Презентация на тему Teaching speaking strategies

Approaches to teaching speaking Approaches to teaching speaking (Richards, 1990) (Richards, 1990) I. Direct methods which focused on special I. Direct methods which focused on special features of oral interaction (turn taking, features of oral interaction (turn taking, topic management,, questioning strategies questioning strategies topic management II. Indirect methods — create situations for II. Indirect methods — create situations for etc) etc) interactions ( group work, pairpair work) work) interactions ( group work,

Gambits (producing an appropriate 3.3. Gambits (producing an appropriate response) response) i. Language to indicate the speaker’s i. Language to indicate the speaker’s agreement with what has been said agreement with what has been said ii. Language which indicates polite ii. Language which indicates polite disagreement disagreement iii. Language to indicate possible doubt iii. Language to indicate possible doubt iv. Language to provide positive and iv. Language to provide positive and negative negative feedback feedback

4. Awareness activities 4. Awareness activities • Students need to become aware of • Students need to become aware of what what native speakers do in conversation if native speakers do in conversation if they are they are themselves to achieve communicative themselves to achieve communicative competence in the target language. competence in the target language. • The focus of the awareness activities • The focus of the awareness activities should should target promoting the following issues: target promoting the following issues:

Fluency activities Fluency activities • The communicative needs of the • The communicative needs of the average average foreign student fall within a limited foreign student fall within a limited range of range of purposes, the most important of which purposes, the most important of which are:are: - the maintenance and development of - the maintenance and development of social social relationships; relationships; - information exchange; - information exchange;

Techniques and Techniques and resources resources

Icebreakers Icebreakers

Why use icebreakers- Affective Filter Why use icebreakers- Affective Filter • Students need to feel comm_______ in _______ in • Students need to feel co order order for learning to be effective. for learning to be effective. • They need to know who is in the • They need to know who is in the classroom classroom with them before they can feel sa_ with them before they can feel sa_ friends in • They are worried about their friends in • They are worried about their the the classroom settings and need to be put classroom settings and need to be put

Objectives Objectives i. create a positive group atmosphere i. create a positive group atmosphere ii. help students to relax ii. help students to relax iii. break down social barriers iii. break down social barriers iv. energize & motivate iv. energize & motivate v. help students to think outside the box v. help students to think outside the box vi. help students to get to know one vi. help students to get to know one another another

Theoretical implications of Accuracy Theoretical implications of Accuracy vs Fluency vs Fluency • Overuse of accuracy monitoring can • Overuse of accuracy monitoring can cripple cripple language development — lose of language development — lose of confidence confidence through over-correction (Brumfit 1979) through over-correction (Brumfit 1979) • Too much emphasis on overcorrecting is • Too much emphasis on overcorrecting is harmful — eg causes excessive monitor harmful — eg causes excessive monitor in the in the

In summary In summary • STORY TELLING can add fun and energy • STORY TELLING can add fun and energy — and set the tone for learning — and set the tone for learning • Must be planned carefully and • Must be planned carefully and conducted conducted appropriately appropriately • Need to fit in the time frame • Need to fit in the time frame • Has to make students’ affective filter • Has to make students’ affective filter lowlow • Need to somehow tie with the lesson’s • Need to somehow tie with the lesson’s objective objective

•• Fluency activities on the other hand can Fluency activities on the other hand can provide learners with a chance to provide learners with a chance to recycle recycle language and vocabulary and help language and vocabulary and help increase increase confidence confidence • Teachers should allow time for • Teachers should allow time for icebreakers/ icebreakers/ games games

Examples of Examples of icebreakers icebreakers

Introducing oneself Introducing oneself • Write your full name on a piece of paper • Write your full name on a piece of paper • Teacher will collect paper and • Teacher will collect paper and redistribute redistribute them them • Class walks around and look for the • Class walks around and look for the persons persons whose names they hold whose names they hold • Ask the following questions: • Ask the following questions: i. Hobbies i. Hobbies

Describe yourself in 3 words Describe yourself in 3 words • Instructions • Instructions • Give your students some time to think • Give your students some time to think and and choose three words to describe choose three words to describe themselves themselves • This could be used when teaching • This could be used when teaching adjectives adjectives • Allow time for questions • Allow time for questions • Taking times • Taking times • Listening to them patiently • Listening to them patiently

What is your favorite food? What is your favorite food? Instructions • What is your favorite food? • What is your favorite food? • What food have you always wanted to • What food have you always wanted to try but try but haven’t? haven’t? • Whyy do you never want to taste in your do you never want to taste in your • Wh mouth again? mouth again?

Tears… Tears… • Find someone for each category below: • Find someone for each category below: i . i . Cried recently? Cried recently? Not felt embarrassed to cryry in front ii. ii. Not felt embarrassed to c in front of of other people? other people? Cried longer than 3 hours? iii. iii. Cried longer than 3 hours? iv. iv. Never cried in the last 3 years? Never cried in the last 3 years? v. v. Ever made yourself cry by thinking Ever made yourself cry by thinking about about sad/happy events? sad/happy events?

Using an appropriate theme Using an appropriate theme • We should use appropriate themes that • We should use appropriate themes that our our students can identify with, example- joy, students can identify with, example- joy, sadness, love, etc. sadness, love, etc. • What are some themes that we should • What are some themes that we should avoid? avoid?