《英语教学法教程》PPT课件.ppt

Unit10 Teaching Speaking 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? Please 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 based on his/her ability to speak fluently and comprehensibly. Watch a video, then discuss the characteristics 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 utterances in real time, otherwise people will not have the patience to listen to them. 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 time to think before speaking. The differences between spoken and written language Spoken languageWritten language 1spontaneousthinkable 2Time-constraintFull of time 3Immediate feedbackNeed some time before feedback 10.2 Principles for teaching speaking Aims: 1.Why do we teach speking? 2.What are the factors to affect the improvement of speaking ability ? 3.What are the principles for teaching speaking? 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 speaking 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; Main factors affect the improvement of speaking ability 1) Surroundings; 2) Psychology; Principles 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 context so that students can talk or write about their own life experiences and their personal opinions. Making 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 in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students. Psychology Building up confidence It is very important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Dont be afraid of making mistakes. 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 develop fluency. 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 groups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum. Helping students develop speaking strategies Speaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for repetition, getting others attention, getting help from others, and ending a conversation, etc. Designing 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 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. When we design speaking task, one important consideration is the language proficiency level of the students. It is better to give the students tasks at times that challenge them but not above their level. 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 speaking 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) Characteristics of successful speaking tasks Maximum foreign talk Even participation High motivation Right language level Maximum 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 teacher talks too much of the time, thus taking valuable practice time from the student. Even 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 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. High motivation Research has shown that motivation is one of the most important variables in successful language learning. 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 Right language level In a successful 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 to the native language, It is important to give the students a variety of speaking activities. WHY? 1.Students will be able to cope with different situations in reality. 2.It helps keep motivation high. 3.Students can enjoy different learning styles. Structural activities Pre-communicative activities Quasi-communicative activities Functional communication activities Communicative activities Social interaction activities 1.Controlled activities 2.Semi-controlled activities 3.Communicative activities Controlled activities Controlled activities mainly focus on form and accuracy.They force students to pay attention to certain structures or functions so that these can be accurately produced. Teachers should be encouraged to designed controlled activities in a meaningful way.This means students also need to consider meaning whatever they are producing Focus more on meanning and communication.The teacher still has some control over the language which students are expected to produce but have more room for their production . Communicative activities Communicative activities allow for real information exchange.The new structure or function becomes integrated, which is no longer the only focus. Students are more concerned with meaning. Communicative activities include information gap activities,problem-solving activities,discussions,debates,interviews,fluen cy-focused games,etc. Information-gap activities One excellent way to make speaking tasks communicative is to use information-gap activities,in which the students have different information and they need to obtain information from each other to finish a task. Task 4 Work in groups and decide which of the following speaking activities includes an information gap.How can you further adapt the activities to make them more communicative? Activity 1 In pairs use the ideas given below to talk about your plans for the future Travel around the world work hard be rich Speak a second language be famous get a good job Help people go to college buy an expensive car Be happy Activity 2 Use the same pictures,but cut them up,and give each student a different picture. Compare the two activities ,whats the difference between them? Obviously the second task includes an information gap that the first task does not. Notice that information-gap activities can be designed at a very elementary level,so that communicative practice can be done from almost the very beginning of foreign language learning. Dialogues and roleplays For years textbooks have been using dialogues in an attempt to teach spoken language to foreign language students. Two major problems 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. What can teachers do to make dialogues more communicative? 1.Turn the dialogues into roleplays, so the students can pretend they are acting as someone else. 2.Use cue card. In this way an information gap is formed because each student only sees one card and therefore doesnt know what the other person is going to say. Task 5 Perform a dialogue with a partner based on cue card A and Speaker B looks at Card B.Then,with your partner make up your own prompts to be used on cue cards.Think about what sort of topics the students would be likely to talk about in their native language. By performing a dialogue based on cue cards,it is obvious that students need to make up their own language and respond to a real person. Cue cards have their limitations due to the amount of control still needed. Activities using pictures Appropriate pictures provide cues, prompts, situations and non-verbal aid for communication. Students from elementary level to advanced level can all benefit from using pictures in speaking activities. Task 6 Discuss: what level of students you could use this task with? This type of activity works well with beginning level classes. Because this task has a clear objective and a short time limit, students produce a good number of sentences rapidly. There are many different information-gap activities that can be designed around pictures. One 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 between the two pictures without looking at each others pictures. Discuss Work in group ,discuss are there different variations of using in pictures, except the common type? Variation Give student A a set of 46 pictures that Give student A a set of 46 pictures that similar to each other, while student B hassimilar to each other, while student B has only one of those pictures. Student A must find out which picture student B has by asking questions. The teacher can give 4 members of a group each a different picture and give the 5th member a duplicate picture of one of the first 4members. The task is that the 5th member must question the first 4 to find out who has the identical picture. Teacher can give student A a set of pictures that tell a story in correct order and student B the same set of pictures in jumble order. To cut up a story by 46 pictures and give each member of a group one picture. The task is for the group to reconstruct the story. Another common task can be designed Another common task can be designed with maps where one speaker tells the with maps where one speaker tells the other speaker how to get from point A to other speaker how to get from point A to a certain destination.a certain destination. Problem solving activities This type of activity tends to be productive because there is a clear objective to be reached. There are many topics that would be interesting and relevant to the students life. Find someone who Directions: Stand up and walk around the room. Ask your classmates what they like to do. Once you find someone who likes something, write down his/her name in the blank next to the activity. Continue asking until you have a different name written down for each activity. The first 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 badminton. _ Potential problems uStudents will simply read each others sheet and write down their names with very little oral exchange in English in their effort to be the first person done. uIn 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 English and worn the students that they cannot win the game if the teacher overhears them speaking in their native language. lThe teacher needs to monitor students while they are engaged in the activity. Change the story Students work in groups o