教学法unit8teachingspeaking-

Classroom activity
4.2 Role plays
The level of control for role-play is much less and thus gives students more practice of thinking and talking in real-time, e.g.
III. Types of speaking tasks
Pre- communicative tasks
Structural activities e.g. focused structural dialogues, controlled role play
Communicative tasks
a) Balancing accuracy-based with fluency -based practices
How ts should allocate the time on both practices may well depend on your own context, your students’ level of proficiency and resources available.
Teaching Speaking
口语教学
Objective of the lesson:
1.Features for successful speaking tasks
2. Principles for teaching speaking 3. Types of speaking tasks 4. Speaking activities
II. Principles for teaching speaking
c) Personalizing practice
Sts learn better by talk or write about their own life experiences and their personal opinions.
Conclusion
The trick in teaching speaking is to provide a chance for sts to speak and make them speak.
Although the teacher’s talk can be good models and useful input, it is best to keep the
II. Principles for teaching speaking
d) Creating favorable classroom environment
Supportive environment can help sts build up their confidence and develop their communicative ability.
First the teacher talks about sleep and gets sts to give him as much “sleep” vocabulary as they can. (e.g. _h_e_a_v_y_s_le_ep_e_r,__lig_h_t_s_le_e_p_er _d_re_a_m_,_n_ig_h_tm__a_re_, _w_a_lk_i_n_y_o_ur_s_le_e_p______)
E.g.
Classroom activity
Perform a dialogue with a partner based on cue cards
Card A
You are talking to a new classmate. Begin the conversation with a greeting.
II. Principles for teaching speaking
b) Contextualizing practice
Teachers need to identify a situation in which a target structure is commonly used.( Meaningful simulated tasks are needed )
4.3 Problem-solving activities
This type of speaking activity tends to be productive because there is a clear objective to be reached or problem to be solved.
Card A
Card B
You and your friend are going out to eat lunch. You need to decide where to go. You would like to try something different because you’re tired of the same food. You make a suggestion.
1. Greet your partner
2. Ask your partner which school he/ she went to before
3. Ask your partner if he/she lives nearby the school
4. Suggest you go shopping together after school
I. Features for successful speaking tasks
1) Right language level
2) Maximum foreign talk
3) Even participation
4) High motivation (Engagement)
II. Principles for teaching speaking
You and your friend are going out to eat lunch. You need to decide where to go. You would like to go to the place where you always go, because you like the food. You don’t agree with your friend’s suggestion.
teacher’s talk at a minimum level.
Be as creative as you can!
Card B You are a new student at this
school. One of your classmates greets you. 1. Greet your partner back. 2. Answer the question 3. Answer the question 4. Respond to the offer
For example: conducting a survey, discuss
and debate about some topics relevant to the students’ lives
Classroom activity
Directions:
The topic is sleep. (Sts have learned present perfect tense )
Then sts work in pairs to plan questions for their sleep questionnaire and the teacher goes round helping where necessary.
பைடு நூலகம்
A sample students’ questionnaire may end up like this:
Social interaction activities e.g. problem-solving, discussions, debates , interviews…
IV. Speaking activities
4.1 Information-gap activities
One exercise way to make speaking tasks communicative is to use information-gap activities, in which the students have different info and they need to obtain information from each other in order to finish a task.