Tập huấn Thay sách Anh 12 - 2008

TEACHING SPEAKING Presented by QUESTIONS FOR DISCUSSION 1. What kind of speaking should students do? 2. State the characteristics of a successful speaking activity. 3. Point out the problems with speaking activities and solutions to such problems. QUESTIONS FOR DISCUSSION 4. How should you correct speaking? 5. List the activities/tasks often used in the three main stages/phases of the lesson plan for teaching speaking  Follow-up activity In groups, choose one speaking task in the textbook (Tieng Anh 12 nang cao), then make a lesson plan for teaching your 12-grade students. KIND of SPEAKING 1. Speaking as controlled language practice. a. Repetition – class work e.g. It’s nice to meet you. b. Question and answer exchange- Pair work or class work e.g. invitations KIND of SPEAKING c. Combination of repetition and sentence making- Class work e.g. comparatives d. Sentence making - Class work and individual work e.g. environment protection Speaking tasks as controlled language practice should be used in the practice stage 2. Speaking as free practice Students are using any and all the language at their command to perform some kind of oral task  Information gap – Pair work e.g. Describe and draw b. Survey – Group work e.g. Sleep questionnaire 2. Speaking as free practice c. Discussion – Group work e.g. Single family versus extended family d. Role play – Pair work e.g. Interviewer and interviewee in a job interview Speaking tasks as free practice should be used in the Production stage. Top-down and bottom-up processing  Top-down processing - The speaker brings to the international communicative act a set of pre-supposition about the situation, the participants in the exchange, and the expected outcome of the exchange. - The speaker bases on their background knowledge of the sociolinguistics, rules of appropriacy and the focus on intended message with respect to the listener’s situation to make choices that form the spoken product. Top-down and bottom-up processing  Bottom-up processing - The speaker initiates the interaction with a communicative intention. This is to be realized through utterances . - The speaker makes use of his own language knowledge, speaking skills, and communication strategies to form the spoken product (utterances). 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 forcing them out of role. [...]... Three main stages/phases of the lesson plan for teaching speaking 1 Pre-speaking (Presentation stage/phase) Activities/Tasks include  Question-Answer Exchange  Communication games (Information gap)  Discussion (buzz groups)  Pre-teaching (new words/structures/…) Three main stages/phases of the lesson plan for teaching speaking 2 While-speaking (Practice/stage/phase) Activities/Tasks include  Cued dialogue/Controlled... Teacher should avoid overcorrection Helpful and gentle correction may get students out of difficult misunderstanding and hesitations Characteristics of a successful speaking activity According to Ur (2002 :120 ), the characteristics of a speaking activity that make teachers judge it “successful” are: 1 Much learner’s talk 2 Even Participation 3 High motivation 4 Acceptable level of language accuracy 1 Much... 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 and solutions to such problems 4 Mother-tongue use Learners tend to use mother tongue if they are grouped with those having the same language, and particularly talking in small groups because they find it easier and more natural to speak their... The level of language needed for discussion should be easier The participants find it easy to recall or produce the language, then they can speak fluently It would be good if essential vocabulary is pre-taught and reviewed before the activity starts B SUGGESTED SOLUTIONS 3 Make a careful choice of topic and task to stimulate interest Teachers should select interesting topic and task for learners to...The roles of the teacher  Participants Teacher’s participation in discussion or role-plays will help the activity long by prompting covertly, introducing new information Also, this will ensure continuing student engagement and generally maintain a creative atmosphere Teacher should not... plan for teaching speaking 2 While-speaking (Practice/stage/phase) Activities/Tasks include  Cued dialogue/Controlled role play Three main stages/phases of the lesson plan for teaching speaking 3 Post-speaking (Practice/stage/phase) Activities/Tasks include  Role plays in new contexts (Acting out dialogues)  Reporting  Discussion (instant comment, formal debates, unplanned discussion,…) .  Follow-up activity In groups, choose one speaking task in the textbook (Tieng Anh 12 nang cao), then make a lesson plan for teaching your 1 2- grade students Production stage. Top-down and bottom-up processing  Top-down processing - The speaker brings to the international communicative act a set of pre-supposition