1、(完整版)英語教學法Unit_10_Teaching-Speaking(完整版)英語教學法Unit_10_Teaching-SSpeaking is a productive skill.2Speaking is a productive skillTeaching Aims: 1. The differences between spoken & written language2. The principles for teaching speaking3. The design of speaking activities4. The typical types of speaking

2、activities5. The organization of speaking activities3Teaching Aims: 1. The differenPurposes for speaking1. Get information / Exchange information2. Keep social interaction / relationshipCharacteristics of spoken language1. Speaking is a skill not knowledge.2. Speech in everyday life is spontaneous,

3、unplanned and meaningful.3. The producing of spoken language is time-constraint. 4Purposes for speaking1. Get inCommon features of spoken language (Bygate, 1987)Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as filler

4、s, hesitation device to give time to think before speaking.5Common features of spoken langTeaching aims in speaking class1)To improve Ss ability of speaking2)To get Ss master the correct pronunciation, intonation and rhythm, etc.3)To get Ss master the communicative functions of language4)To get Ss m

5、aster 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 communication6Teaching aims in speaking clasSpeakingFactors affecting spoken performance (王篤勤, 2002:117)1. Langu

6、age expressive ability2. Vocabulary3. Communicative strategies4. Accurate pronunciation5. Error correction/Teacher interference6. Foreign language environment7. Interactive model7SpeakingFactors affecting spokPrinciples for teaching speaking1. Balancing accuracy-based with fluency-based practices2.

7、Contextualising practice3. Personalising practice4. Building up confidence5. Maximazing meaningful interactions6. Helping Ss develop speaking strategies7. Making the best use of classroom learning environment to provide sufficient language input and practice for the Ss8Principles for teaching speaki

8、Principles of Teaching SpeakingCommunication-orientedGoal-orientedConsideration of Both Accuracy and FluencyAuthentic Speaking Materials9Principles of Teaching Speakin1. Pronunciation Syllable, stress, liaison, aspiration, lenition, semantic chunks, pause, intonation, etc. 2. Grammar and vocabulary3

9、. Communicative functions “greetings”, “apologies”, “complaints”, “invitations”, “asking information”, “thanks”, etc. Aspects of teaching speaking (王篤勤, 2002:118-119)101. PronunciationAspects of tea4. Communicative strategies Pre-sequence, violence license, failure making up, paraphrase, avoidance,

10、code-switching, initiating a conversation, turn taking, asking for clarification, asking for repetition, getting other attention, getting help from others, and ending a conversation5. Clarifying techniques6. Cultural and social knowledgeAspects of teaching speaking (王篤勤, 2002:118-119)114. Communicat

11、ive strategiesAspTeaching model of teaching speaking3P model: Presentation Practice Production12Teaching model of teaching sp Characteristics of successful speaking tasks1. Right language level: challenging vs. frustrating2. Maximum foreign talk: student talk vs. teacher talk3. Even participation: e

12、qual opportunities for students of different levels4. High motivation: types of task; topic; level of the task13 Characteristics of successTypes of speaking tasks -necessity to design a variety of activitiesStudents will be able to cope with different situations in reality;Variety can help keep high

13、 motivation of students;Different kinds of activities may suit different students having different learning styles.14Types of speaking tasks -neTypes of speaking tasks -classification made by Littlewood (1981:20)1. Pre-communicative activities: structural activities & quasi-communicative activities

14、-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.)15Types of speaking tasks -clTypes of speaking tasks -classific

15、ation made by Littlewood (1981:20)2. 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 interaction activities -purp

16、ose: Learners should pay greater attention to the social context in order to convey meanings effectively.16Types of speaking tasks -clTypes of speaking tasks Controlled activities -mainly focus on form and accuracySemi-controlled activities -focus more on meaning and communicationCommunicative activ

17、ities -allow for real information exchange17Types of speaking tasks ControTypes of speaking tasks -more concrete activities 1. Information-gap activities (example: Task 4)2. Dialogues (problems of dialogues in textbooks)3. Role-plays4. Activities using pictures5. Problem-solving activities6. Discuss

18、ions7. Debates8. Interviews9. Fluency-focused games10. Other speaking activities 1) Find someone who 2) Change the story 3) Human scrabble18Types of speaking tasks -moHow to make dialogues more communicative?1. Change the dialogues into role-plays Concrete procedure: 1) Pair students and let them pr

19、etend to act certain roles; 2) Let students practice in pairs and then perform 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 complex2. Use cue cards19How to make dialogues more comGroup work in speaking t

20、asksAdvantages: 1. Students full participation in the foreign language; 2. Avoidance of criticism or losing face; 3. More natural output suitable to students different abilities. Functions: 1. Help students learn to work cooperatively; 2. Help students develop interpersonal skills.20Group work in sp

21、eaking tasksAdSpeaking Strategies21Speaking Strategies23 Some Useful StrategiesBefore you speak: Lower your anxiety Identify the goal and purpose of the task Ask for clarification of the task if you are unsure Activate your background knowledge Predict what is going to happen Plan what you will say2

22、2 Some Useful StrategiesBefore Anxiety In Speaking23Anxiety In Speaking25Some Useful StrategiesWhile you are speaking: Feel in control Concentrate on the task Be involved in the conversation Monitor your speech (vocabulary, grammar, pronunciation) Compensate for any difficulties you have24Some Usefu

23、l StrategiesWhile yoSome 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 log25Some Useful StrategiesAfter yo2628Other Useful Strategies Use non-verbal cues 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 structu