speaking1

SSBI Teaching Plan---Speaking Strategies (1)Gao Peng (20/07/2006)Course DescriptionCourse: Integrated course (College English)Students: Non-English majors, Band 3Purpose:✧To raise the students’ awareness of diff erent kinds of strategies used forspeaking English.✧To ask the learners to experience conscious use of speaking strategies intheir speaking tasks and report their own use of the strategies to the class.✧To have them compare the strategies reported with a list of speakingstrategies based on the research work introduced by the teacher.Time: 45 minutesFormat: Role play and discussionMaterials:✧Role play cards✧Copies of “Some Useful Strategies”✧Pre-reading tasks for Unit 7 of Book 3 (College English---new edition) Procedure1.Explanation (teacher: 5 mins)Tell the students that they are going to do a role-play activity. One member will play the part of A, while the other will play the part of B. (Change the roles in the middle to practice more) Inform the participants that some of them will have to play their roles before the whole class. Tell the participants to pay attention to the strategies they use before, during and after playing their roles. Before doing the task, they may brainstorm some other words or expressions, which are particularly used for this situation besides the ones given.(Role A: You are supposed to act as a salesperson. You will have 5 minutes to persuade your partner to buy your goods (no more than 5 items). You may talk about the brand name, quality, labeling, packaging, instructions, reliability and after-sales service, etc. You may refer to the useful expressions such as “ This is our (model); It cost s (price); It’s suitable for (purpose); We can deliver (from stock); It’s available in (color) and (size); We can offer a discount of (%), etc.)(Role B: You are going to act as a potential customer. You have to give your reasons if you decide to buy some of the goods or come up with some excuses not to buy. You may talk about the brand name, quality, labeling, packaging, instructions, reliability and after-sales service, etc. You may use some wh-questions (who, what, when, where, why and how) to make clarifications.)2.Role-play (pair work: 10 mins)Ask the participants to form pairs, and act out the task3.Presentation (pair work: 15 mins)After some time for rehearsal, find some people to perform their roles before the whole class.4.Discussion (group work: 10 mins)Have the students work in groups of 4 or 6, and brainstorm as many strategies they used as possible. List these strategies on a sheet of paper. (The group leader will organize the discussion and the secretary will have to note down the strategies mentioned by all the group members.) Group 1 and 2 will focus on strategies before speaking, group 3, 4 and 5 on the strategies during speaking, and group 6, 7 and 8 on strategies after speaking. And then the selected student in each group will report to the whole class5.Wrap-up (teacher: 5 mins)Sum up the strategies reported, and compare them with a list of strategies from previous research finding (See the copies of “Some Useful Strategies”). Speaking strategies do not simply involve knowledge and skills of the target language. Effective communication strategies also make up an important part of speaking. Ask participants whether they have more strategies to add to the list.Wrap-Up (for teachers):Suggest that the teachers share this kind of strategy list with their students or create their own lists together. The students themselves may have excellent suggestions about the strategies that they use when learning and using English. Since strategy use can vary from task to task and skill to skill, the list of strategies may never be fully complete. If the students are aware of and know how to apply a broad range of strategies for a broad range of purposes, this flexibility will enhance their effectiveness when performing language tasks. Note that the task is from implicit to explicit in its structure.Role-Play Cards (A)Role A: You are supposed to act as a salesperson. You will have 5 minutes to persuade your partner to buy your goods (no more than 5 items). You may talk about the brand name, quality, labeling, packaging, instructions, reliability and after-sales service, etc. You may refer to the useful expressions such as “ This is our (model); It costs (price); It’s suitable for (purpose); We can deliver (from stock);It’s available in (color) and (size); We can offer a discount of (%), etc.Role-Play Cards (B)Role B: You are going to act as a potential customer. You have to give your reasons if you decide to buy some of the goods or come up with some excuses not to buy. You may talk about the brand name, quality, labeling, packaging, instructions, reliability and after-sales service, etc. You may use some wh-questions (who, what, when, where, why and how) to make clarifications.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 sayWhile 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 haveAfter you speak•Reward yourself• Evaluate how well the activity was acco mplished• Identify the problem areas• Plan for how you will improve the next time• Ask for help or correction• Keep a learning logOther Useful Strategies•Use formulaic phrases• Use non-verbal cues• Rephrase your language if you are not unders tood• Short responses• Choose logical patterns of organization (chronological, cause / effect, etc)• Analyze interests of your audience•Using fillers and conversation maintenance cues•Using paraphrases for structures one can’t producePart Two: Speaking tasks (45 minutes)1.Ask the students to exchange the views with their partner on the topic they’vejust heard---Marriage Agreement. (Do you think it necessary for a couple to sign a marriage agreement?) A couple of students can volunteer to express their ideas or defend their opinions.(5’)2.Summarizes the positive and negative possible answers by the teacher. (2’)3.Do the group discussion activityPut the students in small groups of 4-5Distribute the different interesting statements to each groupChoose a group member (as a reporter later) to collect the opinions and understandings of the statements from each member of the group in a limitedtime (Each member has to contribute at least one idea)(10’)The reporter highlights the major points of the group discussion by retelling each member’s opinions (with their names given) including his or hers. (20’) 4.Reflect on the speaking strategies people used with the reference to the speakingstrategy list (5’)5.Wrap-up: (3’)Listening-in and speaking-out strategies can be beneficial for learners both in terms of ideas and languageGaining the awareness of using integrated strategies (meta-cognitive, cognitive, social / affective strategies) such as monitoring, summarizing, comprehending, cooperating and so on can be also important.A list of interesting statementsTopic OneSmart man + smart woman = romanceSmart man + dumb woman = pregnancyDumb man + smart woman = affairDumb man + dumb woman = marriageSmart boss+ smart employee= profitSmart boss + dumb employee = productionDumb boss + smart employee = promotionDumb boss + dumb employee = overtimeTopic TwoA man will pay $ 2 for a $1 item he needs.A woman will pay $1for a $2 item that she doesn’t need.Topic ThreeA woman worries about the future until she gets husband.A man never worries about the future until he gets a wife.To be happy with a man, you must understand him a lot and love him a little.To be happy with a woman, you must love her a lot and not try to underhand her at all.Topic FourA successful man is one who makes more money than his wife can spendA successful woman is one who can find such a man.Men wake up as good-looking as they went to bed. Women somehow deteriorate during the night.Topic FiveMarried men lived longer than single man, but married men are a lot more willing to die.Any marrie d man should forget his mistakes, there’s no use in two people remembering the same thing.Topic SixA woman marries a man expecting he will change, but he doesn’t.A man marries a woman expecting that she won’t change, and she does.Topic SevenA woman has the last work in any argument.Anything a man says after that is the beginning of a new argument.Topic EightThere are 2 times when a man doesn’t understand a woman---before marriage and after marriage.。