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Putting our words to work: Re-thinking Teacher Talking Time Hugh Dellar Heinle Cengage / The University of Westminster

The bad press that TTT gets: ,[object Object],[object Object]

The results of this: ,[object Object],[object Object],[object Object]

However, TTT is still alive and well! ,[object Object],[object Object],[object Object],[object Object]

TTT has profound implications for classroom dynamics and the kind of learning experience we provide. ,[object Object],[object Object],[object Object],[object Object],[object Object]

What’s going on here? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

First kind of useful TTT: Chatting - with a language-oriented end-point ,[object Object],[object Object]

What can classrooms offer learners that others modes of study don’t? ,[object Object],[object Object],[object Object],[object Object],[object Object]

2nd kind of good TTT: The Triple X Rule! Explain, exemplify, expand. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Asking Ss. for examples helps give them the words they want to say things - but is also a concept check. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

3rd kind of good TTT: Questions about language that generate language! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Two more examples of good TTT come out of how exercises can be exploited. ,[object Object],[object Object]

Modelling is vital for three reasons. ,[object Object],[object Object],[object Object]

One final kind of good TTT: Re-eliciting texts ,[object Object],[object Object],[object Object]

Implications for materials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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