How to teach reading?

What Kind of Speaking should students do?  Speaking as controlled language practice (Study)  Speaking as free language practice (Activate) What Kind of Speaking should students do?  Speaking as controlled practice • Repetition – whole class • Question & Answer exchange – pair work or whole class • Combination of repetition and sentence making – class work • Sentence making – solo work or whole class → practice a specific bit of language → focus on accuracy → used in the Practice stage What Kind of Speaking should students do?  Speaking as free practice • • • • Information gap – group work Survey – group work Discussion – group work Role play – pair work or group work → perform some kinds of oral task → focus on fluency → used in the Production stage Why encourage students to speaking tasks?  Rehearsal • give students a chance to rehearse having discussion outside the classroom  Feedback • provides feedback for both teacher and students  Engagement • good speaking activities can be highly motivating The roles of the teacher  Prompter  Participant  Feedback-provider The roles of the teacher  Prompter • Teacher can help students and the activity to progress by offering discrete suggestions. • Students won’t feel frustrated when coming to a dead end of language or ideas if teacher’s help doesn’t disrupt the discussion or force them out of role. The roles of the teacher  Participant • Teacher’s participation in discussion or role-plays  help the activity long by prompting covertly, introducing new information.  ensure continuing student engagement and generally maintain a creative atmosphere. • Teacher participate too much → students lose opportunities for speaking. The roles of the teacher  Feedback-provider • Teacher should avoid over-correction. • Helpful and gentle correction may get students out of misunderstandings and hesitations. How should teachers correct speaking? • During speaking activities in controlled language practice, teachers often correct every time there is a problem to achieve accuracy. • During speaking activities in free language practice, teachers cannot the same thing because the ultimate purpose here is to achieve fluency. Thus, teachers should: Problems with speaking activities  Nothing to say • Learners often complain that they cannot think of anything to say. Usually, they have no motive to express themselves beyond the guilty feeling that they should be speaking.  Low or uneven participation • In a large group, learners have very little talking time because of some dominant learner’s talks. Problems with speaking activities  Mother-tongue use • Learners tend to use mother tongue if they are grouped with others who having the same language because they find it easier and more natural to speak their mother tongue than a foreign language. • Teachers then would find it difficult to get learners keep to the target language. Solutions to speaking problems  Use group work  Base the activity on easy language  Make a careful choice of topic and task to stimulate interest  Give some instruction or training in discussion skills  Keep students speaking the target language Solutions to speaking problems  Use group work • increases the amount of learners’ talking time. • lowers learners’ inhibitions. • learners may slip into their mother tongue in their talk. • teachers cannot supervise all learners’ speech. Solutions to speaking problems  Base the activity on easy language • The level of language needed for discussion should be easier → the participants find it easy to recall or produce the language → speak fluently. • It would be good if essential vocabulary is pre-taught and reviewed before the activity starts. Solutions to speaking problems  Give some instruction or training in discussion skills • Learners should be given clear instruction, told what to do, and assigned roles in a discussion.  Keep students speaking the target language • Teacher might appoint a monitor to remind the participants to use the target language, or she/he has to it herself/himself. Solutions to speaking problems  Make a careful choice of topic and task to stimulate interest • Teachers should select interesting topic and task for learners to discuss or perform. • If the purpose of the discussion is clear, the participants will be more motivated. Speaking activities  Information gap  Survey  Discussion  Role-play Speaking activities  Information gap • Definition: an information gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it. Speaking activities • Purpose: Information gap activities are useful for various reasons.  They provide an opportunity for extended speaking practice, they represent real communication, motivation can be high and they require sub- skill such as clarifying meaning and re- phrasing.  Typical types of information gap activities you may find include, describe and draw, spot the difference, jigsaw readings and speaking, and spit dictations. Speaking activities  Survey • One of the easiest & most interesting forms of communicate activity is for Sts to tell each about their own lives, interest, experiences… • One way is getting Sts to conduct questionnaires & survey • First, teacher asks Sts to look at the grip. Think of what questions they could ask about. Speaking activities  Discussion • Prepare the students: Give students input (both topical information and language forms) so that they will have something to say and the language with which to say it. Speaking activities • Offer choices: Let students suggest the topic for discussion or choose from several options. Discussion does not always have to be about serious issues. Speaking activities • • • • • • Purpose: The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. The discussion points are relevant to this purpose, so that students not spend their time chatting with each other about irrelevant things. The speaking should be equally divided among group members. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on. Speaking activities  Role-play • Role play activities are those where Sts are asked to imagine that they are different situations and act accordingly • A role: they pretend to be a different person. • A situation: they pretend to be doing sth different. [...]... natural to speak their mother tongue than a foreign language • Teachers then would find it difficult to get learners keep to the target language Solutions to speaking problems  Use group work  Base the activity on easy language  Make a careful choice of topic and task to stimulate interest  Give some instruction or training in discussion skills  Keep students speaking the target language Solutions to. .. activity starts Solutions to speaking problems  Give some instruction or training in discussion skills • Learners should be given clear instruction, told what to do, and assigned roles in a discussion  Keep students speaking the target language • Teacher might appoint a monitor to remind the participants to use the target language, or she/he has to do it herself/himself Solutions to speaking problems... activity is for Sts to tell each about their own lives, interest, experiences… • One way is getting Sts to conduct questionnaires & survey • First, teacher asks Sts to look at the grip Think of what questions they could ask about Speaking activities  Discussion • Prepare the students: Give students input (both topical information and language forms) so that they will have something to say and the language... complain that they cannot think of anything to say Usually, they have no motive to express themselves beyond the guilty feeling that they should be speaking  Low or uneven participation • In a large group, learners have very little talking time because of some dominant learner’s talks Problems with speaking activities  Mother-tongue use • Learners tend to use mother tongue if they are grouped with others... remind the participants to use the target language, or she/he has to do it herself/himself Solutions to speaking problems  Make a careful choice of topic and task to stimulate interest • Teachers should select interesting topic and task for learners to discuss or perform • If the purpose of the discussion is clear, the participants will be more motivated Speaking activities  Information gap  Survey... learners’ talking time • lowers learners’ inhibitions • learners may slip into their mother tongue in their talk • teachers cannot supervise all learners’ speech Solutions to speaking problems  Base the activity on easy language • The level of language needed for discussion should be easier → the participants find it easy to recall or produce the language → speak fluently • It would be good if essential... with which to say it Speaking activities • Offer choices: Let students suggest the topic for discussion or choose from several options Discussion does not always have to be about serious issues Speaking activities • • • • • • Purpose: The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups The discussion points are relevant to this purpose,... Survey  Discussion  Role-play Speaking activities  Information gap • Definition: an information gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it Speaking activities • Purpose: Information gap activities are useful for various reasons  They provide an opportunity for extended speaking practice, they represent... Inhibition  Nothing to say  Low or uneven participation  Mother-tongue use Problems with speaking activities  Inhibition • Learners find it difficult to say things in a foreign language in the classroom:  worried about making mistakes  fearful of criticism or losing face  simply shy of the attention that their speech attracts Problems with speaking activities  Nothing to say • Learners often... concerned  avoid singling students out for particular criticism How should teachers correct speaking?  If teachers interrupt students constantly for correcting mistakes they will destroy the purpose of the speaking activity and take the communicativeness out of the activity  In short, the general principle of watching and listening so that teachers can give feedback later is usually much more appropriate . instruction, told what to do, and assigned roles in a discussion.  Keep students speaking the target language • Teacher might appoint a monitor to remind the participants to use the target. activities  Mother-tongue use • Learners tend to use mother tongue if they are grouped with others who having the same language because they find it easier and more natural to speak their mother tongue. activities in free language practice, teachers cannot do the same thing because the ultimate purpose here is to achieve fluency. Thus, teachers should: How should teachers correct speaking?  Watch