Session Details

🔵 SESSION 2 — FLUENCY & SPEAKING WITH EASE

From hesitation to flow.

Focus

• Reducing hesitation
• Developing natural flow
• Speaking with confidence

Core Elements

• Speaking in chunks (not translating from French)
• Fluency strategies for real-time teaching
• Guided fluency drills using dental content

Language Integration

• Short, clear sentence patterns
• Functional spoken grammar (present, sequencing)

EMI Principles in Action

• Clarity over complexity
• Strategic use of language

Outcome

• Personal fluency strategy
• Increased ease in spontaneous explanation

🔵 SESSION 2 DETAILS — FLUENCY & SPEAKING WITH EASE

From hesitation to flow

A. Main Objective

By the end of this session, you will be able to manage hesitation, maintain flow using short and clear sentences, and respond clearly and confidently in real-time classroom situations—despite imperfection.

The goal is not to speak perfectly, but to speak clearly, confidently, and continuously—despite imperfection.

This session focuses on developing natural speaking flow by avoiding translation, simplifying sentence structure, practicing spontaneous interaction, and improving clarity through targeted grammar and vocabulary use.

B. Agenda

1. Advance Organizer — Bridging Old and New Knowledge (8-10 min)

1.1. Reviewing last session content 

1.2. Exploring this session content

(+ Core EMI Principles)

2. Oral Practice (56-72 min)

2.1. Weekly speaking reflection

2.2. HW review 

2.3. TED Talk reflection

2.4. Elevator pitch

2.5. Rapid-fire student questions

2.6. Video-based fluency practice

3. Sentence clarity, grammar, and false friends (exercises- 25-30 min)

3.1. Sentence clarity

3.2. Grammar

3.3. False friends / easily confused words

4. EMI Principles in Action (5 min)

5. Recap (2 min)

HW + TED Talk (1 min)

C. Core (Session Content & Activities)

1. Advance Organizer — Bridging Old and New Knowledge (8–10 min)

1.1. Reviewing Last Session (4–5 min)

Work with a partner.

👉 Briefly discuss:

• • What were the main challenges you identified in Session 1?
  • When you speak in English, what usually causes hesitation?
  • What makes an explanation unclear?

👉 Key points: (Do you agree?)

• • hesitation
  • long, complex sentences
  • lack of clear structure

1.2. Exploring This Session (4–5 min)

In this session, you will learn how to:

• • manage hesitation and maintain flow
  • speak in short, clear sentences
  • respond more quickly and confidently

👉 Key shift: From awareness → to controlled, fluent speaking

(+ Core EMI Principles — 1 min):

1. 1. Clarity over complexity
   2. Structured delivery
   3. Scaffolding for understanding
   4. Comprehension checking
   5. Strategic use of language
   6. Student engagement
   7. Psychological safety

We will apply:

• • Clarity over complexity
  • Structured delivery

👉 Focus on making your message easy to understand

2. Oral Practice (56-72 min)

2.1. Weekly Speaking Reflection (12–15 minutes MAX)

Step 1 — Quick Individual Reflection (1–2 min)

Think about your week:

• • Did you speak or teach in English?
  • How did you feel?
  • What was difficult?
  • Did you use anything from last session?

👉 Keep it short — just identify ONE situation.

Step 2 — Pair Sharing (4–5 min)

Work with a partner.

Each person shares in 1 min only:

1. 1. One situation
   2. One difficulty
   3. One thing that worked (or could have worked)

⏱️ Keep it fast and focused.

Step 3 — Whole-Class Snapshot (5–6 min)

We will NOT share everything.

👉 Each pair shares ONLY ONE point:

• • one common difficulty
    OR
  • one useful strategy

Step 4 — Quick Coaching (2–3 min)

As a class, briefly identify key takeaways from the discussion.

👉 Share:

• • one common difficulty
  • one effective strategy
  • one way to say something more clearly

👉 Keep answers short (1–2 sentences).
👉 No long explanations — focus on clarity and improvement.

2.2. Homework Review (10-12 min)

Work with a partner.

Step 1 — Listen (4 min)

• • Listen to your partner’s 2-minute recording
  • Focus on understanding the message

Step 2 — Reflection (3 min)

Briefly discuss:

• • How did you feel recording yourself?
  • What was easy or difficult?

Step 3 — Feedback (3-4 min)

Your partner gives:

• • 1 strength (what worked well)
  • 1 improvement (what to fix next time)

Step 4 — Focus

Pay attention to:

• • hesitation
  • clarity of ideas
  • sentence length

👉 Keep feedback specific and useful
👉 Focus on improvement, not perfection

2.3. TED Talk Reflection (10-12 min)
10 ways to have a better conversation

Work with a partner.

Even if you did not watch the full video, you can fully participate using the key ideas below.

💡 Key Ideas from the Talk

Good communication means:

1. being present when speaking
2. using simple and clear language
3. avoiding long and complicated sentences
4. listening carefully
5. focusing on what really matters

👉 Step 1 — Pair Discussion (5-6 min)

Discuss with your partner (choose 2–3 questions):

• Which of these ideas do you already use?
• Which one is most difficult for you? Why?
• How can simple language improve your teaching?
• What should you stop doing when speaking English?
• How can you reduce hesitation when answering students?

👉 Step 2 — Whole-Class Discussion (4-6 min)

We will now discuss together as a class.

Be ready to share:

• one key idea you found important
• one thing you would like to improve

👉 Optional (if you watched the video)

• What example or idea from the talk stood out to you?
• What did you learn that you can apply immediately?

2.4. Elevator Pitch — Communicate What You Believe (10–12 min total)

Step 1 — Preparation (1–2 min)

Think of one idea you strongly believe in.

👉 Quickly decide:

• • What do you believe?
  • Why does it matter?

(No writing — just thinking)

Step 2 — First Attempt (Pairs) (3–4 min)

• • Partner A speaks (30–45 sec)
  • Partner B listens
  • Switch roles

Step 3 — Feedback (Pairs) (2–3 min)

Each partner gives:

• • 1 strength
  • 1 improvement

👉 Focus on:

• • clarity
  • conviction
  • impact

Step 4 — Second Attempt (Improved) (3–4 min)

• • Repeat the pitch (30–45 sec each)
  • Apply feedback immediately

2.5. Rapid-Fire Student Questions — Real-Time Response (9-10 min)

Fast Q&A Practice

Work with the same partner.

Task

Ask and answer quick questions about your partner’s elevator pitch.
Respond immediately, as in a real classroom.

Round 1 (4–5 min)

Partner A asks — Partner B answers

Ask 4–5 questions:

• • Why is this important in practice?
  • Can you explain that again in a simpler way?
  • Can you give a concrete example?
  • What is the main point we should remember?
  • How do we apply this in real situations?

👉 Partner B answers immediately, using short, clear sentences

Round 2 (4–5 min)

Switch roles

Partner B asks — Partner A answers

Quick Feedback (1–2 min)

Each partner gives:

• • 1 strength
  • 1 improvement

Rule

👉 Respond quickly.
👉 Keep answers short.
👉 Do not wait for perfect language.

2.6. Video-Based Fluency Practice — From Input to Explanation (12-15 min)

Work with a partner.

Task

After watching the video below (Vygotsky’s ZPD), you will:

• • understand the key idea
  • explain it clearly
  • discuss and apply it

Step 1 — Quick Understanding (Individual- 2 min)

Take a moment to think:

• • What is the main idea of the video?

Step 2 — Structured Explanation (Pairs- 5-6 min)

Explain the idea to your partner using:

• • First… (introduce the concept)
  • Then… (explain how it works)
  • Finally… (give a simple example)

👉 Use short, clear sentences

Step 3 — Partner Questions (3-4 min)

Your partner asks 2–3 questions about your explanation:

• • Can you simplify that?
  • Can you give another example?
  • Why is this important for learning?

👉 Respond immediately, using short answers

Step 4 — Discussion (Application- 2-3 min)

Discuss together (choose 2–3):

• • What is the most important idea in this concept?
  • What is one benefit for students?
  • Do you agree with this approach? Why?
  • How could you apply this in your teaching?

Focus

• • clarity of explanation
  • short sentences
  • responding under pressure
  • connecting ideas to practice

Videos: Lev Vygotsky's Zone of Proximal Development

3. Sentence Clarity, Grammar, and False Friends (25–30 min)

3.1. Sentence Clarity (8–10 min)

👉 Focus

• one idea per sentence
• avoid long, complex sentences
• speak directly

Examples (Model)

❌ “What we are going to do now is examine the data.”
✅ “Now, we examine the data.”

❌ “In order to understand this process, it is necessary to look at each step.”
✅ “To understand this, look at each step.”

❌ “It is important to note that this condition can become serious.”
✅ “This condition can become serious.”

COMMON SPEAKING PROBLEMS (EMI) — & HOW TO FIX THEM

Exercise — Simplify the Sentence (Work in pairs: 5–6 sentences each)

👉 Simplify and say out loud:

“What did you remove?”
“What did you simplify?”

1. What we are going to do now is explain the treatment plan.
2. In order to understand this condition, we need to analyze the symptoms carefully.
3. Due to the fact that this disease progresses slowly, patients often ignore it.
4. What we can observe here is a clear improvement in the patient’s condition.
5. It is important to note that early diagnosis improves outcomes.
6. There are several factors that need to be considered before making a decision.
7. What we are trying to do here is reduce the risk of infection.
8. The reason why this occurs is because bacteria accumulate over time.
9. In order to be able to treat this effectively, we must act early.
10. What I would like to explain now is the next step in the procedure.
11. It is important to understand that this method requires precision.
12. There are many different approaches that can be used in this case.
13. Due to the fact that the patient did not follow the instructions, the condition worsened.
14. What we are going to look at next is how the system responds to treatment.
15. In order to improve results, we need to focus on patient compliance.
16. What we can see in this example is a failure of the initial treatment.
17. The reason why this is important is because it affects long-term outcomes.
18. It is important to mention that this procedure is widely used in practice.
19. There are several methods that can be applied depending on the case.
20. What we are trying to achieve is a complete understanding of the process.

Which of these sentences do you actually use in your teaching?

KEY

3.2. Grammar (for Speaking) (10–12 min)

👉 Focus

• speak clearly using correct structures
• avoid common French–English interference
• use accurate tense and verb forms in real time

Examples (Model)

❌ “I recommend that she studies this topic.”
✅ “I recommend that she study this topic.”

❌ “If you will follow this method, you will succeed.”
✅ “If you follow this method, you will succeed.”

❌ “He suggested to analyze the results.”
✅ “He suggested analyzing the results.”

❌ “This depends of the situation.”
✅ “This depends on the situation.”

Exercise 1 — Correct and Say (Pairs)

👉 Correct the sentence and say it out loud:

1. I recommend that he goes to the next step.
2. It is important that she understands the process.
3. If you will apply this method, you get better results.
4. He suggested to change the approach.
5. When you will correct the exercise, I will give you an extra point.
6. If we would follow this protocol, the outcome improves.
7. I advise that he prepares more carefully.
8. It is essential that the student follows all instructions. 
9. If the system would fail, we take action.
10. She insisted that the doctor explains the procedure again.

Exercise 2 — Reformulate for Correct Speaking (Pairs)

👉 Reformulate and say clearly:

1. I recommend that she studies more before the exam.
2. If you will not treat this early, it becomes worse.
3. He suggested to use another method.
4. This depends of many external factors.
5. If we would analyze this differently, we get better results.
6. I propose that he takes this approach.
7. It is important that the patient understands clearly. (check form)
8. If the symptoms would appear, we react immediately.
9. She recommended to review the results again.
10. This solution allows to improve performance.

Exercise 3 — Controlled Speaking (Pairs)

Partner A explains a short idea using:

• one recommendation (I recommend that…)
• one conditional (If…, we…)

Partner B listens and says:

• “Form” (if structure is incorrect)
• “Clearer” (if message is unclear)

👉 Switch roles

EXTRAS:

• Exercise on Tenses (basic)
• Grammar & Usage Test (intermediate)
• Grammar Test (advanced)

3.3. False Friends / Easily Confused Words (10-14 min)

👉 Focus

Avoid common French–English confusion that reduces clarity and credibility.

Examples (1–2 min)

❌ “Actually, we are in the meeting now.” (actuellement)
✅ “We are currently in the meeting.”

❌ “I assisted the conference yesterday.”
✅ “I attended the conference yesterday.”

❌ “We need to control the results.” (vérifier)
✅ “We need to check the results.”

High-Frequency False Friends (1–2 min)

1. Actually ≠ actuellement → in fact (not now)
2. Assist ≠ assister → help (not attend)
3. Control ≠ vérifier → check
4. Eventually ≠ éventuellement → finally
5. Sensible ≠ sensible → reasonable
6. Fabric ≠ fabrique → material
7. Library ≠ librairie → place to study
8. Comprehensive ≠ compréhensif → complete / exhaustive (not understanding)
9. Experience ≠ expérience scientifique → knowledge or skill from practice (not experiment)
10. Support ≠ supporter → help (not stand)
11. Demand ≠ demander → require (not ask)
12. Resume ≠ résumer → continue (not summarize)
13. Résumé ≠ résumer → CV
14. Delay ≠ délai → postpone
15. Sympathetic ≠ sympathique → compassionate, caring
16. Deceived ≠ déçu → tricked (not disappointed)
17. Ignore ≠ignorer → deliberately not to pay attention

Exercise 1 — Choose the Correct Meaning (Pairs) (2-4 min)

1. Actually → (currently / in fact)
2. Assist → (help / attend)
3. Control → (check / manage)
4. Eventually → (possibly / finally)
5. Sensible → (sensitive / reasonable)
6. Fabric → (factory / material)
7. Library → (bookstore / place to study)
8. Comprehensive → (complete / easy to understand)
9. Experience → (experiment / knowledge)
10. Support → (help / stand)
11. Demand → (ask / require)
12. Resume → (summarize / continue)
13. Delay → (deadline / postpone)
14. Sympathetic → (nice / compassionate)
15. Deceived → (disappointed / tricked)

Exercise 2 — Correct the Sentence (Pairs) (2–4 min)

1. Actually, we are studying this topic now.
2. I assisted the seminar last week.
3. We need to control the data carefully.
4. Eventually, we can start the procedure.
5. This is a very sensible issue for patients.
6. The fabric produces medical tools.
7. The explanation is very comprehensive to understand.
8. I assisted the training session yesterday.
9. He has a lot of experience in this experiment.
10. The library sells scientific books.
11. The doctor demanded the patient to return next week.
12. We will resume the article before the exam.
13. The teacher was sympathetic but not very understanding. 
14. The patient felt deceived after the results. He had expected to be cured. But he knew the doctor had tried his best.

KEY

Exercise 3 — Speaking Practice (Pairs) (1–2 min)

Partner A creates a sentence using one word
Partner B confirms or corrects

👉 Words to use:

• actually
• assist
• eventually
• sensible
• support
• demand
• resume
• comprehensive
• sympathetic
• deceive
• ignore

Quick Correction Practice (throughout)

👉 Correct your partner immediately when needed
👉 Focus on clarity and accuracy in speaking

EXTRAS:

• 85 French False Friends in English
• 35 False French Friends

4. EMI Principles in Action (5 min)

4.1. Clarity over complexity (2 min)

• short sentences
• simple ideas

4.2. Strategic use of language (3 min)

Use patterns:

• “The main idea is…”
• “This means…”
• “For example…”

5. Recap (2 min)

✔ Speak in short sentences
✔ Do not translate — simplify
✔ Respond immediately
✔ Use structure to support fluency

HW

2-minute recording

Choose ONE:

• • Answer a student question
  • Present your course
  • Explain a concept simply

Requirements

• • short sentences
  • clear structure
  • one example

Reflection

• • Did I hesitate?
  • Did I simplify my speech?
  • Was I clear?

🎥 TED Talk (Homework)

How to speak so that people want to listen

Watch the talk by Julian Treasure.

🎯 Focus while watching

Pay attention to:

• how the speaker uses simple and clear language
• how he engages the audience
• how he makes his message easy to follow

✍️ Reflection (prepare for next session)

Be ready to discuss:

• What makes the speaker effective?
• What should you start doing when you speak?
• What should you stop doing?
• What can you apply immediately in your teaching?

💡 Optional (for deeper thinking)

• How does the speaker use his voice (tone, pace, emphasis)?
• How does this affect understanding?

🔚 Final Reflection & Closing (3-4 min || If time permits)

Before we finish, try one more time:

👉 Answer a question or explain a concept in 20–30 seconds.

Was it easier than at the beginning? What changed in your speaking?

👉 Key idea: Fluency comes from simplifying, not from overthinking.

Next session, we will focus on pronunciation — so that your message is not only clear, but immediately understood.

Session Handout

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