英語教學(xué)法教程unit10-teaching-s課件

Unit10TeachingSpeakingAimsoftheunit:Throughlearninganddiscussion,studentswillgettoknow:1.themaincharacteristicsofspokenlanguage2.principlesforteachingspeaking3.typicaltypesofspeakingactivities4.Howtoorganizespeakingactivities?1Unit10TeachingSpeakingAims10.1Whatarethecharacteristicsofspokenlanguage?

Speakingisaskill,justlikeswimming,drivingacar,orplayingping-pong.Toooften,inthetraditionalclassroom,thelearningofEnglishhasbeenrelegatedtolinguisticknowledgeonly,e.g.knowledgeofvocabularyandgrammarrules,withlittleornoattentionpaidtopractisinglanguageskill.

210.1WhatarethecharacterisHowcanwetellthedifferencebetweenknowledgeandskill?

AccordingtoBygate(1987:4)one“fundamentaldifferenceisthatbothcanbeunderstoodandmemorised,butonlyaskillcanbeimitatedandpractised”.3HowcanwetellthedifferenceCharacteristicsofspokenlanguageSpontaneityTime-constraint

4CharacteristicsofspokenlangSpontaneityInmostsituations,peopledonotplanaheadoftimewhattheyaregoingtosay.Thefactthatspeechisspontaneousmeansthatitisfulloffalsestarts,repetitions,incompletesentences,andshortphrases.Shouldweexpectthestudentstoproducecompletesentencesinlanguageclassroom?5SpontaneityInmostsituatiTime-constraintThestudentsmustbeabletoproduceunplannedutterancesinrealtime;otherwisepeoplewillnothavethepatiencetolistentothem.WhichofthefollowingactivitiesdoyouthinkwouldhelptopreparestudentsforreallifespeechinEnglish?6Time-constraintThestudentsmuReadingaloud(needstobesupplementedwithmorerealisticactivitiesasthelevelincreases).Givingapreparedtalk(maybeusedforadvancedlevel)Learningapieceoftextordialoguebyheartmorerealisticactivitiesasthelevelincreases).Interviewingsomeone,orbeinginterviewed(Yes.Ithelpstopreparestudentsforreallifespeech.)Doingadrill(needstobesupplementedwithmorerealisticactivitiesasthelevelincreases).7Readingaloud(needstobesupAlsostudentsmustconsiderwhomtheyaretalkingtoandbeabletocheckiftheyarebeingunderstood.e.g.8AlsostudentsmustconsiderwhKelly:HeyJack,how’stheprojectcomingalong?Jack:

Whatproject?Kelly:TheoneyouandCraigareworkingon.Jack:

CraigandI?Kelly:Yeah,forthesciencefair.Jack:

Oh,thatproject.It’sfinished.I’msobusyworkingonanotherprojectformyeconomicsclassthatIalmostforgotaboutit.Ihopeit’llworklikewewantto.Kelly:

Oh,I’msureitwill.

9Kelly:HeyJack,how’sthepro10.2Principlesforteachingspeaking

TeacherasksthestudentstoreadthepartfromP159to160andthengetsthemtothinkabouthowtheycanimprovespeakingteaching.Balancingaccuracy-basedwithfluency-basedpracticesContextualisingpracticePersonalisingpracticeBuildingupconfidenceMaximisingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategiesMakingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents1010.2Principlesforteachings10.3DesigningspeakingtasksOneimportantconsideration:Proficiencylevelofthestudents(challengingbutnottoodifficult.)Ifthetaskistooeasyortoodifficult,thestudentsmaybedemotivated.1110.3DesigningspeakingtasksOCommoncharacteristicsinsuccessfulspeakingtasksMaximumforeigntalkEvenparticipationHighmotivationRightlanguagelevel12CommoncharacteristicsinsuccMaximumforeigntalk

Trytoavoidstudents’talkinginthemothertongue,andavoidtoomuchTeacherTalk.Evenparticipation

Trytoavoidoutstandingstudents’dominatingdiscussions.Trytoguaranteeequalopportunitiesforstudentsofdifferentlevels.Highmotivation

Interestingtopic,andclearobjective.Makesurethatthetaskisinlinewiththestudents’ability

13Maximumforeigntalk13Rightlanguagelevel

Thetaskmustbedesignedsothatthestudentscancompletethetasksuccessfullywiththelanguagethattheyhave.Otherwisethetaskwillbecomefrustratingandthestudentsarelikelytogiveuporreverttothenativelanguage.14Rightlanguagelevel1410.4TypeofspeakingtasksItisimportanttoprovidethestudentswithavarietyofspeakingactivitiesbecause:Avarietyofspeakingactivitieswillenablestudentstocopewithdifferentsituationsinreality.Varietyhelpskeepmotivationhigh.Varietymaysuitstudentsofdifferentlearningstyles.1510.4TypeofspeakingtasksTherearetwomajorpurposesforlistening.Oneistogetinformationandtheotherisforsocialreasons.Sincespeakingisreciprocaloflistening,thesameistrueofspeaking.

16TherearetwomajorpurposesfAccordingtoLittlewood,ashasbeenmentionedinUnit2(p.22)communicativespeakingactivitiescanbedividedintotwotypes:functionalcommunicationactivities,andsocialinteractionactivities:

17AccordingtoLittlewood,asha

StructuralActivities

Pre-C.A.

Quasi-com.Activities

(sent.patterndrills,dialogues,etc.)

FunctionalCom.Act.

Com.Act.

(obtaininginformation)

SocialInteractionAct.

(role-playing,problem-solving,etc.)

InformationGap,Choices&Feed-back)18StructuralAForbeginningstudents,pre-communicativeactivitiesarealsonecessary,whicharemorestructuralandallowthelearnertopractisetheformsofthelanguage.However,weshouldmakespeakingtasksascommunicativeaspossible.

19Forbeginningstudents,pre-coSometypesofspeakingactivitiesControlledactivitiesSemi-controlledactivitiesInformation-gapactivitiesDialoguesandrole-playsActivitiesusingpicturesProblem-solvingactivitiesOtherspeakingactivities

20SometypesofspeakingactivitInformation-gapactivitiesCompare2activities:

ActivityA21Information-gapactivitiesCompActivityB:

Usethesamepictures,butcutthemup,pastethemoncards,andgiveeachstudentadifferentpicture.

22ActivityB:22Directions:Askyourpartnerwhatisinhis/herpicture.Foreexample:StudentA:What’sinyourpicture?StudentB:Thereis__________.What’sinyourpicture?StudentA:Thereis__________.23Directions:AskyourpartnerwObviouslythesecondactivityincludesaninformationgapthatthefirstonedoesnot.Information-gapactivitiescanbedesignedataveryelementarylevel,sothatcommunicativepracticecanbedonefromalmosttheverybeginningofforeignlanguagelearning.

24ObviouslythesecondactivityDialoguesandrole-playsTwoproblemswithmostdialoguesintextbooks:Notauthenticornatural.Thenaturalspeechofnativespeakersisoftenphrasesorsentencefragmentsfullofpauses,falsestarts,andrepetitions.Thewaymostdialoguesaretaught.Teachersaskstudentstomemorizedialoguesbyheart.25Dialoguesandrole-playsTwoprWhatcanateacherdotomakeadialoguemorecommunicative?

Example1:Playingtherolesina dialogue26WhatcanateacherdotomakeStep1.PractisethedialogueinpairsA:Whattimeisit?B:It’s3:00.Why?A:Oh,Ineedtogotothestore!Doyouwanttocome?B:OK.Justaminute.Ineedtofinishthisfirst.27Step1.PractisethedialogueStep2.Askafewpairstoperformthedialogueinfrontofthewholeclass,speakingindifferentmoodssuchashappy,irritated,bored,orindifferentrolerelationshipssuchasparentandachild,husbandandwife,twofriends,etc.Thestudentsmayparaphrasetheunderlinedparts:“gotothepostoffice”,“gotothebank”,etc.insteadof“gotothestore”.“findmyjacket/shoes”,etc.insteadof“finishthisfirst”.28Step2.AskafewpairstoperExample2:UsingcuecardsCardAYouaretalkingtoanewclassmate.Begintheconversationwithagreeting.1.Greetyourpartner.2.Askyourpartnerwhichschoolhe/shewenttobefore.3.Askyourpartnerifhe/shelivesneartheschool.4.Suggestyougoshoppingtogetherafterschool.29Example2:UsingcuecardsCarCardBYouareanewstudentatthisschool.Oneofyourclassmatesgreetsyou.

1.Greetyourpartnerback.2.Answerthequestion.3.Answerthequestion.4.Respondtothesuggestion.30CardB30Thenstudentsshouldbereadytomovequicklyintolesscontrolledtypesofroleplays,whereonlythesituationandtherelationshipbetweenthetwospeakersarespecified:CardAYouandyourfriendaregoingouttoeatlunch.Youneedtodecidewheretogo.Youwouldliketotrysomethingdifferentbecauseyou’retiredofthesamefood.Youmakeasuggestion.31ThenstudentsshouldbereadyNoticethattheoutcomeofthisroleplayisnotspecifiedinthecuecards.Itonlysetsupapointofdisagreement.CardBYouandyourfriendaregoingouttoeatlunch.Youneedtodecidewheretogo.Youwouldliketogototheplacewhereyoualwaysgo,becauseyoulikethefood.Youdon’tagreewithyourfriend’ssuggestion.32NoticethattheoutcomeofthiFactorsthataffectthesuccessofrole-plays(Ur,1996:133)Teacher’senthusiasm;Carefulinstructions;Clearsituationandroles;Makingsurethatthestudentshavethelanguagetheywillneedtocarryouttherole-play.33FactorsthataffectthesuccesActivitiesusingpicturesIngroupsof3or4:34ActivitiesusingpicturesIngrAsecretaryisappointedtomarkatickforeachsentencesaid.Checkwhichgrouphasgotmostticks.35AsecretaryisappointedtomaInpairs:(Littlewood1981:23-4)36Inpairs:(Littlewood1981:23Ingroupsof5:37Ingroupsof5:37Problem-solvingactivitiesYouareonacommitteethatisinchargeofdecidingwhattodowithasmallamountofmoneythathasbeendonatedtoimproveyourschool.Youhavealistofthingstodo,butyouonlyhaveenoughmoneyfor5oftheitems.Youmustreachaconsensus(agreement)inyourgrouponwhich5itemsyouwillspendthemoney.Hereisthelist:38Problem-solvingactivitiesYouRepaint3classrooms.Paintlinesforgamesontheplayground.Installlightsthatautomaticallyturnofftosaveelectricity.Buycurtainsfor8classrooms.ThiswillmakeiteasiertoseetheOHP(OverheadProjector)whentheroomisdarker.Buysoundabsorptionpanelsfor2classrooms.Thiswillmaketheclassroomquietersoitwillbeeasiertoheareachother.Buyanairconditionerforoneclassroom.Buy4newbasketballhoopsfortheplayground.Buy15youngtreestobeplantedforshadearoundtheedgeoftheplayground.Buyfansfor6classrooms.Remodelbathroomfaucetssostudentscanwashtheirhandsusinghotandcoldwater.Addsoapdispensersandhanddryerstobathrooms.39Repaint3classrooms.39Problemsolvingactivitiesrequireahigherleveloflanguageproficiency,butthedifficultylevelscanbecontrolledsomewhatbythetopic.Inproblem-solvingactivities,“participantstendtobecomepersonallyinvolved;theybegintorelatetheproblemasanemotionalissueaswellasanintellectualandmoralone”(Ur1996:128).

40ProblemsolvingactivitiesreqOtherspeakingactivitiesFindsomeonewho…

e.g.Sandupandwalkaroundtheroom.Askyourclassmateswhattheyliketodo.Remember,youmustspeakinEnglishonly!41OtherspeakingactivitiesFindFindsomeonewho…

Name

likestoswimlikestoplaybasketballlikestoplaybadmintonlikestoplaytennislikestoplayfootballlikestoplayvolleyballlikestorollerskatelikestoiceskate…42Findsomeonewho…NamelikesAmodelconversationcanbeprovided.A:Hi,Tom.B:Hi,Sherry.A:I’mconductingasurveyforourschoolnewspaper.Couldyoutellme,doyouliketoswim?B:Yes,Ido.Infact,usuallygoswimmingonceortwiceaweek.A:Great.Wouldyoumindsigningyournamehereformeplease?B:Sure,thereyouare.A:thanksalot.Seeyouaround.B:Seeyou.43AmodelconversationcanbeprBingoactivities(Thisseemstobepractisinglisteningratherthanspeakingifthewordsarecalledoutbytheteacher.)

44Bingoactivities(ThisseeChangethestoryStep1:Formgroupsof3-5;Step2:Thegrouptogethermakesalistofabout20randomverbs. e.g.go,sleep,teach,learn,jump,fall,look(at),hear,laugh,sing,etc.Step3:Eachonewritesashortstory,andunderlinesalltheverbsinthestory; e.g.45ChangethestoryStep1:FormgYesterdayIsawacat.Shewasrunninginthestreet.Shehadafishinhermouth.Adogwasrunningafterthecat.Thedogwantedtoeatthefishtoo.Thenthecatclimbedupatree.Thedogstoppedunderthetree.Hecouldnotclimbthetree.Atlastthecatatethefish.

46YesterdayIsawacat.SheStep4:Eachonereadhis/herstory,butpausesateveryverb.Thegroupthensuppliesoneoftherandomverbsintothatslot.Theresultscanbeveryfunny.Apossibleversionmaybe:47Step4:Eachonereadhis/herYesterdayItaughtacat.Shewassleepinginthestreet.Shelearnedafishinhermouth.Adogwaslaughingafterthecat.Thedogfelltohearthefishtoo.Thenthecatsangupatree.Thedogjumpedunderthetree.Hecouldnotheardthetree.Atlastthecatlookedatthefish.

48YesterdayItaughtacat.SNospecificresponsesTheteachercallsoutaverbandstudentsholdupalettercardeachandrushtospellaword.(Thisseemstobepractisinglisteningratherthanspeaking.)