口语教学12-13 Teaching Speaking.ppt

Unit 9 Teaching Speaking What are the features of spoken language? What are principles for designing speaking activities? How can we use group work in speaking activities? What are the common types of speaking activities? 9.1 Features of spoken language Difference between knowledge and skill: Bygate (1987:4), “fundamental difference is that both can be understood and memorized, but only a skill can be imitated and practiced.” (TTT vs. STT) Features of spoken language Spontaneity (full of false starts, repetitions, incomplete sentences and short phrases) (Don’t require ss to do more forward thinking and planning than native speakers do in real life!) Time-constraint Speaking partner Check for understanding A questionnaire about teaching speaking Gu Yueguo (1) Page 208 Task 1 Page 97 Language and communication techniques Gu Yueguo (1) 214 What should be expected in a speaking activity? Gu Yueguo (1) Page 215 AccuracyFluency 9.2 Designing speaking tasks Maximum foreign talk Even participation (sometimes with teacher intervention) High motivation (interesting topic with a clear objective and proper difficulty level) Right language level (adapted from Ur, 1996) 9.3 Using group work in speaking tasks Increases time for each student to practice speaking in one lesson Avoids fear of criticism and losing face and shyness. Natural Different small groups can work at different levels Helps students learn to work cooperatively Develop students’ interpersonal skills of tolerance, mutual respect and harmony (Cooke and Nicholson, 1992:34) 9.4 Types of speaking tasks Reasons for variety in types of speaking tasks: Prepare ss to cope with different situations in reality Keep motivation high Ss have different learning styles Purposes for speaking To build or keep social relationships To exchange information Communicative speaking activities Functional communication activities Social interaction activities Pre-communication activities (more structur