Unit-9-Teaching-Speaking 英语教学法

1、elt methodology,unit 9 teaching speaking,unit 9 teaching speaking,aims of the unit: 9.1 what are the characteristics of spoken language? 9.2 designing speaking tasks 9.3 using group work in speaking tasks 9.4 types of speaking tasks 9.5 conclusion,9.1 what are the characteristics of spoken language?

2、 speaking is the skill that the students will be judged upon most in real life situations. it is an important part of every day interaction and most often the first impression of a person is based on his /her ability to speak fluently and comprehensibly . speaking is a skill just like swimming ,driv

3、ing a car, or playing ping-pong. how can we tell the difference between knowledge and skill? bygate points out “one fundamental difference is that both can be understood and memorized , but only a skill can be imitated and practiced ”, one of the characteristics of speech in everyday life is that sp

4、eech is spontaneous. that is, in most situations, people do not play ahead of time what they are going to say. only in more formal situations, such as when a person has been asked to give a speech, do people plan and organize their speech. the fact that speech is spontaneous means that it is full of

5、 false starts, repetitions, incomplete sentences, and short phrases .,interview -work with students to generate questions they would ask in an interview with a famous person robinson crosue; then work in pairs -the interviewer who already has the questions will take notes on what robison crosue says

6、. call a couple of pairs to share what they found out .,another aspect of producing spoken language is the time-constraint .the students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them,a story: one day, a teacher want to teach

7、“im -you are -she is -” one of his students stand up and said : “my father helped me preview this , and i know how to use them .”the teacher smiled at him and said : “ please say it .” then the student pointed at himself and said :”im your father”, then pointed at the teacher and said : “you are my

8、son” then pointed at one girl student and said : “shes your mother.”,9.2 designing speaking tasks when we design speaking tasks, one important consideration is the language proficiency level of the students. if we ask them to do tasks that are above their level, they will simply become frustrated an

9、d demotivated. on the other hand, it is good to give the students tasks at times that challenge them, because if speaking tasks are always too easy, they can also become demotivatied. there are several other factors to consider when designing speaking activities. look at the task below see if you ca

10、n think of other factors. activity: think about a successful speaking activity that you have participated in as a student or as a teacher. what made it successful? then share it with your partner. although the success of a speaking task depends on many factors, the following characteristics are comm

11、on in successful speaking tasks.,characteristics of successful tasks: 1.maximum foreign talk in successful speaking tasks, the students talk a lot in the foreign language. one common problem in speaking activities is that students often produce one or two simple utterances in the foreign language an

12、d spend the rest of the time chatting in their native language. another common problem in speaking activities is that the teacher talks too much of the time, thus taking away valuable practice time from the students. 2.even participation whether the task takes place among the whole class or in small

13、 groups, a successful task should encourage speaking from as many as different students as possible. the task should be designed in a way so that the outspoken students do not dominate discussions.,3.high motivation: research has shown that motivation is one of the most important variables in succes

14、sful language learning. teachers can do a lot to increase and maintain the motivation of students by the types of tasks that they organize in class. students are eager to speak, when the topic is interesting or there is a clear objective that must be reached. again great care should be taken to make

15、 sure the task is in line with the studentsability to deal with the task. if the task is too easy, the students may think it is childish and thus lose interest. 4.right language level: in a successful speaking task, the language is at the right level. the task must be designed so that students can c

16、omplete 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 to the native language.,9.3 using group work in speaking tasks the first characteristic of a successful spe

17、aking is that students talk a lot in the foreign language. this is the strongest argument for using small group work because it increases the time for each student to practice speaking in one lesson. the only way to become good at a skill is to practice it. nobody expects to be good at playing ping

18、pong the first time they try even if they already know all the rules very well and have watched others play many times. the same is true of speaking a foreign language. since the students will probably not have enough opportunity to practice speaking in english outside the classroom, it is our respo

19、nsibility as teachers to give them as many opportunities in the classroom as possible.,a second reason for designing speaking tasks to be completed in small groups is that often students are afraid of criticism or losing face or they simply feel shy about speaking in a foreign language in front of a

20、 whole class.besides , speaking in small groups is more natural, because in real life, we spend most of our time talking to one other people or to a few other people. if we speak to a large group of people, it is usually a more formal situation where we have spent time preparing what we are going to

21、 say.,different groups can work at different levels if the teacher groups them according to language proficiency level. it is inevitable that some students in a class will be more advanced than other students. if teachers modify a given task to make it easier for slower students and more challenging

22、 for more advanced students , then all students will continue learning and remain more motivated . even when teachers dont modify the task , students will naturally perform to their abilities more readily in small groups than in a whole class.,on a broader level, cooke and nicholson point out that s

23、mall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. when students work with other students who are not their friends, they learn how to work with a wider variety of people and this fosters development of tolerance, mutual respect and harmony. ho

24、w to speak oral english well?,1.listen to native speakers, talk about various topics . 2.learn useful idioms. 3.learn common words and phrases. 4.test your vocabulary skills in everyday english. 5.practice responding, in english, to real-life conversations. 6.listen to native speakers and give respo

25、nses,9.4 types of speaking tasks why it is important to give the students a variety of speaking activities?,communicative speaking activities can be divided into two types : 1.functional communication activities 2.social interaction activities it can also include pre-communicative activities,1.they

26、will be able to cope with different situations in reality . 2.variety also helps keep motivation high. 3.the students have different learning styles.,types of speaking tasks: a. information-gap activities: in these activities students have different information and they need to obtain information fr

27、om each other . activity give each of two students a picture. the first one asks the other “what is in your picture ?” the second student tries to describe his picture and asks the first student the same question .,b. dialogues and role-play discussion: what are the problems to teach spoken language

28、s using dialogues?,1.most of languages in the dialogue are not authentic or natural . 2.complete sentences are often used . 3.most of dialogue are taught, students have no opportunities to practice.,activity: perform a dialogue with your partner based on cue cards .,card a : you and your partner are

29、 going to travel .you need to decide where to go . you would like to some places you have never been to because you like to try something different .you make a suggestion.,card b : you and your partner are going to travel .you need to decide where to go . you would like to some places where you have

30、 been to ,you do not agree with your partner.,what are the factors that affect the success of role-play ?,1. the teacher enthusiasm 2. careful instruction 3. clear situation and roles making sure the students have the language they will need to carry out the role-play.,c. activities using pictures t

31、ry to use many sentences to describe a picture. find commons between two pictures which look identical in first sight . cut up a story told by 4-6 pictures and give each member of a group one picture .the task is to reconstruct the story. d. problem solving activities give students some topics, and

32、ask them to think about if they face such situation, how they will deal with them.,other speaking activities,find someone who. bingo activities. change the story. no specific responses. tongue twist. paper games. preparation activities.,find someone who,this part can help our students enlarge their

33、vocabulary. this can develop their fancy. the less confident students could and still simulate a realistic conversation.,find someone who.can swim(play football) find someone who.do in the future(feelings,where,kinds of job,and so on) make a conversation about their daily lives.,bingo activities,bin

34、go is an easy game to set up and can be used to practice many language areas. this is not suitable for chinese children. changing for guessing words games.,change the story,give some words to make up a story, and make sure to use them in your story. one of the students tell us a story, then make mor

35、e stories,whatever they said, encourage them to speak it out.,task change the story,mask, honey, fox. walk, lake, clime, jump wolf, boy, sleep, drive, phone.,i remember that. i have a boy, his name. have you ever been to .,no specific responses,a very lively game that helps student practice spelling

36、 . playing a spelling game: use two sets of alphabet to spell words.,tongue twister,we must get some tongue twists ready. make competition in small groups. make them feel relaxation. encourage them,a big black bug bit a big black bear, made the big black bear bleed blood. a tidy tiger tied a tie tig

37、hter to tidy her tiny tail. a snow-white swan swiftly to catch a slowly-swimming snake in a lake.,paper games,ask them to write some paper and put them into a basket. choose one, then tell what is on it and what is your felling about this paper.,preparation activities,asked our students to prepare s

38、ome new words, idioms, popular words or something else. before next class,tell us about the preparation, and then ask them why they choose it. tell them your story about this preparation,9.5 conclusion what are the problems in teaching speaking?,1.students feel class-based speaking practice does not

39、 prepare them for the real world . 2. most of the dialogues are taught by teachers ,students have no chance to practice . 3.students wont talk or speaking anything ,end up chatting,1.try to give students as many opportunities as possible to practice. 2.produce unplanned, spontaneous and meaningful s

40、peech under time pressure.,how to deal with the problem?,ppp model (3p teaching method) presentation (in meaningful context) the teacher introduces the new language items to be learnt, focuses the students attention on model sentences, dialogues and texts, and check their understanding of the new la

41、nguage items. practice (this new language in a controlled way) students use the new language items in a controlled framework. this may be done by drills or repeating the dialogue. this stage is intended to develop accuracy skills. production (use the language freely) the students integrate the new l

42、anguage items with the activities. this stage is aimed at developing fluency skills.,repetition,role play,drills,games,discussion,interview,dialogue,question,activities,activity continuum,1p:understanding 2p:accuracy 3p:fluency,a. repetition b. role play c. gapped dialogue d. use pictures to make up

43、 stories e. drills f. games g. prompted dialogue h. match expressions in two columns to make a dialogue i. discussion j. read and act k. information gap l. make a dialogue in a given situation m. scrambled dialogue n. interview using a questionnaire,a,b,c,d,e,f,g,h,i,j,k,l,m,n,n,f,how can we design

44、successful activities (besides the 4 criteria)? when we design speaking activities, we should consider the following questions: design: how long the activities take? is the activity easy to manage? language input: what language items are students expected to learn? language output: can students make

45、 full use of the new language in their activities? information input: can students learn about new things besides the language itself? information output: what is the purpose of the activity? is there a result, solution or answer? interaction: what roles are students expected to play and how should

46、they play them? interest involvement: is the content of the activity relevant to students lives/interest? feedback: can students get the teachers comment so that they know what they did well and what they still need improvement?,when we learn a dialogue, we may often use group work, and when we present a dialogue we often use deductive and inductive approach.,deductive method,inductive method,ch-english speaking is an important part of everyday interaction and most often the first impression of a person is based on