英語教學(xué)法教程unit10-teaching-s課件

Unit10TeachingSpeakingAimsoftheunit:Throughlearninganddiscussion,studentswillgettoknow:1.themaincharacteristicsofspokenlanguage2.principlesforteachingspeaking3.typicaltypesofspeakingactivities4.Howtoorganizespeakingactivities?110.1Whatarethecharacteristicsofspokenlanguage?

Speakingisaskill,justlikeswimming,drivingacar,orplayingping-pong.

Toooften,inthetraditionalclassroom,thelearningofEnglishhasbeenrelegatedtolinguisticknowledgeonly,e.g.knowledgeofvocabularyandgrammarrules,withlittleornoattentionpaidtopractisinglanguageskill.

2Howcanwetellthedifferencebetweenknowledgeandskill?

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

4SpontaneityInmostsituations,peopledonotplanaheadoftimewhattheyaregoingtosay.Thefactthatspeechisspontaneousmeansthatitisfulloffalsestarts,repetitions,incompletesentences,andshortphrases.Shouldweexpectthestudentstoproducecompletesentencesinlanguageclassroom?5Time-constraintThestudentsmustbeabletoproduceunplannedutterancesinrealtime;otherwisepeoplewillnothavethepatiencetolistentothem.WhichofthefollowingactivitiesdoyouthinkwouldhelptopreparestudentsforreallifespeechinEnglish?6Readingaloud(needstobesupplementedwithmorerealisticactivitiesasthelevelincreases).Givingapreparedtalk(maybeusedforadvancedlevel)Learningapieceoftextordialoguebyheartmorerealisticactivitiesasthelevelincreases).Interviewingsomeone,orbeinginterviewed(Yes.Ithelpstopreparestudentsforreallifespeech.)Doingadrill(needstobesupplementedwithmorerealisticactivitiesasthelevelincreases).7Alsostudentsmustconsiderwhomtheyaretalkingtoandbeabletocheckiftheyarebeingunderstood.e.g.8Kelly: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.

910.2Principlesforteachingspeaking

TeacherasksthestudentstoreadthepartfromP159to160andthengetsthemtothinkabouthowtheycanimprovespeakingteaching.Balancingaccuracy-basedwithfluency-basedpracticesContextualisingpracticePersonalisingpracticeBuildingupconfidenceMaximisingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategiesMakingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents1010.3DesigningspeakingtasksOneimportantconsideration:Proficiencylevelofthestudents(challengingbutnottoodifficult.)Ifthetaskistooeasyortoodifficult,thestudentsmaybedemotivated.11CommoncharacteristicsinsuccessfulspeakingtasksMaximumforeigntalkEvenparticipationHighmotivationRightlanguagelevel12Maximumforeigntalk

Trytoavoidstudents’talkinginthemothertongue,andavoidtoomuchTeacherTalk.Evenparticipation

Trytoavoidoutstandingstudents’dominatingdiscussions.Trytoguaranteeequalopportunitiesforstudentsofdifferentlevels.Highmotivation

Interestingtopic,andclearobjective.Makesurethatthetaskisinlinewiththestudents’ability

13Rightlanguagelevel

Thetaskmustbedesignedsothatthestudentscancompletethetasksuccessfullywiththelanguagethattheyhave.Otherwisethetaskwillbecomefrustratingandthestudentsarelikelytogiveuporreverttothenativelanguage.1410.4TypeofspeakingtasksItisimportanttoprovidethestudentswithavarietyofspeakingactivitiesbecause:Avarietyofspeakingactivitieswillenablestudentstocopewithdifferentsituationsinreality.Varietyhelpskeepmotivationhigh.Varietymaysuitstudentsofdifferentlearningstyles.15Therearetwomajorpurposesforlistening.Oneistogetinformationandtheotherisforsocialreasons.Sincespeakingisreciprocaloflistening,thesameistrueofspeaking.

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

17

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)18Forbeginningstudents,pre-communicativeactivitiesarealsonecessary,whicharemorestructuralandallowthelearnertopractisetheformsofthelanguage.However,weshouldmakespeakingtasksascommunicativeaspossible.

19SometypesofspeakingactivitiesControlledactivitiesSemi-controlledactivitiesInformation-gapactivitiesDialoguesandrole-playsActivitiesusingpicturesProblem-solvingactivitiesOtherspeakingactivities

20Information-gapactivitiesCompare2activities:

ActivityA21ActivityB:

Usethesamepictures,butcutthemup,pastethemoncards,andgiveeachstudentadifferentpicture.

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

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

Example1:Playingtherolesina dialogue26Step1.PractisethedialogueinpairsA:Whattimeisit?B:It’s3:00.Why?A:Oh,Ineedtogotothestore!Doyouwanttocome?B:OK.Justaminute.Ineedtofinishthisfirst.27Step2.Askafewpairstoperformthedialogueinfrontofthewholeclass,speakingindifferentmoodssuchashappy,irritated,bored,orindifferentrolerelationshipssuchasparentandachild,husbandandwife,twofriends,etc.Thestudentsmayparaphrasetheunderlinedparts:“gotothepostoffice”,“gotothebank”,etc.insteadof“gotothestore”.“findmyjacket/shoes”,etc.insteadof“finishthisfirst”.28Example2:UsingcuecardsCardAYouaretalkingtoanewclassmate.Begintheconversationwithagreeting.1.Greetyourpartner.2.Askyourpartnerwhichschoolhe/shewenttobefore.3.Askyourpartnerifhe/shelivesneartheschool.4.Suggestyougoshoppingtogetherafterschool.29CardBYouareanewstudentatthisschool.Oneofyourclassmatesgreetsyou.

1.Greetyourpartnerback.2.Answerthequestion.3.Answerthequestion.4.Respondtothesuggestion.30Thenstudentsshouldbereadytomovequicklyintolesscontrolledtypesofroleplays,whereonlythesituationandtherelationshipbetweenthetwospeakersarespecified:CardAYouandyourfriendaregoingouttoeatlunch.Youneedtodecidewheretogo.Youwouldliketotrysomethingdifferentbecauseyou’retiredofthesamefood.Youmakeasuggestion.31Noticethattheoutcomeofthisroleplayisnotspecifiedinthecuecards.Itonlysetsupapointofdisagreement.CardBYouandyourfriendaregoingouttoeatlunch.Youneedtodecidewheretogo.Youwouldliketogototheplacewhereyoualwaysgo,becauseyoulikethefood.Youdon’tagreewithyourfriend’ssuggestion.32Factorsthataffectthesuccessofrole-plays(Ur,1996:133)Teacher’senthusiasm;Carefulinstructions;Clearsituationandroles;Makingsurethatthestudentshavethelanguagetheywillneedtocarryouttherole-play.33ActivitiesusingpicturesIngroupsof3or4:34Asecretaryisappointedtomarkatickforeachsentencesaid.Checkwhichgrouphasgotmostticks.35Inpairs:(Littlewood1981:23-4)36Ingroupsof5:37Problem-solvingactivitiesYouareonacommitteethatisinchargeofdecidingwhattodowithasmallamountofmoneythathasbeendonatedtoimproveyourschool.Youhavealistofthingstodo,butyouonlyhaveenoughmoneyfor5oftheitems.Youmustreachaconsensus(agreement)inyourgrouponwhich5itemsyouwillspendthemoney.Hereisthelist:38Repaint3classrooms.Paintlinesforgamesontheplayground.Installlightsthatautomaticallyturnofftosaveelectricity.Buycurtainsfor8classrooms.ThiswillmakeiteasiertoseetheOHP(OverheadProjector)whentheroomisdarker.Buysoundabsorptionpanelsfor2classrooms.Thiswillmaketheclassroomquietersoitwillbeeasiertoheareachother.Buyanairconditionerforoneclassroom.Buy4newbasketballhoopsfortheplayground.Buy15youngtreestobeplantedforshadearoundtheedgeoftheplayground.Buyfansfor6classrooms.Remodelbathroomfaucetssostudentscanwashtheirhandsusinghotandcoldwater.Addsoapdispensersandhanddryerstobathrooms.39Problemsolvingactivitiesrequireahigherleveloflanguageproficiency,butthedifficultylevelscanbecontrolledsomewhatbythetopic.Inproblem-solvingactivities,“participantstendtobecomepersonallyinvolved;theybegintorelatetheproblemasanemotionalissueaswellasanintellectualandmoralone”(Ur1996:128).

40OtherspeakingactivitiesFindsomeonewho…

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

Name

likestoswimlikestoplaybasketballlikestoplaybadmintonlikestoplaytennislikestoplayfootballlikestoplayvolleyballlikestorollerskatelikestoiceskate…42Amodelconversationcanbeprovided.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.43Bingoactivities(Thisseemstobepractisinglisteningratherthanspeakingifthewordsarecalledoutbytheteacher.)

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

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

48NospecificresponsesTheteachercallsoutaverbandstudentsholdupalettercardeachandrushtospellaword.(Thisseemstobepractisinglisteni