focusonspeaking

1、張廣友張廣友By the end of this unit you should be able to:lhave become aware of the main features of oral communication;lhave drawn implications for teaching speaking skills from the nature of oral communication;lbe able to design speaking activities relevant to the units of your own textbooks and to the

2、objectives of your syllabus;lbe able to assess student performance in speaking activities using a variety of methods.Task 1 Features of Spoken LanguageTask 4 Listening and SpeakingTask 3 Language and Communication TechniquesTask 2 Features of Oral CommunicationTask 1 What Should Be Expected in a Spe

3、aking Activity? Presentation stage is to present the new language to the students in meaningful contexts and make sure they understand what it means and how it is used. Practice stage is for the students to practise this new language, first in a very controlled way and gradually adding more of their

4、 own language to it. Production stage is for the student to use the language freely, incorporating it in what they already know.Task 2 A Speaking SyllabusTask 3 The PPP Model - DefinitionsTask 4 The PPP Model - FocusesTask 5 The PPP Model - In PracticeTask 6 From Control to Communicationspeakingacti

5、vitiesh. match expressions in two columns to make a dialogueb. role playf. gamese. drillsd. use pictures to make up storiesg. prompted dialogue *c. gapped dialogue *a. repetitionk. information gapl. make up a dialogue in a given situationn. interviews using a questionnairem. scrambled dialoguej. rea

6、d and acti. discussion* gapped dialogue = filling in blanks in a dialogue* prompted dialogue = make up a dialogue according to cues Each of the speaking activities above can fit in to a certain stage of the lesson according to the amount of teacher-control that is exercised. Can you put the alphabet

7、ic codes (a, b, c) of the activities along the Control-Communication continuum? A few of them have been done for you.ControlCommunicationa.m.i.e.h.c.j.k.h.g.d.l. n.b.Task 7 From Accuracy to Fluencyv Oral accuracy refers to the speakers full control of the grammar and pronunciation in communication.v

8、 Oral fluency can be defined as the ability to express oneself intelligibly, reasonably accurately and without too much hesitation.v At the early stage of the PPP model , more focus should be laid on accuracy whereas at the later stage , fluency becomes the focus of teaching. Of course , the amount

9、of the teachers control is expected to decrease as the activities progress from accuracy-focused to fluency-focused.Task 8 A Successful Speaking Activity Successful Elements Your Class Assessment Score a) Students talk a lot in English. _ b) Students participation is even ( The class is not dominate

10、d by a few talkative participants ) . _ c) Students motivation is high ( Students are interested in the topic, eager to speak and share their own information with others ) . _ d) Language use is of an acceptable level (Students speak with appropriate accuracy and fluency, new language is comprehende

11、d and incorporated in their production) . _Task 9 Confront the DifficultiesA. QuestionsB. Your Answers1. Do you always make an effort to prepare your students for the speaking activity ?2. Do you always make it clear to the students what is expected of them ?3. Is there always a follow-up to the spe

12、aking activity?Task 10 The Role of the Teacher in a Speaking ClassRolesJobYour answera. conductor to make sure that the students know what they have to practise and to see that they practise it effectively _ b. organizer to organise the activities so that the students can practise in pairs _ c. moni

13、tor to check what the students are doing _ d. stimulator to get the students to interact _e. demonstrator to provide new input and to show or explain how the language is used _f. corrector to decide what , how much , when and how to correct _g. helper to give help when there is a need _Task 1 Consid

14、eration in Designing a Speaking ActivityTask 3 Dialogues - Practice This stage contains more student involvement and less teacher control. Practices such as spilt exchanges, gapped dialogues, read and act, scrambled dialogue, information gap and prompted dialogues can be used at this stage.Task 2 Di

15、alogues - PresentationTask 4 Dialogues - Production At the production stage, the teacher is expected to exert the least control over the students output. Role-plays will be the most commonly used method.Task 6 Role-play ActivitiesTask 5 Information-gap Activities Information-gap activities can form part