英语教学法教程PPTunit10
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Communicative activities include information gap activities, problem-solving activities, discussions, debates, interviews, fluencyfocused games, etc.
14
simulated situation role card play interview debate chain retelling picture story slip instruction
13
Pre-communicative activities may include drilling, modeling and repetition; focused structural dialogues, controlled role plays, using clues or prompts for practices, etc.
who…) 6. Bingo activities 7. Change the story 8. Human scrabble
12
The framework for defining speaking activities by Littlewood
Pre-communicative activities a. Structural activities b. Quasi-communicative activities Communicative activities a. Functional communication activities b. Social interaction activities
4
Written 1.Well planned 2.Sentences are often carefully
constructed and well organised 3.Written language is comparatively
speaking permanent. It can be read as often as necessary.
To get to know the characteristics for successful speaking tasks
To get to know the approaches to teaching speaking
6
I.Teaching aims in speaking class
6. Helping students develop speaking strategies
7. Making the best use of classroom learning environment to provide sufficient language input and practice for the students.
18
2.practice Activities: gapped dialogue
split exchanges scrambled dialogue information gap flow chart dialogue cued card dialogue find the partner
19
3. Production: Activities: role-play
1
2
real-life communication may have the following features: 1) Sentences tend to be simple 2) There are more incomplete sentences, or fragments 3) Language is informal, and vocabulary tends to be simple 4) There may be broken grammar, false starts, hesitation and fillers 5) There is more repetition and redundancy 6) Language tends to be unplanned 7) There is low density of information 8) Communication is text dependent 9) There is turn-taking between two speakers 10) The speakers are interdependent and mutually supportive 11) There is need to communicate 12) The focus is on meaning 13) There is little error correction 14) There is nonverbal response 15) The content is not specified in advance.
8
Principles for teaching speaking
1. Balancing accuracy-based with fluencybased practices
2. Contextualising practice. It is important if students have the chance to experience the language in meaningful contexts, both meaning and the usage of the structure should be obtained.
3P model:
Presentation Practice Production
17
The most commonly used approaches are the 3p approach and task-based approach. We will mainly teach 3p approach, namely Presentation-practice-production. It reflects the process principle of language teaching.
7
2.Factors that influence speaking ability:
1)Ability to express 2)Vocabulary 3)Communication strategies 4)Correct pronunciation 5)Correcting mistakes 6)Atmosphere
1)To improve Ss’ ability of speaking 2)To get Ss master the correct pronunciation,intonation and rhythm,ect. 3)To get Ss master the communicative functions of language 4)To get Ss master the speaking strategies 5)To get Ss master the non-verbal strategies 6)To get Ss to know about the relationship between communication and culture 7)To improve their thinking ability in communication
3. High motivation 4. Right language level.
11
Types of communicative activities
1. Information-gap activities 2. Dialogues and role-plays 3. Activities using pictures 4. Problem-solving activities 5. Other speaking activities (Find someone
5
Aims of the Unit
To get to know the characteristics of spoken communication
To get to know the factors affecting speaking
To get to know the content of oral instruction
Baidu Nhomakorabea15
III.Teaching Content
1)Pronunciation 2)Vocabulary and grammar 3)Communicative function 4)Speaking strategies
16
IV. Teaching model of teaching speaking
10
Characteristics of successful speaking tasks
1. Maximum foreign talk: the students talk a lot in the foreign language.( two common problems)
2. Even participation: encourage speaking from as many different students as possible.
3
Differences between spoken language and written language
Spoken 1.Spontaneous 2.Sentences are often incomplete,
ungrammatical, and full of hesitations, false starts, and redundancies 3.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.
1.presentation 1)what to present: grammar,formulas,sentence
structure,functions,conversational techniques 2)objectives:to establish the form
to establish the meaning to present the topic to activate background knowledge to motivate the students 3)ways of presentation: through examples, through explanation; using multi-medium techniques; oral demonstration
3. Personalising practice. Help students learn better by personalising the content and context.
4. Building up confidence.
9
5. Maximising meaningful interactions. Make sure that the interaction is meaningful and participation is maximum.
Controlled activities mainly focus on form and accuracy. Semi-controlled activities focus more on meaning and communication. Communicative activities allow for real information exchange
14
simulated situation role card play interview debate chain retelling picture story slip instruction
13
Pre-communicative activities may include drilling, modeling and repetition; focused structural dialogues, controlled role plays, using clues or prompts for practices, etc.
who…) 6. Bingo activities 7. Change the story 8. Human scrabble
12
The framework for defining speaking activities by Littlewood
Pre-communicative activities a. Structural activities b. Quasi-communicative activities Communicative activities a. Functional communication activities b. Social interaction activities
4
Written 1.Well planned 2.Sentences are often carefully
constructed and well organised 3.Written language is comparatively
speaking permanent. It can be read as often as necessary.
To get to know the characteristics for successful speaking tasks
To get to know the approaches to teaching speaking
6
I.Teaching aims in speaking class
6. Helping students develop speaking strategies
7. Making the best use of classroom learning environment to provide sufficient language input and practice for the students.
18
2.practice Activities: gapped dialogue
split exchanges scrambled dialogue information gap flow chart dialogue cued card dialogue find the partner
19
3. Production: Activities: role-play
1
2
real-life communication may have the following features: 1) Sentences tend to be simple 2) There are more incomplete sentences, or fragments 3) Language is informal, and vocabulary tends to be simple 4) There may be broken grammar, false starts, hesitation and fillers 5) There is more repetition and redundancy 6) Language tends to be unplanned 7) There is low density of information 8) Communication is text dependent 9) There is turn-taking between two speakers 10) The speakers are interdependent and mutually supportive 11) There is need to communicate 12) The focus is on meaning 13) There is little error correction 14) There is nonverbal response 15) The content is not specified in advance.
8
Principles for teaching speaking
1. Balancing accuracy-based with fluencybased practices
2. Contextualising practice. It is important if students have the chance to experience the language in meaningful contexts, both meaning and the usage of the structure should be obtained.
3P model:
Presentation Practice Production
17
The most commonly used approaches are the 3p approach and task-based approach. We will mainly teach 3p approach, namely Presentation-practice-production. It reflects the process principle of language teaching.
7
2.Factors that influence speaking ability:
1)Ability to express 2)Vocabulary 3)Communication strategies 4)Correct pronunciation 5)Correcting mistakes 6)Atmosphere
1)To improve Ss’ ability of speaking 2)To get Ss master the correct pronunciation,intonation and rhythm,ect. 3)To get Ss master the communicative functions of language 4)To get Ss master the speaking strategies 5)To get Ss master the non-verbal strategies 6)To get Ss to know about the relationship between communication and culture 7)To improve their thinking ability in communication
3. High motivation 4. Right language level.
11
Types of communicative activities
1. Information-gap activities 2. Dialogues and role-plays 3. Activities using pictures 4. Problem-solving activities 5. Other speaking activities (Find someone
5
Aims of the Unit
To get to know the characteristics of spoken communication
To get to know the factors affecting speaking
To get to know the content of oral instruction
Baidu Nhomakorabea15
III.Teaching Content
1)Pronunciation 2)Vocabulary and grammar 3)Communicative function 4)Speaking strategies
16
IV. Teaching model of teaching speaking
10
Characteristics of successful speaking tasks
1. Maximum foreign talk: the students talk a lot in the foreign language.( two common problems)
2. Even participation: encourage speaking from as many different students as possible.
3
Differences between spoken language and written language
Spoken 1.Spontaneous 2.Sentences are often incomplete,
ungrammatical, and full of hesitations, false starts, and redundancies 3.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.
1.presentation 1)what to present: grammar,formulas,sentence
structure,functions,conversational techniques 2)objectives:to establish the form
to establish the meaning to present the topic to activate background knowledge to motivate the students 3)ways of presentation: through examples, through explanation; using multi-medium techniques; oral demonstration
3. Personalising practice. Help students learn better by personalising the content and context.
4. Building up confidence.
9
5. Maximising meaningful interactions. Make sure that the interaction is meaningful and participation is maximum.
Controlled activities mainly focus on form and accuracy. Semi-controlled activities focus more on meaning and communication. Communicative activities allow for real information exchange