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1、Teaching Contents1.What are the differences between spoken and written language?2.What are the principles for teaching speaking?3.How can we design speaking activities?4.What are the typical types of speaking activities?5.How to organize speaking activities.第1页/共23页1.ThepurposeoflearningspeakingSpee
2、ch is the basic medium of communication;To train students oral ability;To foster students talent in English language and culture;To foster students ability of thinking in English;Learning speaking can accelerate the learning of listening,reading and writing in English.I.Thecharacteristicsofspokenlan
3、guage第2页/共23页2.TwomainfactorsaffecttheimprovementofspeakingabilitySurroundingsPsychology第3页/共23页3.Thecharacteristicsofspokenlanguage 1)Speaking is a skill that can be imitated and practiced.Speaking is a skill,just like swimming,driving a car,or playing ping-pong.Bygate(1987:4)points out one“fundame
4、ntal difference is that knowledge and skill can both be understood and memorized,but only a skill can be imitated and practiced”.第4页/共23页2)Differences between spoken and written languagesSpeechisspontaneous.In most situations,people do not plan ahead of time what they are going to saySpeakingistime-
5、constraint.The students must be able to produce unplanned utterances in real time,otherwise people will not have the patience to listen to them.第5页/共23页According to Bygate(1987),there are four common features of spoken languages:Usinglesscomplexsyntax;Takingshortcuts,e.g.incompletesentences;Usingfix
6、edconventionalphrases/chunks.Usingdevicessuchasfillers,hesitationdevicetogivetimetothinkbeforespeaking.3)Features of spoken languages 第6页/共23页Task Considering the aspects of the nature of spoken language discussed above,which of the following activities do you think would help to prepare students fo
7、r real life speech in English?1.reading aloud 2.giving a prepared talk 3.learning a piece of text or dialogue by heart 4.interviewing someone,or being interviewed 5.doing a drill 第7页/共23页Task Most of the above activities are very common in traditional language teaching.The only activity that would h
8、elp students prepare for spontaneous speech would be:interviewing someone or being interviewed.This is not to say that the other activities have no value;but they do not help prepare the learner for the type of speaking that is most common in everyday life.The only other activity that is realistic i
9、s the second one:giving a prepared talk,but this would usually not be required of any of the students until they were at an advanced level of English.第8页/共23页.PrinciplesforteachingspeakingBalancing accuracy-based with fluency-based practices Allow time for grammar and vocabulary learning Provide suf
10、ficient opportunities for students to develop fluency.Contextualising practice Identify a situation in which a target structure is commonly used.第9页/共23页.PrinciplesforteachingspeakingPersonalising practice Personalizing the content and context will help students learn better.Building up confidence A
11、 relaxed and supportive environment will help them build up their confidence.第10页/共23页.PrinciplesforteachingspeakingMaximising meaningful interactions Teaching speaking is to develop students ability to initiate a topic,to ask questions,to take turns in speaking,to change topics and to have some con
12、trol over the communication.Helping students develop speaking strategies Speaking involves strategies,such as initiating a conversation,turn taking,asking for clarification,asking for repetition,getting others attention,getting help from others,and ending a conversation,etc.第11页/共23页.Principlesforte
13、achingspeakingMaking the best use of classroom leaning environment to provide sufficient language input and practice for the students.In china,students have the opportunity to hear and speak the language only in the classroom.So creating an English speaking environment to maximize learning opportuni
14、ty is crucial for students.第12页/共23页III.Types of speaking taskslMaximum foreign talklEven participationlHigh motivationlRight language level 1.Characteristics common in successful speaking tasks:第13页/共23页2.Classification of speaking activities Communicative activitiesSocial interaction activitiesFun
15、ctional communicative activitiesQuasi-communicative activitiesPre-communicative activitiesStructural activitiesLittlewoodsummarizedthespeakingactivitiesasbelow:第14页/共23页 3.Types of speaking tasks1)Controlled activitiesMainlyfocusonformandaccuracy.2)Semi-controlled activities Focusmoreonmeaningandcom
16、munication.3)Communicative activitiesForrealinformationexchange,whichincludeinformationgapactivities,problem-solvingactivities,discussions,debates,interviews,fluency-focusedgames,etc.第15页/共23页3.Typical speaking activitieslInformation-gap activities how to make them more communicativelDialogues&role
17、play how to avoid speaking in their native language in the activitieslActivities using pictures Think of potential problems while using pictures in activities第16页/共23页3.Typical speaking activitieslProblem solving activitieslFind someone wholBingo ActivitieslChange the storyl第17页/共23页.Organizing spea
18、king tasks 1.Students should have more opportunities to practice in class.2.Speakinginsmallgroupsismorenaturalforstudentsthanspeakinginfrontofclass.第18页/共23页.Organizing speaking tasks 3.Groupingaccordingtostudentslevel.4.Smallgroupworkhelpsstudentslearntoworkcooperativelyandithelpsthemdevelopinterpe
19、rsonalskills.第19页/共23页 Conclusion1.The trick in teaching speaking is to provide a chance for students to speak and make them speak.2.It is best to keep the teachers talk at a minimum level.3.Students should not be forced to speak when they are not ready yet.4.Designing speaking activities that maximize students opportunity to speak is one of the central tasks for language teachers.5.To think of more creative ways to give the students as much time to practice speaking as possible.第20页/共23页第21页/共23页第22页/共23页感谢您的观看！第23页/共23页