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Teaching Speaking

Teaching Speaking. 教 师:胡宝珠 (马鞍山市外国语学校). The importance of teaching speaking. Rehearsal Feedback engagement. The purpose of learning speaking. Communication Oral ability Culture Thinking in English Help other skills learning. “speaking” 的第五级标准. 能就简单的话题提供信息,表达简单的观点和意见,参与讨论。

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Teaching Speaking

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  1. Teaching Speaking 教 师:胡宝珠 (马鞍山市外国语学校)

  2. The importance of teaching speaking • Rehearsal • Feedback • engagement

  3. The purpose of learning speaking • Communication • Oral ability • Culture • Thinking in English • Help other skills learning

  4. “speaking”的第五级标准 • 能就简单的话题提供信息,表达简单的观点和意见,参与讨论。 • 能与他人沟通信息,合作完成任务。 • 能在口头表达中进行适当的自我修正。 • 能有效地询问信息和请求帮助。 • 能根据话题进行情景对话。 • 能用英语表演短剧。 • 能在以上口语活动中做到语音、语调自然,语气恰当。 摘自2011年版义务教育英语课程标准

  5. Teaching Speaking Issues for discussion: Features of speaking Rules for designing speaking activities Using group work in speaking activities Common types of speaking activities

  6. Features of speaking Speaking is a skill In the traditional classroom, what is the learning of English like?

  7. Difference between knowledge and skill? According to Bygate : • one “fundamental difference is that both can be understood and memorised, but only a skill can be imitated and practised”.

  8. Features of speaking • Spontaneity • Timing

  9. Features of speaking(1) Spontaneity • In most situations, people do not plan ahead of time what they are going to say. • The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases. • Should we expect the students to produce complete sentences in language classroom?

  10. Features of speaking(2) Timing • The students must be able to produce unplanned sentences in real time; otherwise people will not have the patience to listen to them.

  11. Which of the following activities do you think would help to prepare students for real life speech in English? ●Reading aloud ● Giving a prepared talk ● Learning a piece of text or dialogue by heart ● Interviewing someone, or being interviewed ● Doing a drill

  12. Also students must consider whom they are talking to and be able to check if they are being understood.

  13. Kelly: Hey Jack, how’s the project coming along? • Jack: What project? • Kelly: The one you and Carol are working on. • Jack: Carol and I? • Kelly: Yeah, for the science fair. • Jack: Oh, that project.It’s finished. I’m so busy working on another project for my economics class that I almost forgot about it. I hope it’ll work like we want to. • Kelly:Oh, I’m sure it will.

  14. Designing speaking tasks • One important consideration: Proficiencylevel of the students

  15. Common features in successful speaking tasks • Maximum foreign talk • Even participation • High motivation • Right language level • BPN (basic psychological needs)

  16. BPN (Basic Psychological Needs) • Security • A sense of belonging • Success • Fun • Choice\ freedom

  17. Group work in speaking tasks • Four ways of organizing classroom activities Lockstep Pair work Group work Individual study

  18. Advantages of using group work • More opportunities • More motivation • More authenticity • Different levels • More cooperation • More personalization

  19. Type of speaking tasks It is important to provide the students with a variety of speaking activities because: • A variety of speaking activities will enable students to cope with different situations in reality. • Variety helps keep motivation high. • Variety may suit students of different learning styles.

  20. Some types of speaking activities • Information-gap activities • Dialogues and role-plays • Activities using pictures • Problem-solving activities • Other speaking activities

  21. Information-gap activities Activity A

  22. Activity B

  23. Directions: Ask your partner what is in his/her picture. Fore example: Student A: What’s in your picture? Student B: There is __________. What’s in your picture? Student A: There is __________.

  24. Dialogues and role-plays Two problems with most dialogues in textbooks: • Not authentic or natural • The way most dialogues are taught.

  25. Example 1:Playing the roles in a dialogueStep 1. Practise the dialogue in pairs A: What time is it? B: It’s 3:00. Why? A: Oh, I need to go to the store! Do you want to come? B: OK. Just a minute. I need to finish this first.

  26. Step 2.Ask students to perform the dialogue in pairs in front of the whole class, speaking in different moods such as happy, irritated, bored, or in different role relationships such as parent and a child, husband and wife, two friends, etc. The students may paraphrase the underlined parts: • “go to the post office”, “go to the bank”, etc. instead of “go to the store”. • “find my jacket/shoes”, etc. instead of “finish this first”.

  27. Example 2: Using cue cards Card A You are talking to a new classmate. Begin the conversation with a greeting. 1. Greet your partner. 2. Ask your partner which school he/she went to before. 3. Ask your partner if he/she lives near the school. 4. Suggest you go shopping together after school.

  28. Card B You are a new student at this school. One of your classmates greets you. 1. Greet your partner back. 2. Answer the question. 3. Answer the question. 4. Respond to the suggestion.

  29. Then students should be ready to move quickly into less controlled types of role plays, where only the situation and the relationship between the two speakers are specified: Card A You and your friend are going out to eat lunch. You need to decide where to go. You would like to try something different because you’re tired of the same food. You make a suggestion.

  30. Card B You and your friend are going out to eat lunch. You need to decide where to go. You would like to go to the place where you always go, because you like the food. You don’t agree with your friend’s suggestion.

  31. Factors that affect the success of role-plays • Teacher’s enthusiasm; • Careful instructions; • Clear situation and roles; • Making sure that the students have the language they will need to carry out the role-play.

  32. About Instructions • ICQ (information checking questions) • CCQ (concept checking questions)

  33. Group roles and duties • Task manager: to keep the group “on task”; to ensure the task gets done within the time allowed • Harmonizer to ensure that everyone’s voice is heard to find things in common\reconcile seemingly\opposing ideas • Secretary • to take down notes • Report to act as spokesperson and present the task outcomes to the whole group

  34. Activities using pictures • In groups of 3 or 4:

  35. In pairs

  36. In groups of 5:

  37. Information sheets

  38. Problem-solving activities You are on a committee that is in charge of deciding what to do with a small amount of money that has been donated to improve your school. You have a list of things to do, but you only have enough money for 5 of the items. You must reach an agreement in your group on which 5 items you will spend the money. Here is the list:

  39. Repaint 3 classrooms. • Paint lines for games on the playground. • Install lights that automatically turn off to save electricity. • Buy curtains for 8 classrooms. This will make it easier to see the OHP (Overhead Projector) when the room is darker. • Buy sound absorption panels for 2 classrooms. This will make the classroom quieter so it will be easier to hear each other. • Buy an air conditioner for one classroom. • Buy 4 new basketball hoops for the playground. • Buy 15 young trees to be planted for shade around the edge of the playground. • Buy fans for 6 classrooms. • Remodel bathroom faucets so students can wash their hands using hot and cold water. • Add soap dispensers and hand dryers to bathrooms.

  40. Decorating my new flat • Students are divided into groups of 4. Supposing each group has a new flat and they will furnish it.They should, first, draw a diagram of the flat, and they discuss where to put which piece of furniture. As they discuss, they should fill in the diagram. • Report time • Gallery time

  41. Other speaking activities Find someone who … e.g. Stand up and walk around the room. Ask your classmates what they like to do. Remember, you must speak in English only!

  42. A model conversation can be provided. • A: Hi, Tom. • B: Hi, Sherry. • A: I’m conducting a survey for our school newspaper. Could you tell me, do you like to swim? • B: Yes, I do. In fact, usually go swimming once or twice a week. • A: Great. Would you mind signing your name here for me please? • B: Sure, there you are. • A: thanks a lot. See you around. • B: See you.

  43. First letter of my name is the first of …..Teacher: My name is Bill. I like basketball.Student1:Your name is Bill. You like basketball.My name is Jim. I like Jazz.Student2: Your name is Bill. You like basketball. His name is Jim. He likes Jazz. My name is Pene. I like peanut. Students3: Your name is Bill. You like basketball. His name is Jim. He likes Jazz. Her name is Pene. She likes peanutMy name is…. I like…..Students4…………………………………………. Students5………………………………………….

  44. Key words about me

  45. Change the story • Step 1: Form groups of 3-5; • Step 2: The group together makes a list of about 20 random verbs. e.g. go, sleep, teach, learn, jump, fall, look (at), hear, laugh, sing, etc. • Step 3: Each one writes a short story, and underlines all the verbs in the story; e.g.

  46. Yesterday I saw a cat. She was running in the street. She had a fish in her mouth. A dog was running after the cat. The dog wanted to eat the fish too. Then the cat climbed up a tree. The dog stopped under the tree. He could not climb the tree. At last the cat ate the fish.

  47. Step 4: Each one read his/her story, but pauses at every verb. The group then supplies one of the random verbs into that slot. • The results can be very funny. • A possible version may be:

  48. Yesterday Itaught a cat. She was sleepingin the street. She learneda fish in her mouth. A dog was laughing after the cat. The dogfellto hear the fish too. Then the cat sang up a tree. The dogjumpedunder the tree. He could not heard the tree. At last the cat looked at the fish.

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