1、(完整版)英语教学法Unit_10_Teaching-SpeakingTeaching Aims:o1.The differences between spoken&written languageo2.The principles for teaching speakingo3.The design of speaking activitieso4.The typical types of speaking activitieso5.The organization of speaking activitiesPurposes for speakingo1.Get information/E
2、xchange informationo2.Keep social interaction/relationshipCharacteristics of spoken languageo1.Speaking is a skill not knowledge.o2.Speech in everyday life is spontaneous,unplanned and meaningful.o3.The producing of spoken language is time-constraint.Common features of spoken language(Bygate,1987)oU
3、sing less complex syntax;oTaking short cuts,e.g.incomplete sentences;oUsing fixed conventional phrases/chunks;oUsing devices such as fillers,hesitation device to give time to think before speaking.Teaching aims in speaking class1)To improve Ss ability of speaking2)To get Ss master the correct pronun
4、ciation,intonation and rhythm,etc.3)To get Ss master the communicative functions of language4)To get Ss master the speaking 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 communi
5、cationFactors affecting spoken performance(王笃勤,2002:117)1.Language expressive ability2.Vocabulary3.Communicative strategies4.Accurate pronunciation5.Error correction/Teacher interference6.Foreign language environment7.Interactive modelPrinciples for teaching speakingo1.Balancing accuracy-based with
6、fluency-based practiceso2.Contextualising practiceo3.Personalising practiceo4.Building up confidenceo5.Maximazing meaningful interactionso6.Helping Ss develop speaking strategieso7.Making the best use of classroom learning environment to provide sufficient language input and practice for the SsPrinc
7、iples of Teaching SpeakingoCommunication-orientedoGoal-orientedoConsideration of Both Accuracy and FluencyoAuthentic Speaking Materialso1.Pronunciation Syllable,stress,liaison,aspiration,lenition,semantic chunks,pause,intonation,etc.o2.Grammar and vocabularyo3.Communicative functions “greetings”,“ap
8、ologies”,“complaints”,“invitations”,“asking information”,“thanks”,etc.Aspects of teaching speaking(王笃勤,2002:118-119)o4.Communicative strategies Pre-sequence,violence license,failure making up,paraphrase,avoidance,code-switching,initiating a conversation,turn taking,asking for clarification,asking fo
9、r repetition,getting other attention,getting help from others,and ending a conversationo5.Clarifying techniqueso6.Cultural and social knowledgeAspects of teaching speaking(王笃勤,2002:118-119)Teaching model of teaching speakingo3P model:Presentation Practice Production Characteristics of successful spe
10、aking taskso1.Right language level:challenging vs.frustratingo2.Maximum foreign talk:student talk vs.teacher talko3.Even participation:equal opportunities for students of different levelso4.High motivation:types of task;topic;level of the taskTypes of speaking tasks-necessity to design a variety of
11、activitiesoStudents will be able to cope with different situations in reality;oVariety can help keep high motivation of students;oDifferent kinds of activities may suit different students having different learning styles.Types of speaking tasks-classification made by Littlewood(1981:20)o1.Pre-commun
12、icative activities:structural activities&quasi-communicative activities -purpose:to prepare Ss for communicative activities -types of activities:controlled&semi-controlled(drilling,modeling and repetitions;focused structural dialogues,controlled role plays,using clues or prompts for practices,etc.)T
13、ypes of speaking tasks-classification made by Littlewood(1981:20)o2.Communicative activities:a.Functional communication activities -features:communicative&more contextualized -purpose:Learners should use the language they know in order to get meanings across as effectively as possible.b.social inter
14、action activities -purpose:Learners should pay greater attention to the social context in order to convey meanings effectively.Types of speaking tasks oControlled activities -mainly focus on form and accuracyoSemi-controlled activities -focus more on meaning and communicationoCommunicative activitie
15、s -allow for real information exchangeTypes of speaking tasks-more concrete activities o1.Information-gap activities(example:Task 4)o2.Dialogues(problems of dialogues in textbooks)o3.Role-playso4.Activities using pictureso5.Problem-solving activitieso6.Discussionso7.Debateso8.Interviewso9.Fluency-fo
16、cused gameso10.Other speaking activities 1)Find someone who 2)Change the story 3)Human scrabbleHow to make dialogues more communicative?o1.Change the dialogues into role-plays Concrete procedure:1)Pair students and let them pretend to act certain roles;2)Let students practice in pairs and then perfo
17、rm in public;3)Ask them to perform in different moods or in different role relationships;4)Get students to make the dialogue longer and more complexo2.Use cue cardsGroup work in speaking tasksoAdvantages:1.Students full participation in the foreign language;2.Avoidance of criticism or losing face;3.
18、More natural output suitable to students different abilities.oFunctions:1.Help students learn to work cooperatively;2.Help students develop interpersonal skills.Some Useful StrategiesBefore you speak:Lower your anxiety Identify the goal and purpose of the task Ask for clarification of the task if yo
19、u are unsure Activate your background knowledge Predict what is going to happen Plan what you will say22Anxiety In SpeakingSome Useful StrategiesWhile you are speaking:Feel in control Concentrate on the task Be involved in the conversation Monitor your speech(vocabulary,grammar,pronunciation)Compens
20、ate for any difficulties you have24Some 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 log25Other Useful Strategies Use non-verbal cues
21、Use formulaic phrases Rephrase your language if you are not understood Short responses Choose logical patterns of organization (chronological,cause/effect,etc)Analyze interests of your audienceUsing fillers and conversation maintenance cuesUsing paraphrases for structures one cant produce27Pre-seque
22、nce:A:Are you going out tomorrow?B:No,not really.A:Are you using your bike then?B:No.You want to borrow it?A:Yes.If you are not using it.Teaching Strategieso1)Picture sequenceo2)Flow charto3)role card playo4)Picture gapo5)Half-dialogueo6)Chain retello7)Think-pair-shareo8)Talking circleo9)Interviewo1
23、0)Panel discussiono11)Slip instructionQuestions:o1.What are the factors that a teacher needs to consider when designing spoken tasks?o2.What are the criteria of a successful speaking task?o3.Why do you think it is important to provide classroom activities a communicative purpose?And how can teachers provide such a purpose?
