英语教学法教程unit10课件

1、1Unit 10Teaching1Unit 102Speaking is a productive skill.2Speaking is a productive skil3real-life communication may have the following features:Sentences tend to be simpleThere are more incomplete sentences, or fragmentsLanguage is informal, and vocabulary tends to be simpleThere may be broken gramma

2、r, false starts, hesitation and fillersThere is more repetition and redundancyLanguage tends to be unplannedThere is low density of informationCommunication is text dependentThere is turn-taking between two speakersThe speakers are interdependent and mutually supportiveThere is need to communicateTh

3、e focus is on meaningThere is little error correctionThere is nonverbal responseThe content is not specified in advance.3real-life communication may h4Differences between spoken language and written languageSpoken 1.Spontaneous 2.Sentences are often incomplete, ungrammatical, and full of hesitations

4、, false starts, and redundancies3.If it is not recorded, spoken language cant be listened to again. It is expected to be understood immediately.4Differences between spoken la5Written 1.Well planned2.Sentences are often carefully constructed and well organised3.Written language is comparatively speak

5、ing permanent. It can be read as often as necessary.5Written 6Aims of the Unit To get to know the characteristics of spoken communicationTo get to know the factors affecting speakingTo get to know the content of oral instructionTo get to know the characteristics for successful speaking tasksTo get t

6、o know the approaches to teaching speaking6Aims of the Unit To get to kn7I.Teaching aims in speaking class1)To improve Ss ability of speaking2)To get Ss master the correct pronunciation,intonation and rhythm,ect.3)To get Ss master the communicative functions of language4)To get Ss master the speakin

7、g strategies5)To get Ss master the non-verbal strategies6)To get Ss to know about the relationship between communication and culture7)To improve their thinking ability in communication7I.Teaching aims in speaking c8II.Speaking2.Factors that influence speaking ability:1)Ability to express2)Vocabulary

8、3)Communication strategies4)Correct pronunciation5)Correcting mistakes6)Atmosphere8II.Speaking2.Factors that inf9Principles for teaching speakingBalancing accuracy-based with fluency-based practicesContextualising practice. It is important if students have the chance to experience the language in me

9、aningful contexts, both meaning and the usage of the structure should be obtained.Personalising practice. Help students learn better by personalising the content and context.Building up confidence.9Principles for teaching speak105. Maximising meaningful interactions. Make sure that the interaction i

10、s meaningful and participation is maximum.6. Helping students develop speaking strategies7. Making the best use of classroom learning environment to provide sufficient language input and practice for the students.105. Maximising meaningful int11Characteristics of successful speaking tasksMaximum for

11、eign talk: the students talk a lot in the foreign language.( two common problems)Even participation: encourage speaking from as many different students as possible.High motivationRight language level.11Characteristics of successfu12Types of communicative activitiesInformation-gap activitiesDialogues

12、 and role-playsActivities using picturesProblem-solving activitiesOther speaking activities (Find someone who)Bingo activitiesChange the storyHuman scrabble12Types of communicative activ13The framework for defining speaking activities by LittlewoodPre-communicative activitiesStructural activitiesQua

13、si-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities13The framework for defining s14Pre-communicative activities may include drilling, modeling and repetition; focused structural dialogues, controlled role plays, using clues or prompts f

14、or practices, etc.Communicative activities include information gap activities, problem-solving activities, discussions, debates, interviews, fluency-focused games, etc.14Pre-communicative activities15Controlled activities mainly focus on form and accuracy. Semi-controlled activities focus more on me

15、aning and communication. Communicative activities allow for real information exchange15Controlled activities mainly161)Pronunciation2)Vocabulary and grammar3)Communicative function4)Speaking strategiesIII.Teaching Content161)PronunciationIII.Teaching 17IV. Teaching model of teaching speaking3P model

16、: Presentation Practice Production17IV. Teaching model of teach18The most commonly used approaches are the 3p approach and task-based approach. We will mainly teach 3p approach, namely Presentation-practice-production. It reflects the process principle of language teaching.1.presentation1)what to pr

17、esent: grammar,formulas,sentence structure,functions,conversational techniques2)objectives:to establish the form to establish the meaning to present the topic to activate background knowledge to motivate the students3)ways of presentation: through examples, through explanation; using multi-medium te

18、chniques; oral demonstration18The most commonly used appro192.practiceActivities: gapped dialogue split exchanges scrambled dialogue information gap flow chart dialogue cued card dialogue find the partner192.practice203. Production:Activities: role-play simulated situation role card play interview d

19、ebate chain retelling picture story slip instruction203. Production:V.Speaking StrategiesV.Speaking Strategies22VI. Some Useful StrategiesBefore you speak: Lower your anxiety Identify the goal and purpose of the task Ask for clarification of the task if you are unsure Activate your background knowle

20、dge Predict what is going to happen Plan what you will say22VI. Some Useful StrategiesBe23Anxiety In Speaking23Anxiety In Speaking24Some Useful StrategiesWhile you are speaking: Feel in control Concentrate on the task Be involved in the conversation Monitor your speech (vocabulary, grammar, pronunci

21、ation) Compensate for any difficulties you have24Some Useful StrategiesWhile 25Some Useful StrategiesAfter you speak: Reward yourself Evaluate how well the activity was accomplished Identify the problem areas Plan for how you will improve the next time Ask for help or correction Keep a learning log25Some Useful StrategiesAfter 26VII.Other Useful Strategies Use non-verbal cues Use formulaic phrases Reph