unit10-Teaching-Speaking

TogettoknowthecharacteristicsofspokencommunicationTogettoknowthefactorsaffectingspeakingTogettoknowthecontentoforalinstructionTogettoknowthecharacteristicsforsuccessfulspeakingtasksTogettoknowtheapproachestoteachingspeakingUsinglesscomplexsyntaxTakingshortcuts,e.g.incompletesentencesUsingfixedconventionalphrases/chunksUsingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking)Abilitytoexpress2)Vocabulary3)Communicationstrategies4)Correctpronunciation5)Atmosphere)ToimproveSs’abilityofspeaking2)TogetSsmasterthecorrectpronunciation,intonationandrhythm,ect.3)TogetSsmasterthecommunicativefunctionsoflanguage4)TogetSsmasterthespeakingstrategies5)TogetSsmasterthenon-verbalstrategies6)TogetSstoknowabouttherelationshipbetweencommunicationandculture7)ToimprovetheirthinkingabilityincommunicationInhibitionNothingtosayLoworunevenparticipationMother-tongueusestimulusandtimetothinkofsomethingtosaytobeabletorelatetothetopicthelanguagetosaywhattheywanttosayareasontosayitsomeonetocommunicatewiththeconfidencetospeakinEnglishLearnerstalkalot.Participationiseven.Motivationishigh.Languageisofanacceptablelevel.Languageinputtopresentlanguagematerialwhichcanbereadilyusedincommunication.Sodialoguesarebetterthanthenarrativetexts.SpeakingrulesConversationcanbeveryinformal,butitisinfactahighlyorganizedactivity,followingcertainpatternsandregularities.Themajorcategoriesofconversationalrulesarehowpeopleopenconversations,changethesubject,interruptotherspeakers,taketurnsattalking,andbringaconversationtoaclose.Speakingstrategiesa.Tailoringmessagetocompetence(tosaywhatyoucansayratherthanwhatyouwanttosay)b.Paraphrasing(usingalternativesforwordsyoudonotknow.)c.UsingfillersandhesitationdevicesI’mnotsurebut…Well…/Imean…Isee.Youknow/see…I’llhavetothinkaboutit.Iseewhatyoumean.WhatI’mtryingtosayis…etc.d.Appealingforhelp(askingtheotherspeakertorepeatorexplainwhatyouhaven’theardorunderstood.Otherdevicessuchasgesturescanalsobeused.)e.Checkingwhethertheotherunderstandswhatyouaresaying(askingwhethertheotherspeakerhasunderstoodwhatyouhavesaid.)f.Holdingthelistener’sattentionKnowledgeofculturalandsocialcontextExample:Helen,anEnglishteacherfromBritaindescribesherexperienceinChina.Followingaresomeextractsofherdescription.Readandanswerthequestionsthatfollow.Extract1WhenIfirstwenttoHongKonganumberofyearsago,IhadnoideaeitherabouttheChineseortheculture.Shortlyaftermyarrival,Iwenttothebankonmywaytoschool.IwasextremelysurprisedwhenthebankclerkaskedmeifIhadhadmylunch.Question:WhywasHelensosurprised?Balancingaccuracy-basedwithfluency-basedpracticesContextualizingpracticePersonalisingpracticeBuildingupconfidenceMaximisingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategiesMakingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.MaximumforeigntalkEvenparticipationHighmotivationRightlanguagelevelPre-communicativeactivitiesmayincludedrilling,modeling,repetition,focusedstructuraldialogues,controlledroleplays,usingcluesorpromptsforpracticing,etc.Communicativeactivitiesincludeinformationgapactivities,problem-solvingactivities,discussions,debates,interviews,fluency-forcedgames,etc.1)Picturesequence2)Flowchart3)rolecardplay4)Picturegap5)Half-dailogue6)Chainretell7)Think-pair-share8)Talkingcircle9)Interview10)Paneldiscussion11)Slipinstruction•Loweryouranxiety•Identifythegoalandpurposeofthetask•Askforclarificationofthetaskifyouareunsure•Activateyourbackgroundknowledge•Predictwhatisgoingtohappen•Planwhatyouwillsay•Feelincontrol•Concentrateonthetask•Beinvolvedintheconversation•Monitoryourspeech(vocabulary,grammar,•pronunciation)•Compensateforanydifficultiesyouhave•Rewardyourself•Evaluatehowwelltheactivitywasaccomplished•Identifytheproblemareas•Planforhowyouwillimprovethenexttime•Askforhelporcorrection•Keepalearninglog