《英语教学法》第10章Teaching speaking

1、 Unit 10Teaching Speaking Teaching Speaking What are the differences between spoken and written language? What are the principles for teaching speaking?How can we design speaking activities?What are the typical types of speaking activities? How to organize speaking activities? Work in pairs. Summari

2、ze the main differences between spoken and written language. When you finish, join another pair to compare your results.Task 1 Spoken language Written languageSpontaneous Well planned Incomplete/ungrammatical sentences, carefully constructed and with hesitations, false starts, and redundancies well

3、organized sentences temporary permanentFeatures of Spoken language less complex syntaxshort cuts, e.g. incomplete sentencesfixed conventional phrases / chunksusing fillers, hesitation device to give time to think before speaking. Considering the aspects of the nature of spoken language discussed abo

4、ve, which of the following activities do you think would help prepare students for real life speech in English? (Adapted from Bygate, 1987:8)1. reading aloud2. giving a prepared talk3. learning a piece of text or dialogue by heart4. interviewing someone, or being interviewed5. doing a drillTask 2 Pr

5、inciples of Teaching speaking Balancing accuracy-based with fluency-based practicesContextualizing practice Personalizing practice Building up confidenceMaximizing meaningful interactionsHelping students develop speaking strategies Successful Speaking Activities Maximum foreign talkEven participatio

6、nHigh motivationRight language levelTypes of Speaking activities Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesDesigning speaking tasks Controlled activitiesSemi-controlled activi

7、ties Semi-communicative activities Communicative activitiesControlled activitiesThe teacher is leading a drill: T: He walks to school everyday. T: GoSs: He goes to school everyday.T: RunSs: He runs to school everyday.T: JumpSs: He jumps to school everyday.The teacher gives the first half of the dial

8、ogue by asking a question:T: What were you doing when I called you last night?(The teacher holds on a picture with a person reading a book.)S: I was reading a book when you called. T: Oh, I see. What about you, Mary?(The teacher holds another picture with a person watching TV.)S: I was watching TV w

9、hen you called. Semi-controlled activitiesInformation gap activities;problem-solving activities;discussions;role-playing;press conference;interviewing; projects, etc. Communicative activitiesInformation gap activities Designing speaking tasks Dialogue and role-play Example: Module 3, p.11 Role play

10、Mini Project Find someone who can draw flowers have two uncles had some milk this morning have been to Guangzhou Designing speaking tasksProblem solving activities Example:Module. 2, p. 49TotaltigersbirdscowsdogsDo you like . . . ?An interviewYes, I do./ No, I dont.What is your favourite food?What i

11、s your favourite drink? Name Food Drink Designing speaking tasksActivity using pictures Example:Module 2, p.43Conclusion The trick in teaching speaking is to provide a chance for students to speak and make them speak. Although the teachers talk can be good models and useful input, it is best to keep

12、 the teachers talk at a minimum level. There is a belief that no matter how little language students have learned, they should be helped to move from form to using what is learned in meaningful communication. The most important aspect of preparing students to speak in real life is to give them as many opportunities as possible to practice producing unplanned, spontaneous meaningful speech under time pressure.Session reflectionsWhat is your opinion on teaching listening and speaking? What should we focus on? What have you learned from this session?