英语教学法speaking

Unit10TeachingSpeakingAimsoftheunit1.Whatarethedifferencesbetweenspokenandwrittenlanguage?2.Whataretheprinciplesforteachingspeaking?3.Howcanwedesignspeakingactivities?4.Whatarethetypicaltypesofspeakingactivities?5.Howtoorganizespeakingactivities?1.“whatisspeaking”and“whystudentsshouldbetaughtspokenlanguage”?Speakingistheskillthatthestudentswillbejudgeduponmostinreal-lifesituations.Reasons:Itisanimportantpartofeverydayinteractionandmostoftenthefirstimpressionofapersonisbasedonhis/herabilitytospeakfluentlyandcomprehensibly.1.Speechisspontaneous.(befulloffalsestarts,repetitions,incompletesentencesandshortphrases)2.Time-constraint时间约束.Thestudentsmustbeabletoproduceunplannedutterances语调inrealtime,otherwisepeoplewillnothavethepatiencetolistentothem.thecharacteristicsofspokenlanguageBygateconcludedintofourtips:1.Usinglesscomplexsyntax.（句法）2.Takingshortcuts,e.g.incompletesentences.3.Usingfixedconventionalphrases/chunks.4.Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.10.2Principlesforteachingspeaking1.Balancingaccuracy-basedwithfluency-basedpractices.2.Contextualisingpractice.3.Personalisingpractice.4.Bulidingupconfidence.5.Maximisingmeaningfulinteractions.6.Helpingstudentsdevelopspeakingstrategies.7.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficient.Page1591.Balancingaccuracy-basedwithfluency-basedpractices.•Ononehand,weneedtoallowtimeforgrammarandvocabularylearningsothatstudentshavesufficientlinguisticcompetence.•Onetheotherhand,weneedtoprovidesufficientopportunitiesforstudentstodevelopfluency.2.ContextualisingpracticeTeachersneedtoidentifyasituationinwhichatargetstructureiscommonlyused.3.PersonalisingpracticeWeneedtohelpstudentslearnbetterbypersonalizingthecontentandcontextsothatstudentscantalkorwriteabouttheirownlifeexperiencesandtheirpersonalopinions.4.BulidingupconfidenceItisveryimportantfortheteachertocreatearelaxedandsupportiveenvironmentandhelpthembuilduptheirconfidence.Don’tbeafraidofmakingmistakes.5.MaximisingmeaningfulinteractionsAsoneofthemainobjectivesofteachingspeakingistodevelopstudents’abilitytoinitiateatopic,toaskquestions,totaketurnsinspeaking,tochangetopicsandtohavesomecontroloverthecommunication,itisbestpracticedwithinsmallgroupsorinpairs.Whenwedesignspeakingpractices,weneedtoensurethattheinteractionismeaningfulandparticipationismaximum.Speakingalsoinvolvesstrategies.Theclassroomisthebestplacewherestudentscanbecomeawareofthespeakingstrategiesandpracticethemconsciouslyinordertousethemsuccessfullyinreallifesituations.6.Helpingstudentsdevelopspeakingstrategies.7.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficient.Inchina,studentshavetheopportunitytohearandspeakthelanguageonlyintheclassroom.SocreatinganEnglishspeakingenvironmenttomaximizelearningopportunityiscrucialforstudents.DesigningspeakingtasksWhenwedesignspeakingtask,oneimportantconsiderationisthelanguageproficiencylevelofthestudents.学生的语言熟练程度Itisbettertogivethestudentstasksattimesthatchallengethembutnotabovetheirlevel.Theyareseveralotherfactorstoconsiderwhendesigningspeakingactivities.Characteristicsofsuccessfulspeakingtasks1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.RightlanguagelevelMaximumforeigntalkInsuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.Twocommonproblemsinspeakingactivities:1.Studentsoftenproduceoneortwosimpleutterancesintheforeignlanguageandspendtherestofthetimechattingintheirnativelanguage.2.Theteachertalkstoomuchofthetime,thustakingawayvaluablepracticetimefromthestudent.EvenparticipationAsuccessfultaskshouldencouragespeakingfromasmanydifferentstudentsaspossible.Thetaskshouldbedesignedinawaysothattheoutspokenstudentsdonotdominateddiscussions.Whennecessary,theteachermayinterferetoguaranteeequalopportunitiesforstudentsofdifferentlevels.HighmotivationMotivationisoneofthemostimportantvariablesinsuccessfullanguagelearning.Teacherscandoalottoincreaseandmaintainthemotivationofstudentsbythetypesoftasksthattheyorganizeinclass.Notes:thetopicisinterestingorthereisaclearobjectivethatmustbereachedthetaskisinlinewith（跟…一致）thestudent’sabilitytodealwithRightlanguagelevelInasuccessfulspeakingtask,thelanguageisattherightlevel.Thetaskmustbedesignedsothatstudentscancompletethetasksuccessfullywiththelanguagethattheyhave.Ifthestudentslacktoomuchvocabularythetaskwillbecomefrustratingandthestudentsarelikelytogiveuporreverttothenativelanguage.1.Studentswillbeabletocopewithdifferentsituationsinreality.2.Ithelpskeepmotivationhigh.3.Studentscanenjoydifferentlearningstyles.Itisimportanttogivethestudentsavarietyofspeakingactivities.10.4Typesofspeakingtasks（P162）reasonsTwopurposesforspeaking：togetinformationforsocialreasonsLittlewooddividescommunicativespeakingactivitiesintotwotypes：functionalcommunicationactivitiesSocialinteractionactivities.AndhealsopointsoutthatPre-communicativeactivitiesisnecessary.（P162）StructuralactivitiesPre-communicativeactivitiesQuasi-communicativeactivitiesFunctionalcommunicationactivitiesCommunicativeactivitiesSocialinteracti