Unit 9 Teaching Speaking
77. The nature of spoken language:/ (characteristics of spoken language) 1). What is speaking?
Speaking is a skill that the students will be judged upon most in real-life situations..
2). Spontaneous speech: Spontaneous speech means that it is full of fal
starts, repetitions, incomplete ntences, and short phras.
3). Another aspect of producing spoken language is the
time-constraint.
The students must be able to produce unplanned utterances in real time, otherwi people will not have the patience to listen to them.
4). What are the speaking activities?
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Considering the aspects of the nature of spoken language discusd
above, which of the following activities do you think would help to
prepare students for real life speech in English?
1). reading aloud
(2)* 2). giving a prepared talk
高中英语必修一答案3). learning a piece of text or dialogue by heart
(1)* 4).interviewing someone, or being interviewed
5). doing a drill
78. Two factors should be considered in designing speaking tasks
1) When we design speaking tasks, one important consideration is the
language proficiency level of the students. If we ask them to do
tasks that are above their level, they will simply
2) become frustrated and demotivated无刺激的. On the other hand, it
is good to give the students tasks at times that challenge them,
becau if speaking tasks are all was too easy, they can also become demotivated.
79. There are veral other successful factors to consider when designing speaking activities:
1). Maximum foreign talk:
The students talk a lot in the foreign language. One common
problem in speaking activities is that students often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. Another common problem is that the teacher talks too much of the time, thus taking away
valuable practice time from the students.
2). Even participation大学英语杂志
A successful task should encourage speaking from as many different
students as possible.
3). High motivation
Teachers can do a lot to increa and maintain the motivation of
students by the types of tasks that they organize in class. Students
are eager to speak, when the topic is interesting or there is a clear
objective that must be reached. Again great care should be taken to make sure the task is in line with the students' ability to deal with the task.
4). Right language level
In a successful speaking task, the language is at the right level. The task must be designed so that students can complete the task
successfully with the language that they have.
80. Using group work in speaking tasks
1). Reasons
The first characteristic of a successful speaking task is that students talk a lot in the foreign language. A cond reason for designing
speaking tasks to be completed in small groups is that often students are afraid of criticism or losing face or they simply feel shy about
speak person or to a few other people.
2). The advantages of using group in speaking tasks
Small group work helps students learn to work cooperatively and it helps them develop interpersonal skills.
They learn how to work with a wider variety of people
Development of tolerance宽容, mutual 相互respect and harmony (1992:34).
81. Purpo of speaking:
悉尼奥运会歌曲Since speaking is the reciprocal/mutual of listening, the same is true of speaking. So, it makes n to design tasks to help the students practice both listening and speaking.
82. Littlewood (1981:20) divides communicative speaking activities into two types:
1). Functional communication activities
2). Social interaction activities.
83. Few types of speaking activities/tasks.
1). Information-gap activities:
students have different information and they need to obtain
information from each other in order to finish the task.
2). Dialogues and role-plays
(1) Dialogue:
A dialogue is always between at least two people, so we can never
predict what the other person will say next.
(2) A role-play
A role-play means the students can pretend they are acting as someone el.
(3) The natural speech of native speakers:
The natural speech of native speakers is often phras or ntence
fragments full of paus, fal starts, and repetitions as we pointed out in a previous ction.
remainder
(4) Disadvantages of most dialogues prented in textbooks:送友人 李白
Not authentic or natural.
Only to teach students the grammar of the language
chicMost dialogues are taught.
Students memorize dialogues by heart.
(5)What can teachers do to make dialogues more communicative?
To turn the dialogues into role plays
To make dialogues more similar to real-life
3). Activities using pictures Appropriate pictures provide cues,
prompts, situations and non-verbal aid for communication
4). Problem-solving activities
84. Other speaking activities:
5). Find someone who…
6). Bingo Activities
Bingo is an easy game to t up and can be ud to practi manybil
language areas. Give the students a game card with 16 boxes on it (or
thumbshave them make their own). Decide what category of words you want to work on – a common one is numbers.
For example, tell the students to write down one number in each box in random order from 1 to 30. This way each student will have different numbers and in different boxes, so they cannot simply look at their neighbor for the answers. The teacher calls out the numbers in random order and writes down the numbers as she/he says them. The students draw an X through the numbers as they hear them. Once a student gets four Xs in a row either horizontally, vertically, or diagonally, he/she can call out BINGO! The student reads out the numbers in that line so that the teacher can check if she/he actually called out tho four numbers.
cet6听力7). Change the story
8). No specific respons
