u00ed \u00farovn\u011b vytvo\u0159te v\u011btn\u00e9 r\u00e1mce: \u201eUm\u00ed\u0161 _____?\u201c a \u201eU\u017e jsi n\u011bkdy _____?\u201c<\/p>\n<h2>3. Dvojice popis\u016f obr\u00e1zk\u016f<\/h2>\n<p>Rozd\u011blte studenty do dvojic a ka\u017ed\u00e9mu dejte jin\u00fd obr\u00e1zek, polo\u017een\u00fd l\u00edcem dol\u016f. Studenti bez uk\u00e1z\u00e1n\u00ed obr\u00e1zk\u016f popisuj\u00ed, co vid\u00ed, zat\u00edmco partne\u0159i kresl\u00ed na z\u00e1klad\u011b popisu. Po p\u011bti minut\u00e1ch porovnaj\u00ed kresbu s p\u016fvodn\u00edm obr\u00e1zkem. Tato aktivita rozv\u00edj\u00ed popisnou slovn\u00ed z\u00e1sobu a u\u010d\u00ed studenty d\u00e1vat jasn\u00e9 a konkr\u00e9tn\u00ed pokyny. Pou\u017e\u00edvejte obr\u00e1zky s v\u00edce detaily \u2013 dob\u0159e se hod\u00ed pouli\u010dn\u00ed sc\u00e9ny, u\u010debny nebo krajina.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/classroom-speaking-practice.jpg\" alt=\"Cvi\u010den\u00ed mluven\u00ed ve t\u0159\u00edd\u011b\" style=\"max-width:100%;\"><\/p>\n<h2>4. Debata o \u010dty\u0159ech roz\u00edch<\/h2>\n<p>Ozna\u010dte rohy t\u0159\u00eddy mo\u017enostmi: \u201eRozhodn\u011b souhlas\u00edm\u201c, \u201eSouhlas\u00edm\u201c, \u201eNesouhlas\u00edm\u201c, \u201eRozhodn\u011b nesouhlas\u00edm\u201c. P\u0159e\u010dt\u011bte si tvrzen\u00ed nap\u0159\u00edklad \u201eDom\u00e1c\u00ed \u00fakoly by m\u011bly b\u00fdt zak\u00e1z\u00e1ny\u201c nebo \u201eSoci\u00e1ln\u00ed m\u00e9dia zlep\u0161uj\u00ed komunikaci\u201c. Studenti se p\u0159esunou do sv\u00e9ho vybran\u00e9ho rohu a v mal\u00fdch skupin\u00e1ch diskutuj\u00ed o sv\u00fdch \u00favah\u00e1ch. Z ka\u017ed\u00e9ho rohu vyberte jednoho studenta, kter\u00fd p\u0159edstav\u00ed pohled sv\u00e9 skupiny. Tato aktivita rozv\u00edj\u00ed argumenta\u010dn\u00ed dovednosti a u\u010d\u00ed studenty podpo\u0159it sv\u00e9 n\u00e1zory d\u016fkazy. Zahrnuje tak\u00e9 pohyb, kter\u00fd pom\u00e1h\u00e1 kinestetick\u00fdm student\u016fm udr\u017eet si pozornost.<\/p>\n<h2>5. Sc\u00e9n\u00e1\u0159 Opu\u0161t\u011bn\u00fd ostrov<\/h2>\n<p>Dejte ka\u017ed\u00e9mu studentovi kousek pap\u00edru s nakreslen\u00fdm n\u00e1hodn\u00fdm p\u0159edm\u011btem (nebo ho nechte nakreslit si vlastn\u00ed). \u0158ekn\u011bte student\u016fm, \u017ee uv\u00edzli na pust\u00e9m ostrov\u011b a \u017ee p\u0159e\u017eije jen polovina t\u0159\u00eddy. Ka\u017ed\u00fd mus\u00ed skupinu p\u0159esv\u011bd\u010dit, pro\u010d je jeho p\u0159edm\u011bt nezbytn\u00fd pro p\u0159e\u017eit\u00ed. Student se \u201ezrcadlem\u201c by mohl argumentovat, \u017ee m\u016f\u017ee signalizovat letadla, zakl\u00e1dat po\u017e\u00e1ry nebo kontrolovat zran\u011bn\u00ed. Tato aktivita podporuje kreativn\u00ed my\u0161len\u00ed a p\u0159esv\u011bd\u010div\u00fd projev.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/teacher-student-interaction.jpg\" alt=\"U\u010ditel komunikuje se studenty ve t\u0159\u00edd\u011b angli\u010dtiny jako druh\u00e9ho jazyka\" style=\"max-width:100%;\"><\/p>\n<h2>6. Rychl\u00e1 debata (\u010casov\u011b omezen\u00e9 vystoupen\u00ed)<\/h2>\n<p>Rozd\u011blte t\u0159\u00eddu do dvou t\u00fdm\u016f. Student z t\u00fdmu A hovo\u0159\u00ed na dan\u00e9 t\u00e9ma 45 sekund bez v\u00e1h\u00e1n\u00ed. T\u00fdm B poslouch\u00e1 gramatick\u00e9 chyby, slovn\u00ed chyby nebo dlouh\u00e9 pauzy. Pokud t\u00fdm B chybu odhal\u00ed, z\u00edsk\u00e1 bod. Pot\u00e9 t\u00fdm B vy\u0161le \u0159e\u010dn\u00edka. T\u00e9mata se mohou pohybovat od jednoduch\u00fdch (\u201ePopi\u0161te svou rann\u00ed rutinu\u201c) a\u017e po slo\u017eit\u00e1 (\u201eM\u011bly by b\u00fdt univerzity bezplatn\u00e9?\u201c). Tato aktivita rozv\u00edj\u00ed plynulost pod tlakem a u\u010d\u00ed studenty myslet anglicky, sp\u00ed\u0161e ne\u017e p\u0159ekl\u00e1dat z jejich mate\u0159sk\u00e9ho jazyka.<\/p>\n<p>U\u017eite\u010dnou video uk\u00e1zku t\u00e9to a dal\u0161\u00edch aktivit zam\u011b\u0159en\u00fdch na mluven\u00ed najdete v tomto v\u00fdukov\u00e9m zdroji pro angli\u010dtinu jako druh\u00fd jazyk:<\/p>\n<p><iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/Zwtt46EnwRY\" title=\"Nejlep\u0161\u00ed \u0159e\u010dnick\u00e9 aktivity pro studenty angli\u010dtiny jako druh\u00e9ho jazyka\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<h2>7. Sc\u00e9n\u00e1\u0159e hran\u00ed rol\u00ed<\/h2>\n<p>Zadejte student\u016fm situace z re\u00e1ln\u00e9ho sv\u011bta: objedn\u00e1v\u00e1n\u00ed j\u00eddla v restauraci, dotazov\u00e1n\u00ed se na cestu, pracovn\u00ed pohovory nebo pod\u00e1v\u00e1n\u00ed st\u00ed\u017enost\u00ed. Za\u010d\u00e1te\u010dn\u00edk\u016fm poskytn\u011bte dialogov\u00e9 karty s kl\u00ed\u010dov\u00fdmi fr\u00e1zemi. St\u0159edn\u011b pokro\u010dil\u00ed a pokro\u010dil\u00ed studenti mohou improvizovat na z\u00e1klad\u011b sc\u00e9n\u00e1\u0159e. Hran\u00ed rol\u00ed p\u0159ipravuje studenty na praktick\u00e9 pou\u017e\u00edv\u00e1n\u00ed angli\u010dtiny mimo u\u010debnu. Umo\u017e\u0148uje tak\u00e9 student\u016fm procvi\u010dovat si kulturn\u00ed normy, jako je zdvo\u0159il\u00e9 odm\u00edtnut\u00ed nebo nez\u00e1vazn\u00e1 konverzace. Po ka\u017ed\u00e9m hran\u00ed rol\u00ed t\u0159\u00edda diskutuje o tom, co se osv\u011bd\u010dilo, a navrhuje vylep\u0161en\u00ed.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/esl-conversation-activity.jpg\" alt=\"Studenti mluv\u00ed o konverzaci v angli\u010dtin\u011b jako druh\u00e9m jazyce\" style=\"max-width:100%;\"><\/p>\n<h2>8. \u0158et\u011bzec p\u0159\u00edb\u011bh\u016f (spole\u010dn\u00e9 vypr\u00e1v\u011bn\u00ed p\u0159\u00edb\u011bh\u016f)<\/h2>\n<p>P\u0159ive\u010fte \u010dty\u0159i studenty dop\u0159edu. T\u0159i se posad\u00ed do \u0159ady, jeden stoj\u00ed za nimi jako \u201ekontrolor\u201c. Kontrolor dr\u017e\u00ed karti\u010dky s n\u00e1hodn\u00fdmi podstatn\u00fdmi jm\u00e9ny (nap\u0159. \u201ekolo\u201c, \u201ebou\u0159ka\u201c, \u201ebabi\u010dka\u201c). Student 1 za\u010dne vypr\u00e1v\u011bt p\u0159\u00edb\u011bh. Po 30\u201360 sekund\u00e1ch kontrolor pod\u00e1 karti\u010dku s podstatn\u00fdm jm\u00e9nem studentovi 2, kter\u00fd mus\u00ed toto slovo zakomponovat a pokra\u010dovat v p\u0159\u00edb\u011bhu. Vypr\u00e1v\u011bn\u00ed se st\u0159\u00edd\u00e1 mezi studenty, dokud p\u0159\u00edb\u011bh neskon\u010d\u00ed. Tato aktivita rozv\u00edj\u00ed spont\u00e1nn\u00ed \u0159e\u010dnick\u00e9 dovednosti a u\u010d\u00ed studenty plynule spojovat my\u0161lenky.<\/p>\n<h2>9. Rad\u011bji byste?<\/h2>\n<p>P\u0159edlo\u017ete student\u016fm mo\u017enosti: \u201eRad\u011bji byste \u017eili v hor\u00e1ch, nebo u oce\u00e1nu?\u201c Za\u010d\u00e1te\u010dn\u00edci mohou odpov\u011bd\u011bt jednou v\u011btou s pou\u017eit\u00edm \u201eRad\u011bji bych\u2026 proto\u017ee\u2026\u201c. Pokro\u010dil\u00ed studenti mohou diskutovat o v\u00fdhod\u00e1ch a nev\u00fdhod\u00e1ch ka\u017ed\u00e9 mo\u017enosti. Tato jednoduch\u00e1 aktivita vyvol\u00e1v\u00e1 p\u0159ekvapiv\u00e9 diskuse a odhaluje osobnostn\u00ed rozd\u00edly. P\u0159irozen\u011b tak\u00e9 zav\u00e1d\u00ed srovn\u00e1vac\u00ed struktury. Upravte obt\u00ed\u017enost zm\u011bnou mo\u017enost\u00ed \u2013 pro za\u010d\u00e1te\u010dn\u00edky snadn\u00e9 mo\u017enosti jako \u201epizza nebo t\u011bstoviny\u201c, pro pokro\u010dil\u00e9 filozofick\u00e9 dilemata jako \u201esl\u00e1va nebo bohatstv\u00ed\u201c.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/collaborative-speaking-activity.jpg\" alt=\"Spole\u010dn\u00e1 \u0159e\u010dnick\u00e1 aktivita pro studenty angli\u010dtiny jako druh\u00e9ho jazyka\" style=\"max-width:100%;\"><\/p>\n<h2>10. \u00dastn\u00ed odchodov\u00e9 l\u00edstky<\/h2>\n<p>Ne\u017e studenti odejdou z hodiny, po\u017e\u00e1dejte je, aby nahlas odpov\u011bd\u011bli na ot\u00e1zku \u2013 bu\u010f v\u00e1m, nebo partnerovi. Ot\u00e1zky mohou b\u00fdt zam\u011b\u0159eny na zopakov\u00e1n\u00ed obsahu lekce (\u201eJak\u00e9 nov\u00e9 slovo jste se dnes nau\u010dili?\u201c) nebo na kontrolu porozum\u011bn\u00ed (\u201eVysv\u011btlete rozd\u00edl mezi slovy \u201ep\u016fj\u010dit\u201c a \u201evyp\u016fj\u010dit\u201c). Toto rychl\u00e9 formativn\u00ed hodnocen\u00ed posiluje u\u010den\u00ed a buduje ka\u017edodenn\u00ed n\u00e1vyk mluven\u00ed. Tak\u00e9 d\u00e1v\u00e1 stydliv\u00fdm student\u016fm p\u0159\u00edle\u017eitost mluvit s n\u00edzk\u00fdm rizikem. Poskytn\u011bte jim \u00favodn\u00ed v\u011bty jako podp\u016frn\u00e9: \u201eDnes jsem se nau\u010dil\u2026\u201c nebo \u201eJedna v\u011bc, kter\u00e1 mi p\u0159i\u0161la obt\u00ed\u017en\u00e1, byla\u2026\u201c<\/p>\n<h2>Jak podpo\u0159it neochotn\u00e9 \u0159e\u010dn\u00edky<\/h2>\n<p>N\u011bkte\u0159\u00ed studenti se vyh\u00fdbaj\u00ed \u0159e\u010dnick\u00fdm aktivit\u00e1m kv\u016fli \u00fazkosti nebo perfekcionismu. Sni\u017ete afektivn\u00ed filtr t\u00edm, \u017ee up\u0159ednostn\u00edte \u00fasil\u00ed p\u0159ed p\u0159esnost\u00ed. Ne\u017e studenty vyzvete, nechte je na rozmy\u0161lenou. V\u00e1haj\u00edc\u00ed \u0159e\u010dn\u00edky sp\u00e1rujte s povzbudiv\u00fdmi partnery. Pou\u017e\u00edvejte v\u011btn\u00e9 r\u00e1mce a vizu\u00e1ln\u00ed pom\u016fcky k podpo\u0159e odpov\u011bd\u00ed. Nikdy nenu\u0165te studenta mluvit p\u0159ed celou t\u0159\u00eddou, ne\u017e je na to p\u0159ipraven \u2013 za\u010dn\u011bte prac\u00ed ve dvojic\u00edch a postupn\u011b p\u0159ech\u00e1zejte do v\u011bt\u0161\u00edch skupin. Kdy\u017e studenti vid\u00ed, \u017ee chyby jsou sou\u010d\u00e1st\u00ed u\u010den\u00ed, zapojuj\u00ed se voln\u011bji. Dal\u0161\u00ed strategie pro budov\u00e1n\u00ed sebev\u011bdom\u00ed student\u016f naleznete v na\u0161em pr\u016fvodci na <a href=\"https:\/\/tahricteaches.com\/cs\/techniky-zapojeni-studentu-ve-vyuce-anglictiny-jako-druheho-jazyka\/\">techniky zapojen\u00ed student\u016f<\/a>.<\/p>\n<p style=\"text-align:center;\"><img decoding=\"async\" src=\"https:\/\/tahricteaches.com\/wp-content\/uploads\/2026\/04\/students-raising-hands.jpg\" alt=\"Studenti zvedaj\u00ed ruce, mluven\u00e1 aktivita v angli\u010dtin\u011b jako druh\u00e9m jazyce\" style=\"max-width:100%;\"><\/p>\n<h2>Praktick\u00e9 tipy pro veden\u00ed \u0159e\u010dnick\u00fdch aktivit<\/h2>\n<p>P\u0159ed zah\u00e1jen\u00edm aktivity studenti prom\u00edtnou model. P\u0159edve\u010fte ji s dobrovoln\u00edkem nebo p\u0159edem nahrajte video s uk\u00e1zkou. Stanovte jasn\u00e9 \u010dasov\u00e9 limity \u2013 pou\u017eijte \u010dasova\u010d viditeln\u00fd pro celou t\u0159\u00eddu. Sledujte dvojice a mal\u00e9 skupiny, ale vyhn\u011bte se zdr\u017eov\u00e1n\u00ed. D\u011blejte si pozn\u00e1mky o b\u011b\u017en\u00fdch chyb\u00e1ch pro pozd\u011bj\u0161\u00ed mini-lekci, m\u00edsto abyste je p\u0159eru\u0161ovali a opravovali. Po aktivit\u011b po\u017e\u00e1dejte studenty, aby se zamysleli: \u201eCo bylo snadn\u00e9? Co bylo n\u00e1ro\u010dn\u00e9?\u201c Tento metakognitivn\u00ed krok pom\u00e1h\u00e1 student\u016fm vn\u00edmat jejich pokrok. Sp\u00e1rov\u00e1n\u00ed \u00fastn\u00edch aktivit s <a href=\"https:\/\/tahricteaches.com\/cs\/slovni-hry-promenuji-ucebnu\/\">slovn\u00ed hry<\/a> upev\u0148uje nov\u00e1 slova opakov\u00e1n\u00edm.<\/p>\n<p>Za\u010dle\u0148te \u00fastn\u00ed cvi\u010den\u00ed do ka\u017ed\u00e9 lekce, ne jen do vyhrazen\u00fdch \u201e\u00favodn\u00edch dn\u016f\u201c. P\u011btiminutov\u00e1 \u201eOto\u010d se a mluv\u201c po vysv\u011btlen\u00ed gramatick\u00e9ho bodu okam\u017eit\u011b aktivuje jazyk. Pou\u017e\u00edvejte <a href=\"https:\/\/tahricteaches.com\/cs\/procvicovani-anglicke-konverzace\/\">techniky procvi\u010dov\u00e1n\u00ed konverzace<\/a> vytvo\u0159it kulturu ve t\u0159\u00edd\u011b, kde mluven\u00ed p\u016fsob\u00ed p\u0159irozen\u011b, nikoli nucen\u011b.<\/p>\n<h2>Kdy tyto aktivity vyu\u017e\u00edt<\/h2>\n<p>Na za\u010d\u00e1tku semestru pou\u017eijte k prolomen\u00ed led\u016f metodu Dv\u011b pravdy a jedna le\u017e nebo Najd\u011bte n\u011bkoho, kdo. \u010cty\u0159i rohy a Opu\u0161t\u011bn\u00fd ostrov se dob\u0159e osv\u011bd\u010duj\u00ed uprost\u0159ed hodiny, kdy\u017e studenti pot\u0159ebuj\u00ed pohyb. Rychl\u00e1 debata a hran\u00ed rol\u00ed se hod\u00ed na p\u0159\u00edpravu na zkou\u0161ky nebo do dn\u016f opakov\u00e1n\u00ed test\u016f. Kniha Would You Rather je vynikaj\u00edc\u00edm rozcvi\u010den\u00edm nebo k vypln\u011bn\u00ed \u010dasu. Kniha Verbal Exit Tickets funguje ka\u017ed\u00fd den. Obm\u011b\u0148ujte aktivity tak, aby odpov\u00eddaly c\u00edl\u016fm lekce \u2013 p\u0159i v\u00fduce p\u0159edlo\u017eek m\u00edsta pou\u017e\u00edvejte obr\u00e1zkov\u00fd popis, p\u0159i opakov\u00e1n\u00ed minul\u00fdch \u010das\u016f metodu Story Chain.<\/p>\n<h2>Hodnocen\u00ed pokroku v mluven\u00ed<\/h2>\n<p>Sledujte plynulost, p\u0159esnost a rozsah samostatn\u011b. Plynulost m\u011b\u0159\u00ed, jak plynule studenti mluv\u00ed bez dlouh\u00fdch pauz. P\u0159esnost sleduje gramatick\u00e9 chyby a chyby ve v\u00fdslovnosti. Rozsah hodnot\u00ed rozmanitost slovn\u00ed z\u00e1soby. Nehodno\u0165te ka\u017edou \u0159e\u010dnickou aktivitu \u2013 n\u00e1ro\u010dn\u00e9 hodnocen\u00ed ni\u010d\u00ed spont\u00e1nnost. M\u00edsto toho pozorujte vzorce v pr\u016fb\u011bhu \u010dasu. Pravideln\u011b zaznamen\u00e1vejte studenty a nechte je, aby se sami hodnotili pomoc\u00ed rubriky. V\u0161\u00edmejte si, kdy se studenti sami opravuj\u00ed, pou\u017e\u00edvaj\u00ed novou slovn\u00ed z\u00e1sobu nebo zahajuj\u00ed konverzaci bez vyzv\u00e1n\u00ed. Tyto ukazatele ukazuj\u00ed skute\u010dn\u00fd pokrok l\u00e9pe ne\u017e form\u00e1ln\u00ed testy.<\/p>\n<h2>P\u0159izp\u016fsoben\u00ed se online v\u00fduce<\/h2>\n<p>V\u011bt\u0161ina t\u011bchto aktivit se s drobn\u00fdmi \u00fapravami p\u0159ev\u00e1d\u00ed do videohovor\u016f. Vyu\u017e\u00edvejte skupinov\u00e9 diskuze pro pr\u00e1ci ve dvojic\u00edch a v mal\u00fdch skupin\u00e1ch. Sd\u00edlejte obr\u00e1zky na obrazovce pro popis obr\u00e1zk\u016f. Vkl\u00e1dejte do chatu ankety \u201eCht\u011bli byste rad\u011bji?\u201c. Nahr\u00e1v\u00e1n\u00ed hran\u00ed rol\u00ed pro pozd\u011bj\u0161\u00ed kontrolu. Kl\u00ed\u010dovou online v\u00fdzvou je zajistit, aby se v\u0161ichni studenti zapojili rovnom\u011brn\u011b \u2013 oslovujte ti\u0161\u0161\u00ed studenty p\u0159\u00edmo a partnery v skupinov\u00fdch diskus\u00edch \u010dasto st\u0159\u00eddejte.<\/p>\n<h2>\u010cast\u00e9 chyby, kter\u00fdm se vyhnout<\/h2>\n<p>Nedovolte, aby pokro\u010dil\u00ed studenti dominovali v diskus\u00edch \u2013 stanovte pravidla, v nich\u017e se studenti budou st\u0159\u00eddat. Vyhn\u011bte se opravov\u00e1n\u00ed ka\u017ed\u00e9 chyby b\u011bhem aktivit zam\u011b\u0159en\u00fdch na plynulost mluven\u00ed; chyby si poznamenejte pro pozd\u011bj\u0161\u00ed zopakov\u00e1n\u00ed. Nevynech\u00e1vejte f\u00e1zi modelov\u00e1n\u00ed \u2013 studenti pot\u0159ebuj\u00ed vid\u011bt, jak vypad\u00e1 \u00fasp\u011bch. Odolejte nutk\u00e1n\u00ed mluvit za studenty, kte\u0159\u00ed se pot\u00fdkaj\u00ed s probl\u00e9my; rad\u011bji jim dejte \u010das na vy\u010dk\u00e1n\u00ed. Nepou\u017e\u00edvejte opakovan\u011b stejn\u00e9 aktivity; rozmanitost udr\u017euje zaujet\u00ed.<\/p>\n<h2>Z\u00e1v\u011bre\u010dn\u00e9 my\u0161lenky<\/h2>\n<p>Cvi\u010den\u00ed s mluven\u00edm prom\u011b\u0148uje u\u010debny angli\u010dtiny jako druh\u00e9ho jazyka z tich\u00fdch, u\u010ditelem veden\u00fdch prostor v aktivn\u00ed vzd\u011bl\u00e1vac\u00ed prost\u0159ed\u00ed. Studenti z\u00edskaj\u00ed sebev\u011bdom\u00ed, kdy\u017e si uv\u011bdom\u00ed, \u017ee dok\u00e1\u017eou \u00fasp\u011b\u0161n\u011b komunikovat v angli\u010dtin\u011b. T\u011bchto deset aktivit vy\u017eaduje minim\u00e1ln\u00ed p\u0159\u00edpravu, ale p\u0159in\u00e1\u0161\u00ed m\u011b\u0159iteln\u00e9 v\u00fdsledky. Za\u010dn\u011bte s jednou nebo dv\u011bma obl\u00edben\u00fdmi aktivitami a pot\u00e9 sv\u016fj reperto\u00e1r roz\u0161i\u0159te. C\u00edlem nen\u00ed dokonal\u00e1 angli\u010dtina \u2013 je to pomoc student\u016fm naj\u00edt sv\u016fj vlastn\u00ed hlas v nov\u00e9m jazyce.<\/p>\n<h2>Zdroje<\/h2>\n<ol>\n<li><a href=\"https:\/\/www.edutopia.org\/discussion\/12-fun-speaking-games-language-learners\" target=\"_blank\" rel=\"noopener\">Edutopia: 12 z\u00e1bavn\u00fdch her s mluven\u00edm pro studenty jazyk\u016f<\/a> \u2014 Aktivity ov\u011b\u0159en\u00e9 u\u010ditelem pro rozvoj plynulosti mluven\u00e9ho projevu<\/li>\n<li><a href=\"https:\/\/www.continentalpress.com\/blog\/esl-speaking-activities\/\" target=\"_blank\" rel=\"noopener\">Continental Press: 7 z\u00e1bavn\u00fdch a efektivn\u00edch aktivit pro mluven\u00ed v angli\u010dtin\u011b jako druh\u00e9m jazyce<\/a> \u2014 V\u00fdzkumem podlo\u017een\u00e9 strategie pro sn\u00ed\u017een\u00ed afektivn\u00edho filtru<\/li>\n<li><a href=\"https:\/\/www.actfl.org\/\" target=\"_blank\" rel=\"noopener\">Americk\u00e1 rada pro v\u00fduku ciz\u00edch jazyk\u016f<\/a> \u2014 V\u00fdzkum rozvoje \u00fastn\u00ed gramotnosti<\/li>\n<li><a href=\"https:\/\/www.tefllemon.com\/esl-speaking-activities-for-teens-and-adults\" target=\"_blank\" rel=\"noopener\">TEFL Lemon: ESL mluven\u00e9 aktivity pro teenagery a dosp\u011bl\u00e9<\/a> \u2014 N\u00e1pady na aktivity pro sm\u00ed\u0161en\u00e9 t\u0159\u00eddy<\/li>\n<\/ol>","protected":false},"excerpt":{"rendered":"<p>Aktivity zam\u011b\u0159en\u00e9 na mluven\u00ed v angli\u010dtin\u011b jako druh\u00e9m jazyce (ESL) pom\u00e1haj\u00ed student\u016fm budovat sebev\u011bdom\u00ed, zlep\u0161ovat plynulost a procvi\u010dovat si konverza\u010dn\u00ed dovednosti v re\u00e1ln\u00e9m sv\u011bt\u011b. U\u010ditel\u00e9, kte\u0159\u00ed kladou d\u016fraz na procvi\u010dov\u00e1n\u00ed mluven\u00ed, zaznamen\u00e1vaj\u00ed rychlej\u0161\u00ed pokrok ve schopnosti sv\u00fdch student\u016f komunikovat p\u0159irozen\u011b. Tato p\u0159\u00edru\u010dka zahrnuje deset osv\u011bd\u010den\u00fdch aktivit, kter\u00e9 funguj\u00ed nap\u0159\u00ed\u010d \u00farovn\u011bmi znalost\u00ed \u2013 od za\u010d\u00e1te\u010dn\u00edk\u016f a\u017e po pokro\u010dil\u00e9. Pro\u010d je procvi\u010dov\u00e1n\u00ed mluven\u00ed v u\u010debn\u00e1ch angli\u010dtiny jako druh\u00e9m jazyce d\u016fle\u017eit\u00fd Mnoho student\u016f angli\u010dtiny jako druh\u00e9ho jazyka m\u016f\u017ee\u2026<\/p>","protected":false},"author":1,"featured_media":3570,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[30],"tags":[51,634,440,74,86,50,341,635,632,633,61,453],"class_list":["post-3578","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article-posts","tag-classroom-activities","tag-classroom-engagement","tag-communicative-language-teaching","tag-conversation-practice","tag-english-learners","tag-esl-games","tag-esl-speaking-activities","tag-esl-strategies","tag-oral-communication","tag-speaking-confidence","tag-speaking-fluency","tag-teaching-techniques-esl"],"_links":{"self":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/3578","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/comments?post=3578"}],"version-history":[{"count":0,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/posts\/3578\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/media\/3570"}],"wp:attachment":[{"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/media?parent=3578"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/categories?post=3578"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tahricteaches.com\/cs\/wp-json\/wp\/v2\/tags?post=3578"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}