英语教学法教程unit10 teaching speaking.ppt

Unit10TeachingSpeaking Aimsoftheunit Throughlearninganddiscussion studentswillgettoknow 1 themaincharacteristicsofspokenlanguage2 principlesforteachingspeaking3 typicaltypesofspeakingactivities4 Howtoorganizespeakingactivities 10 1Whatarethecharacteristicsofspokenlanguage Speakingisaskill justlikeswimming drivingacar orplayingping pong Toooften inthetraditionalclassroom thelearningofEnglishhasbeenrelegatedtolinguisticknowledgeonly e g knowledgeofvocabularyandgrammarrules withlittleornoattentionpaidtopractisinglanguageskill Howcanwetellthedifferencebetweenknowledgeandskill AccordingtoBygate 1987 4 one fundamentaldifferenceisthatbothcanbeunderstoodandmemorised butonlyaskillcanbeimitatedandpractised Characteristicsofspokenlanguage SpontaneityTime constraint Spontaneity Inmostsituations peopledonotplanaheadoftimewhattheyaregoingtosay Thefactthatspeechisspontaneousmeansthatitisfulloffalsestarts repetitions incompletesentences andshortphrases Shouldweexpectthestudentstoproducecompletesentencesinlanguageclassroom Time constraint Thestudentsmustbeabletoproduceunplannedutterancesinrealtime otherwisepeoplewillnothavethepatiencetolistentothem WhichofthefollowingactivitiesdoyouthinkwouldhelptopreparestudentsforreallifespeechinEnglish Readingaloud needstobesupplementedwithmorerealisticactivitiesasthelevelincreases Givingapreparedtalk maybeusedforadvancedlevel Learningapieceoftextordialoguebyheartmorerealisticactivitiesasthelevelincreases Interviewingsomeone orbeinginterviewed Yes Ithelpstopreparestudentsforreallifespeech Doingadrill needstobesupplementedwithmorerealisticactivitiesasthelevelincreases Alsostudentsmustconsiderwhomtheyaretalkingtoandbeabletocheckiftheyarebeingunderstood e g Kelly HeyJack how stheprojectcomingalong Jack Whatproject Kelly TheoneyouandCraigareworkingon Jack CraigandI Kelly Yeah forthesciencefair Jack Oh thatproject It sfinished I msobusyworkingonanotherprojectformyeconomicsclassthatIalmostforgotaboutit Ihopeit llworklikewewantto Kelly Oh I msureitwill 10 2Principlesforteachingspeaking TeacherasksthestudentstoreadthepartfromP159to160andthengetsthemtothinkabouthowtheycanimprovespeakingteaching Balancingaccuracy basedwithfluency basedpracticesContextualisingpracticePersonalisingpracticeBuildingupconfidenceMaximisingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategiesMakingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents 10 3Designingspeakingtasks Oneimportantconsideration Proficiencylevelofthestudents challengingbutnottoodifficult Ifthetaskistooeasyortoodifficult thestudentsmaybedemotivated Commoncharacteristicsinsuccessfulspeakingtasks MaximumforeigntalkEvenparticipationHighmotivationRightlanguagelevel MaximumforeigntalkTrytoavoidstudents talkinginthemothertongue andavoidtoomuchTeacherTalk EvenparticipationTrytoavoidoutstandingstudents dominatingdiscussions Trytoguaranteeequalopportunitiesforstudentsofdifferentlevels HighmotivationInterestingtopic andclearobjective Makesurethatthetaskisinlinewiththestudents ability RightlanguagelevelThetaskmustbedesignedsothatthestudentscancompletethetasksuccessfullywiththelanguagethattheyhave Otherwisethetaskwillbecomefrustratingandthestudentsarelikelytogiveuporreverttothenativelanguage 10 4Typeofspeakingtasks Itisimportanttoprovidethestudentswithavarietyofspeakingactivitiesbecause Avarietyofspeakingactivitieswillenablestudentstocopewithdifferentsituationsinreality Varietyhelpskeepmotivationhigh Varietymaysuitstudentsofdifferentlearningstyles Therearetwomajorpurposesforlistening Oneistogetinformationandtheotherisforsocialreasons Sincespeakingisreciprocaloflistening thesameistrueofspeaking AccordingtoLittlewood ashasbeenmentionedinUnit2 p 22 communicativespeakingactivitiescanbedividedintotwotypes functionalcommunicationactivities andsocialinteractionactivities StructuralActivitiesPre C A Quasi com Activities sent patterndrills dialogues etc FunctionalCom Act Com Act obtaininginformation SocialInteractionAct role playing problem solving etc InformationGap Choices Feed back Forbeginningstudents pre communicativeactivitiesarealsonecessary whicharemorestructuralandallowthelearnertopractisetheformsofthelanguage However weshouldmakespeakingtasksascommunicativeaspossible Sometypesofspeakingactivities ControlledactivitiesSemi controlledactivitiesInformation gapactivitiesDialoguesandrole playsActivitiesusingpicturesProblem solvingactivitiesOtherspeakingactivities Information gapactivities Compare2activities ActivityA ActivityB Usethesamepictures butcutthemup pastethemoncards andgiveeachstudentadifferentpicture Directions Askyourpartnerwhatisinhis herpicture Foreexample StudentA What sinyourpicture StudentB Thereis What sinyourpicture StudentA Thereis Obviouslythesecondactivityincludesaninformationgapthatthefirstonedoesnot Information gapactivitiescanbedesignedataveryelementarylevel sothatcommunicativepracticecanbedonefromalmosttheverybeginningofforeignlanguagelearning Dialoguesandrole plays Twoproblemswithmostdialoguesintextbooks Notauthenticornatural Thenaturalspeechofnativespeakersisoftenphrasesorsentencefragmentsfullofpauses falsestarts andrepetitions Thewaymostdialoguesaretaught Teachersaskstudentstomemorizedialoguesbyheart Whatcanateacherdotomakeadialoguemorecommunicative Example1 Playingtherolesinadialogue Step1 Practisethedialogueinpairs A Whattimeisit B It s3 00 Why A Oh Ineedtogotothestore Doyouwanttocome B OK Justaminute Ineedtofinishthisfirst Step2 Askafewpairstoperformthedialogueinfrontofthewholeclass speakingindifferentmoodssuchashappy irritated bored orindifferentrolerelationshipssuchasparentandachild husbandandwife twofriends etc Thestudentsmayparaphrasetheunderlinedparts gotothepostoffice gotothebank etc insteadof gotothestore findmyjacket shoes etc insteadof finishthisfirst Example2 Usingcuecards CardAYouaretalkingtoanewclassmate Begintheconversationwithagreeting 1 Greetyourpartner 2 Askyourpartnerwhichschoolhe shewenttobefore 3 Askyourpartnerifhe shelivesneartheschool 4 Suggestyougoshoppingtogetherafterschool CardBYouareanewstudentatthisschool Oneofyourclassmatesgreetsyou 1 Greetyourpartnerback 2 Answerthequestion 3 Answerthequestion 4 Respondtothesuggestion Thenstudentsshouldbereadytomovequicklyintolesscontrolledtypesofroleplays whereonlythesituationandtherelationshipbetweenthetwospeakersarespecified CardAYouandyourfriendaregoingouttoeatlunch Youneedtodecidewheretogo Youwouldliketotrysomethingdifferentbecauseyou retiredofthesamefood Youmakeasuggestion Noticethattheoutcomeofthisroleplayisnotspecifiedinthecuecards Itonlysetsupapointofdisagreement CardBYouandyourfriendaregoingouttoeatlunch Youneedtodecidewheretogo Youwouldliketogototheplacewhereyoualwaysgo becauseyoulikethefood Youdon tagreewithyourfriend ssuggestion Factorsthataffectthesuccessofrole plays Ur 1996 133 Teacher senthusiasm Carefulinstructions Clearsituationandroles Makingsurethatthestudentshavethelanguagetheywillneedtocarryouttherole play Activitiesusingpictures Ingroupsof3or4 Asecretaryisappointedtomarkatickforeachsentencesaid Checkwhichgrouphasgotmostticks Inpairs Littlewood1981 23 4 Ingroupsof5 Problem solvingactivities Youareonacommitteethatisinchargeofdecidingwhattodowithasmallamountofmoneythathasbeendonatedtoimproveyourschool Youhavealistofthingstodo butyouonlyhaveenoughmoneyfor5oftheitems Youmustreachaconsensus agreement inyourgrouponwhich5itemsyouwillspendthemoney Hereisthelist Repaint3classrooms Paintlinesforgamesontheplayground Installlightsthatautomaticallyturnofftosaveelectricity Buycurtainsfor8classrooms ThiswillmakeiteasiertoseetheOHP OverheadProjector whentheroomisdarker Buysoundabsorptionpanelsfor2classrooms Thiswillmaketheclassroomquietersoitwillbeeasiertoheareachother Buyanairconditionerforoneclassroom Buy4newbasketballhoopsfortheplayground Buy15youngtreestobeplantedforshadearoundtheedgeoftheplayground Buyfansfor6classrooms Remodelbathroomfaucetssostudentscanwashtheirhandsusinghotandcoldwater Addsoapdispensersandhanddryerstobathrooms Problemsolvingactivitiesrequireahigherleveloflanguageproficiency butthedifficultylevelscanbecontrolledsomewhatbythetopic Inproblem solvingactivities participantstendtobecomepersonallyinvolved theybegintorelatetheproblemasanemotionalissueaswellasanintellectualandmoralone Ur1996 128 Otherspeakingactivities Findsomeonewho e g Sandupandwalkaroundtheroom Askyourclassmateswhattheyliketodo Remember youmustspeakinEnglishonly Amodelconversationcanbeprovided A Hi Tom B Hi Sherry A I mconductingasurveyforourschoolnewspaper Couldyoutellme doyouliketoswim B Yes Ido Infact usuallygoswimmingonceortwiceaweek A Great Wouldyoumindsigningyournamehereformeplease B Sure thereyouare A thanksalot Seeyouaround B Seeyou Bingoactivities Thisseemstobepractisinglisteningratherthanspeakingifthewordsarecalledoutbytheteacher Changethestory Step1 Formgroupsof3 5 Step2 Thegrouptogethermakesalistofabout20randomverbs e g go sleep teach learn jump fall look at hear laugh sing etc Step3 Eachonewritesashortstory andunderlinesalltheverbsinthestory e g YesterdayIsawacat Shewasrunninginthestreet Shehadafishinhermouth Adogwasrunningafterthecat Thedogwantedtoeatthefishtoo Thenthecatclimbedupatree Thedogstoppedunderthetree Hecouldnotclimbthetree Atlastthecatatethefish Step4 Eachonereadhis herstory butpausesateveryverb Thegroupthensuppliesoneoftherandomverbsintothatslot Theresultscanbeveryfunny Apossibleversionmaybe YesterdayItaughtacat Shewassleepinginthestreet Shelearnedafishinhermouth Adogwaslaughingafterthecat Thedogfelltohearthefishtoo Thenthecatsangupatree Thedogjumpedunderthetree Hecouldnotheardthetree Atlastthecatlookedatthefish Nospecificresponses Theteachercallsoutaverbandstudentsholdupalettercardeachandrushtospellaword Thisseemstobepractisinglisteningratherthanspeaking 10 5Organisingspeakingtasks Advanta