英語教學法13Teaching-Speakin課件

TeachingSpeakingTeachingSpeakingTeachingContents1.Whatarethedifferencesbetweenspokenandwrittenlanguage?2.Whataretheprinciplesforteachingspeaking?3.Howcanwedesignspeakingactivities?4.Whatarethetypicaltypesofspeakingactivities?5.Howtoorganizespeakingactivities.

2TeachingContents1.Whataret1.ThepurposeoflearningspeakingSpeechisthebasicmediumofcommunication;Totrainstudentsoralability;Tofosterstudents’talentinEnglishlanguageandculture;Tofosterstudents’abilityofthinkinginEnglish;Learningspeakingcanacceleratethelearningoflistening,readingandwritinginEnglish.I.

Thecharacteristicsofspokenlanguage31.Thepurposeoflearningspe2.TwomainfactorsaffecttheimprovementofspeakingabilitySurroundingsPsychology42.Twomainfactorsaffectthe3.Thecharacteristicsofspokenlanguage

1)Speakingisaskillthatcanbeimitatedandpracticed.

Speakingisaskill,justlikeswimming,drivingacar,orplayingping-pong.Bygate(1987:4)pointsoutone“fundamentaldifferenceisthatknowledgeandskillcanbothbeunderstoodandmemorized,butonlyaskillcanbeimitatedandpracticed”.53.Thecharacteristicsofspok2)DifferencesbetweenspokenandwrittenlanguagesSpeechisspontaneous.Inmostsituations,peopledonotplanaheadoftimewhattheyaregoingtosaySpeakingistime-constraint.Thestudentsmustbeabletoproduceunplannedutterancesinrealtime,otherwisepeoplewillnothavethepatiencetolistentothem.62)Differencesbetweenspoken

AccordingtoBygate(1987),therearefourcommonfeaturesofspokenlanguages:Usinglesscomplexsyntax;Takingshortcuts,e.g.incompletesentences;Usingfixedconventionalphrases/chunks.Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.

3)Featuresofspokenlanguages7AccordingtoBygate(1987)TaskConsideringtheaspectsofthenatureofspokenlanguagediscussedabove,whichofthefollowingactivitiesdoyouthinkwouldhelptopreparestudentsforreallifespeechinEnglish?1.readingaloud2.givingapreparedtalk3.learningapieceoftextordialoguebyheart4.interviewingsomeone,orbeinginterviewed5.doingadrill8TaskConsideringtheaspectsoTaskMostoftheaboveactivitiesareverycommonintraditionallanguageteaching.Theonlyactivitythatwouldhelpstudentsprepareforspontaneousspeechwouldbe:interviewingsomeoneorbeinginterviewed.Thisisnottosaythattheotheractivitieshavenovalue;buttheydonothelppreparethelearnerforthetypeofspeakingthatismostcommonineverydaylife.Theonlyotheractivitythatisrealisticisthesecondone:givingapreparedtalk,butthiswouldusuallynotberequiredofanyofthestudentsuntiltheywereatanadvancedlevelofEnglish.9TaskMostoftheaboveactivitⅡ.PrinciplesforteachingspeakingBalancingaccuracy-basedwithfluency-basedpracticesAllowtimeforgrammarandvocabularylearningProvidesufficientopportunitiesforstudentstodevelopfluency.ContextualisingpracticeIdentifyasituationinwhichatargetstructureiscommonlyused.10Ⅱ.PrinciplesforteachingspeⅡ.PrinciplesforteachingspeakingPersonalisingpracticePersonalizingthecontentandcontextwillhelpstudentslearnbetter.BuildingupconfidenceArelaxedandsupportiveenvironmentwillhelpthembuilduptheirconfidence.11Ⅱ.PrinciplesforteachingspeⅡ.PrinciplesforteachingspeakingMaximisingmeaningfulinteractions

Teachingspeakingistodevelopstudents’abilitytoinitiateatopic,toaskquestions,totaketurnsinspeaking,tochangetopicsandtohavesomecontroloverthecommunication.Helpingstudentsdevelopspeakingstrategies

Speakinginvolvesstrategies,suchasinitiatingaconversation,turntaking,askingforclarification,askingforrepetition,gettingothers’attention,gettinghelpfromothers,andendingaconversation,etc.12Ⅱ.PrinciplesforteachingspeⅡ.PrinciplesforteachingspeakingMakingthebestuseofclassroomleaningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.Inchina,studentshavetheopportunitytohearandspeakthelanguageonlyintheclassroom.SocreatinganEnglishspeakingenvironmenttomaximizelearningopportunityiscrucialforstudents.13Ⅱ.PrinciplesforteachingspeIII.TypesofspeakingtasksMaximumforeigntalkEvenparticipationHighmotivationRightlanguagelevel

1.Characteristicscommoninsuccessfulspeakingtasks

:14III.TypesofspeakingtasksMa2.Classificationofspeakingactivities

CommunicativeactivitiesSocialinteractionactivitiesFunctionalcommunicativeactivitiesQuasi-communicativeactivitiesPre-communicativeactivitiesStructuralactivitiesLittlewoodsummarizedthespeakingactivitiesasbelow:152.Classificationofspeaking3.Typesofspeakingtasks1)ControlledactivitiesMainlyfocusonformandaccuracy.2)Semi-controlledactivities

Focusmoreonmeaningandcommunication.3)CommunicativeactivitiesForrealinformationexchange,whichincludeinformationgapactivities,problem-solvingactivities,discussions,debates,interviews,fluency-focusedgames,etc.163.Typesofspeakingtasks1)3.TypicalspeakingactivitiesInformation-gapactivitieshowtomakethemmorecommunicativeDialogues&roleplay

howtoavoidspeakingintheirnativelanguageintheactivitiesActivitiesusingpictures

Thinkofpotentialproblemswhileusingpicturesinactivities173.Typicalspeakingactivities3.TypicalspeakingactivitiesProblemsolvingactivitiesFindsomeonewho…BingoActivitiesChangethestory…183.TypicalspeakingactivitiesⅣ.Organizingspeakingtasks1.Studentsshouldhavemoreopportunitiestopracticeinclass.

2.Speakinginsmallgroupsismorenaturalforstudentsthanspeakinginfrontofclass.19Ⅳ.Organizingspeakingtasks1Ⅳ.Organizingspeakingtasks3.Groupingaccordingtostudentslevel.4.Smallgroupworkhelps