《英语教学法教程》ppt课件

1、Unit10 Teaching Speaking1.;Aims of the unit 1. What are the differences between spoken and written language? 2. What are the principles for teaching speaking? 3. How can we design speaking activities? 4. What are the typical types of speaking activities? 5. How to organise speaking activities?2Pleas

2、e read paragraph1,and think of “what is speaking ”and “why students should be taught spoken language”? Speaking is the skill that the students will be judged upon most in real-life situations. Reasons: It is an important part of everyday interaction and most often the first impression of a person is

3、 based on his/her ability to speak fluently and comprehensibly.3Watch a video, then discuss thecharacteristics of spoken language.1.Speech is spontaneous. (be full of false starts,repetitions,incomplete sentences and short phrases)2.Time-constraint.The students must be able to produce unplanned utte

4、rances in real time, otherwise people will not have the patience to listen to them.4 Bygate concluded into four tips: 1.Using less complex syntax. 2.Taking short cuts, e.g. incomplete sentences. 3.Using fixed conventional phrases/chunks. 4.Using devices such as fillers, hesitation device to give tim

5、e to think before speaking.5The differences between spoken and written languageSpoken languageWritten language1spontaneousthinkable2Time-constraintFull of time3Immediate feedbackNeed some time before feedback610.2 Principles for teaching speakingAims:1.Why do we teach speking?2.What are the factors

6、to affect the improvement of speaking ability ?3.What are the principles for teaching speaking?7.; The purpose of learning speaking It is an important part of everyday interaction and most often the first impression of a person is based on his ability to speak fluently and comprehensibly. Learning s

7、peaking can accelerate the learning of listening, reading and writing in English. The purpose of leaning speaking are: To train students oral ability; To foster students talent in English language and culture; To foster students ability of thinking in English;8Main factors affect the improvement of

8、speaking ability 1) Surroundings; 2) Psychology;9Principles for teaching speaking Surroundings: Contextualising practice Teachers need to identify a situation in which a target structure is commonly used. Personalising practice We need to help students learn better by personalizing the content and c

9、ontext so that students can talk or write about their own life experiences and their personal opinions.10Making the best use of classroom leaning environment to provide sufficient language input and practice for the students.In china, students have the opportunity to hear and speak the language only

10、 in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students.11.;Psychology Building up confidenceIt is very important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Dont be afraid of

11、making mistakes.12.;Other methods Balancing accuracy-based with fluency-based practices On one hand, we need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, we need to provide sufficient opportunities for students to devel

12、op fluency.13 Maximising meaningful interactions As one of the main objectives of teaching speaking is to develop students ability to initiate a topic, to ask questions, to take turns in speaking, to change topics and to have some control over the communication, it is best practiced within small gro

13、ups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum.14 Helping students develop speaking strategies Speaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for rep

14、etition, getting others attention, getting help from others, and ending a conversation, etc.15Designing speaking tasks Speaking is a skill, just like swimming, driving a car, or cooking. No one can swim or drive or cook simply by memorising the rule. In other words, one can only improve speaking by

15、speaking more. Therefore, it is the teachers task to design meaningful, motivating, linguistically apppropriate and cognitively challenging tasks to give students maximum opportunities to practise speaking.16 When we design speaking task, one important consideration is the language proficiency level

16、 of the students. It is better to give the students tasks at times that challenge them but not above their level.17 They are several other factors to consider when designing speaking activities. Look at the task below and see if you can think of other factors. Task 3 Think about a successful speakin

17、g activity that you have participated in as a student or led as a teacher. What made it successful? When you are ready, share it with your partner (adopted from Ur,1996:120)18Characteristics of successful speaking tasks Maximum foreign talk Even participation High motivation Right language level19Ma

18、ximum foreign talk In successful speaking tasks, the students talk a lot in the foreign language. Two common problems in speaking activities: 1. Students often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. 2. The teache

19、r talks too much of the time, thus taking valuable practice time from the student. 20Even participation Whether the task takes place among the whole class or in small groups, a successful task should encourage speaking from as many as many different students as possible. The task should be designed

20、in a way so that the outspoken students do not dominated discussions. When necessary, the teacher may interfere to guarantee equal opportunities for students of different levels. 21High motivation Research has shown that motivation is one of the most important variables in successful language learni

21、ng. Teachers can do a lot to increase and maintain the motivation of students by the type of tasks that the organise in class. Notes: the topic is interesting or there is a clear objective that must be reached the task is in line with the students ability to deal with 22Right language level In a suc

22、cessful speaking task, the language is at the right level. The task must be designed so that students can complete the task successfully with the language that they have. If the students lack too much vocabulary the task will become frustrating and the students are likely to give up or revert back t

23、o the native language, 2324 It is important to give the It is important to give the students a variety of speaking students a variety of speaking activitiesactivities. WHY?1.Students will be able to 1.Students will be able to cope with different situations cope with different situations in reality.i

24、n reality.2.It helps keep motivation 2.It helps keep motivation high.high.3.Students can enjoy 3.Students can enjoy different learning styles.different learning styles.25.; Structural activitiesPre-communicative activities Quasi-communicative activities Functional communication activities Communicat

25、ive activities Social interaction activities261.Controlled 1.Controlled activitiesactivities2.Semi-controlled 2.Semi-controlled activitiesactivities3.Communicative 3.Communicative activitiesactivities27.;Controlled activities Controlled activities mainly focus on form Controlled activities mainly fo

26、cus on form and accuracy.They force students to pay and accuracy.They force students to pay attention to certain structures or attention to certain structures or functions so that these can be accurately functions so that these can be accurately producedproduced. Teachers should be encouraged to Tea

27、chers should be encouraged to designed controlled activities in a designed controlled activities in a meaningful way.This means students also meaningful way.This means students also need to consider meaning whatever they need to consider meaning whatever they are producingare producing28 Focus more

28、on meanning Focus more on meanning and communication.The and communication.The teacher still has some teacher still has some control over the language control over the language which students are which students are expected to produce but expected to produce but have more room for their have more ro

29、om for their productionproduction .29.;Communicative activities Communicative activities allow for real Communicative activities allow for real information exchange.The new structure or information exchange.The new structure or function becomes integrated, which is no function becomes integrated, wh

30、ich is no longer the only focus.longer the only focus. Students are more concerned with meaning.Students are more concerned with meaning. Communicative activities include information Communicative activities include information gap activities,problem-solving gap activities,problem-solving activities

31、,discussions,debates,interviews,fluencactivities,discussions,debates,interviews,fluency-focused games,etc.y-focused games,etc.30Information-gap activities One excellent way to One excellent way to make speaking tasks make speaking tasks communicative is to use communicative is to use information-gap

32、 information-gap activities,in which the activities,in which the students have different students have different information and they information and they need to obtain need to obtain information from each information from each other to finish a task.other to finish a task.31.; Task 4 Task 4 Work i

33、n groups and decide which Work in groups and decide which of the following speaking activities of the following speaking activities includes an information gap.How includes an information gap.How can you further adapt the can you further adapt the activities to make them more activities to make them

34、 more communicative?communicative?32Activity 1Activity 1In pairs use the ideas given below to In pairs use the ideas given below to talk about your plans for the futuretalk about your plans for the futureTravel around the world work hard Travel around the world work hard be rich Speak a second langu

35、age be rich Speak a second language be famous get a good jobbe famous get a good jobHelp people go to college Help people go to college buy an expensive car Be happybuy an expensive car Be happy33Activity 2Activity 2Use the same pictures,but cut them Use the same pictures,but cut them up,and give ea

36、ch student a different up,and give each student a different picture.picture.34Compare the two activities ,whats Compare the two activities ,whats the difference between them?the difference between them? Obviously the second task includes an Obviously the second task includes an information gap that

37、the first task information gap that the first task does not.does not. Notice that information-gap activities Notice that information-gap activities can be designed at a very elementary can be designed at a very elementary level,so that communicative practice level,so that communicative practice can

38、be done from almost the very can be done from almost the very beginning of foreign language learning.beginning of foreign language learning.35Dialogues and role-plays For years textbooks have been using dialogues in an attempt to teach spoken language to foreign language students. Two major problems

39、 presented: 1.The language is not authentic or natural as complete sentences are often used in an attempt to teach students the grammar of the language. 2.Teachers ask students to momorise dialogues by heart.36.;What can teachers do to make What can teachers do to make dialogues more communicative?d

40、ialogues more communicative? 1.Turn the dialogues into role-plays, so the 1.Turn the dialogues into role-plays, so the students can pretend they are acting as students can pretend they are acting as someone else.someone else. 2.Use cue card. In this way an information 2.Use cue card. In this way an

41、information gap is formed because each student only gap is formed because each student only sees one card and therefore doesnt know sees one card and therefore doesnt know what the other person is going to say.what the other person is going to say.37Task 5Task 5Perform a dialogue with a partner Perf

42、orm a dialogue with a partner based on cue card A and Speaker B based on cue card A and Speaker B looks at Card B.Then,with your looks at Card B.Then,with your partner make up your own prompts partner make up your own prompts to be used on cue cards.Think to be used on cue cards.Think about what sor

43、t of topics the about what sort of topics the students would be likely to talk students would be likely to talk about in their native language.about in their native language.38.; By performing a dialogue based By performing a dialogue based on cue cards,it is obvious that on cue cards,it is obvious

44、that students need to make up their students need to make up their own language and respond to a own language and respond to a real person.real person. Cue cards have their limitations Cue cards have their limitations due to the amount of control still due to the amount of control still needed.neede

45、d.39Activities using picturesActivities using pictures Appropriate pictures provide cues, Appropriate pictures provide cues, prompts, situations and non-verbal aid prompts, situations and non-verbal aid for communication.for communication. Students from elementary level to Students from elementary l

46、evel to advanced level can all benefit from advanced level can all benefit from using pictures in speaking activities.using pictures in speaking activities.40Task 6Task 6Discuss:what level of students you could use this task with?This type of activity works well with beginning level classes. Because

47、 this task has a clear objective and a short time limit, students produce a good number of sentences rapidly.41.; There are many different There are many different information-gap activities that can information-gap activities that can be designed around pictures.be designed around pictures. One com

48、mon typeOne common type is to use two pictures which look identical to each other at first glance, but actually have several differences. One student gets one picture and a second student gets the other picture. Their task is to discover all the differences be-tween the two pictures without looking

49、at each others pictures. 4243.;DiscussDiscuss Work in Work in group ,discuss are group ,discuss are there different there different variations of using in variations of using in pictures, except the pictures, except the common type?common type?44.;VariationVariation only one of only one of those pic

50、tures. Student A must find out which those pictures. Student A must find out which picture student B has by asking questions.picture student B has by asking questions. The teacher can give 4 members of a group The teacher can give 4 members of a group each a different picture and give the 5each a di

51、fferent picture and give the 5th th member member a duplicate picture of one of the first 4members. a duplicate picture of one of the first 4members. The task is that the 5The task is that the 5th th member must question member must question the first 4 to find out who has the identical the first 4

52、to find out who has the identical picture.picture.45Teacher can give student A a set of Teacher can give student A a set of pictures that tell a story in correct order pictures that tell a story in correct order and student B the same set of pictures in and student B the same set of pictures in jumb

53、le order.jumble order. To cut up a story by 4-6 pictures and To cut up a story by 4-6 pictures and give each member of a group one picture. give each member of a group one picture. The task is for the group to reconstruct The task is for the group to reconstruct the story.the story.46.;Problem solvi

54、ng activitiesProblem solving activities This type of activity tends to be This type of activity tends to be productive because there is a clear productive because there is a clear objective to be reached. There are many objective to be reached. There are many topics that would be interesting and top

55、ics that would be interesting and relevant to the students life. relevant to the students life. 47Find someone whoFind someone whoDirections: Stand up and walk around the room. Ask your Directions: Stand up and walk around the room. Ask your classmates what they like to do. Once you find someone cla

56、ssmates what they like to do. Once you find someone who likes something, write down his/her name in the who likes something, write down his/her name in the blank next to the activity. Continue asking until you have blank next to the activity. Continue asking until you have a different name written d

57、own for each activity. The first a different name written down for each activity. The first person to fill in all the blanks is the winner.person to fill in all the blanks is the winner. Find someone who likes to swim. _ Find someone who likes to play basketball. _ Find someone who likes to play bad

58、minton. _ 48Potential problemsPotential problemsuStudents will simply read each others sheet and Students will simply read each others sheet and write down their names with very little oral exchange write down their names with very little oral exchange in English in their effort to be the first pers

59、on done.in English in their effort to be the first person done.uIn this activity students are easy out of control.In this activity students are easy out of control.How to deal with the problems?l The teacher needs to stress the importance of speaking in The teacher needs to stress the importance of

60、speaking in English and worn the students that they cannot win the game if English and worn the students that they cannot win the game if the teacher overhears them speaking in their native language.the teacher overhears them speaking in their native language.lThe teacher needs to monitor students w