logging in or signing up Teaching Speaking 1 sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 2304 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: March 09, 2009 This Presentation is Public Favorites: 2 Presentation Description No description available. Comments Posting comment... By: abialfaro (8 month(s) ago) is it okay for you to make it downloadable? i need it for my subject. thanks :) Saving..... Post Reply Close Saving..... Edit Comment Close By: abumofreh (26 month(s) ago) I would be grateful if you make this presentation downloadable. Saving..... Post Reply Close Saving..... 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Edit Comment Close Premium member Presentation Transcript Teaching Speaking Part One: Teaching Speaking Part One A Genre-Based ApproachTeaching the Spoken Language: Teaching the Spoken Language Need to distinguish between : Speaking activities which practise language items – spoken controlled or free practice Teaching speaking – specific focus on subskills General fluency practice All necessary but you need to know which you’re doing, and the place of each in the course and/or the lesson.Analysing Spoken Genres: Analysing Spoken Genres The introduction stage to a presentation Anecdote telling Problem Solving If these are recognisable genres then will have predictable … Content and organisation Linguistic features Interactive structure Introducing a Presentation: Introducing a Presentation Monologue Primarily Transactional Discourse Unequal participant rights Neutral – Formal style Non-spontaneous Introducing a Presentation: Introducing a Presentation Establishment of rapport – welcome / thanks etc Topic Orientation – statement of topic /objectives / benefits of the presentation to the audience. Organisational Orientation – explains the structure / timing of the presentation; when questions may be asked Transition to next section Necessary Functions : Necessary Functions Welcoming – I’d like to welcome you to … It’s very nice to see so many people here Thanking – Thank you for coming / inviting me here today … Stating intentions – I want to talk about … I’m going to be talking about Sequencing – First, secondly, next, after that, finally Requests – Would you mind holding any questions to the end? What else? : What else? Body language Paralinguistic features Modifications? Size of audience Relationship of presenter / audience Sub-genre : Academic? Business?Teaching Presentation Skills – Some Techniques: Teaching Presentation Skills – Some Techniques Ss analyse model presentation for content and language - controlled practice of language – preparation of own introduction Ss see two versions of the same introduction – one effective, one not. Discuss which they prefer and why. Task based approach – Ss prepare and present their own introduction, then watch model version and compareAnecdote telling: Anecdote telling Monologue with back-channel intervention Primarily Interactional Discourse Unequal participant rights Informal style Spontaneous speechAnecdote telling - Organisation : Anecdote telling - Organisation Orientation – participants, time, place Complication – what happened? Evaluation – explains the significance Result – what happened to resolve the problem Completion – finishing off Transition – That reminds me of …Anecdote telling : Anecdote telling Describing past events : background events – past continuous foreground events – simple past flashbacks – past perfect Intensification really quite weird; we waited and waited; huge, really enormous Back-channel language Really? Did you? Oh no! Whatever did you do? Gambits That reminds me of … etc Problem Solving Activity: Problem Solving Activity Dialogue – Short turns Primarily Transactional Discourse Equal participant rights Neutral – informal style Spontaneous speechProblem Solving Activity: Problem Solving Activity Initiation of activity Negotiating a solution Restating and checking the solution Negotiating the solution: Negotiating the solution Giving Directions – go up Francis St. and back to Flamstead Rd. / take the first on the right Describing location – There’s a demonstration all around the American Embassy / opposite the cemetery Proposing, Accepting and Rejecting Action Suggestions – How about going down…/ Why don’t we .. Possibility - We could … / No, we can’t … / We can go .. Necessity – We’ll have to… Confirmation – Yes, that’s OK for me Rejection – It’s not that easy Checking acceptability – Is that OK? Negotiating the solution: Negotiating the solution Ensuring understanding – Where, whereabouts in Flamstead Rd Confirming Understanding – Oh, I see… /Right, I’m with you Querying and Repairing Inaccuracy – Left? /Sorry, right Stating lack of understanding – Wait a minute, I’m lost. Does this all need teaching?: Does this all need teaching? There are cross cultural differences between genres Even when there aren’t, Ss may still need practice in doing it in EnglishWhat did you do at the weekend?: What did you do at the weekend? S1 : My weekend wasn’t very special. I was going to go to Venice but I didn’t … So I just stayed at home. But I went to the cinema on Saturday. And you? S2 : I stayed at home too because I er I have an exam next week and I had to study. I just watched television.A speaking skills lesson: A speaking skills lesson Main Aim (Skills –Speaking) Ss will improve their ability to participate in informal conversation with high transactional focus, in particular by increasing their awareness and ability to : a) Ask for feedback : What about …; Is it OK if we … b) Give feedback : No, we can’t; Yes, that’s OK for me; Right, I’m with you etc … c) Use repair strategies : stopping the speaker -Hold on …; Querying what was said - Left? Sorry?; Asking for more specific information –Whereabouts exactly? Slide19: Subsidiary Aims (Language Systems) Ss will consolidate their ability to : Make suggestions : how about…; let’s … ;why don’t we …; what if we …; etc Give directions : turn left; first on your left; straight along etc Lesson Fit and Assumptions In the previous lesson, students focused on ways of making suggestions and of giving directions. It is therefore assumed that these functions will need no or little preliminary focus during the lesson. Procedural notes: Procedural notes Lead–in (10-15 mins) PW : T tells students of a problem she has (has to get to Porta Genova but is phobic about the Metro). Asks Ss to think of three suggestions to help her. T/Class : Suggestions elicited, suggestions exponents and directions exponents focused. Slide21: Task (10 mins) T/Class : T explains task, and tells students to tell her when they have either completed it or given up. PW : Ss attempt task. It is presumed they will succeed not at all, or with difficulty. T monitors, stopping the task when Ss give up or seem to be getting frustrated. Slide22: Follow-up (15-20 mins) Students listen to native speaker model of task and identify differences between native-speaker strategies and their own. If time only : Ss listen again while following the transcript Students look at transcript and identify ways in which the speakers : a) ask for feedback b) give feedback c) use repair strategies Slide23: Task stage 2 (15-20 mins) T/Class : T explains second stage of task – Ss have to find the route from the Garden Centre to the Indian restaurant. PW : Ss complete task. T monitors T/Class : Feedback : content and language Summary: Summary Each genre of spoken discourse will have its own specific features : - content and organisation - interactive conventions - linguistic features The T. needs to know what these are and, as necessary, focus on them in the classroom. You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Teaching Speaking 1 sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 2304 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: March 09, 2009 This Presentation is Public Favorites: 2 Presentation Description No description available. Comments Posting comment... By: abialfaro (8 month(s) ago) is it okay for you to make it downloadable? i need it for my subject. thanks :) Saving..... Post Reply Close Saving..... Edit Comment Close By: abumofreh (26 month(s) ago) I would be grateful if you make this presentation downloadable. Saving..... Post Reply Close Saving..... Edit Comment Close By: mehrez (38 month(s) ago) Could you possibly make it downloadable? This would be so useful! Saving..... Post Reply Close Saving..... Edit Comment Close By: mehrez (38 month(s) ago) Thanks so much for the presentation. Really very insightful! Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Teaching Speaking Part One: Teaching Speaking Part One A Genre-Based ApproachTeaching the Spoken Language: Teaching the Spoken Language Need to distinguish between : Speaking activities which practise language items – spoken controlled or free practice Teaching speaking – specific focus on subskills General fluency practice All necessary but you need to know which you’re doing, and the place of each in the course and/or the lesson.Analysing Spoken Genres: Analysing Spoken Genres The introduction stage to a presentation Anecdote telling Problem Solving If these are recognisable genres then will have predictable … Content and organisation Linguistic features Interactive structure Introducing a Presentation: Introducing a Presentation Monologue Primarily Transactional Discourse Unequal participant rights Neutral – Formal style Non-spontaneous Introducing a Presentation: Introducing a Presentation Establishment of rapport – welcome / thanks etc Topic Orientation – statement of topic /objectives / benefits of the presentation to the audience. Organisational Orientation – explains the structure / timing of the presentation; when questions may be asked Transition to next section Necessary Functions : Necessary Functions Welcoming – I’d like to welcome you to … It’s very nice to see so many people here Thanking – Thank you for coming / inviting me here today … Stating intentions – I want to talk about … I’m going to be talking about Sequencing – First, secondly, next, after that, finally Requests – Would you mind holding any questions to the end? What else? : What else? Body language Paralinguistic features Modifications? Size of audience Relationship of presenter / audience Sub-genre : Academic? Business?Teaching Presentation Skills – Some Techniques: Teaching Presentation Skills – Some Techniques Ss analyse model presentation for content and language - controlled practice of language – preparation of own introduction Ss see two versions of the same introduction – one effective, one not. Discuss which they prefer and why. Task based approach – Ss prepare and present their own introduction, then watch model version and compareAnecdote telling: Anecdote telling Monologue with back-channel intervention Primarily Interactional Discourse Unequal participant rights Informal style Spontaneous speechAnecdote telling - Organisation : Anecdote telling - Organisation Orientation – participants, time, place Complication – what happened? Evaluation – explains the significance Result – what happened to resolve the problem Completion – finishing off Transition – That reminds me of …Anecdote telling : Anecdote telling Describing past events : background events – past continuous foreground events – simple past flashbacks – past perfect Intensification really quite weird; we waited and waited; huge, really enormous Back-channel language Really? Did you? Oh no! Whatever did you do? Gambits That reminds me of … etc Problem Solving Activity: Problem Solving Activity Dialogue – Short turns Primarily Transactional Discourse Equal participant rights Neutral – informal style Spontaneous speechProblem Solving Activity: Problem Solving Activity Initiation of activity Negotiating a solution Restating and checking the solution Negotiating the solution: Negotiating the solution Giving Directions – go up Francis St. and back to Flamstead Rd. / take the first on the right Describing location – There’s a demonstration all around the American Embassy / opposite the cemetery Proposing, Accepting and Rejecting Action Suggestions – How about going down…/ Why don’t we .. Possibility - We could … / No, we can’t … / We can go .. Necessity – We’ll have to… Confirmation – Yes, that’s OK for me Rejection – It’s not that easy Checking acceptability – Is that OK? Negotiating the solution: Negotiating the solution Ensuring understanding – Where, whereabouts in Flamstead Rd Confirming Understanding – Oh, I see… /Right, I’m with you Querying and Repairing Inaccuracy – Left? /Sorry, right Stating lack of understanding – Wait a minute, I’m lost. Does this all need teaching?: Does this all need teaching? There are cross cultural differences between genres Even when there aren’t, Ss may still need practice in doing it in EnglishWhat did you do at the weekend?: What did you do at the weekend? S1 : My weekend wasn’t very special. I was going to go to Venice but I didn’t … So I just stayed at home. But I went to the cinema on Saturday. And you? S2 : I stayed at home too because I er I have an exam next week and I had to study. I just watched television.A speaking skills lesson: A speaking skills lesson Main Aim (Skills –Speaking) Ss will improve their ability to participate in informal conversation with high transactional focus, in particular by increasing their awareness and ability to : a) Ask for feedback : What about …; Is it OK if we … b) Give feedback : No, we can’t; Yes, that’s OK for me; Right, I’m with you etc … c) Use repair strategies : stopping the speaker -Hold on …; Querying what was said - Left? Sorry?; Asking for more specific information –Whereabouts exactly? Slide19: Subsidiary Aims (Language Systems) Ss will consolidate their ability to : Make suggestions : how about…; let’s … ;why don’t we …; what if we …; etc Give directions : turn left; first on your left; straight along etc Lesson Fit and Assumptions In the previous lesson, students focused on ways of making suggestions and of giving directions. It is therefore assumed that these functions will need no or little preliminary focus during the lesson. Procedural notes: Procedural notes Lead–in (10-15 mins) PW : T tells students of a problem she has (has to get to Porta Genova but is phobic about the Metro). Asks Ss to think of three suggestions to help her. T/Class : Suggestions elicited, suggestions exponents and directions exponents focused. Slide21: Task (10 mins) T/Class : T explains task, and tells students to tell her when they have either completed it or given up. PW : Ss attempt task. It is presumed they will succeed not at all, or with difficulty. T monitors, stopping the task when Ss give up or seem to be getting frustrated. Slide22: Follow-up (15-20 mins) Students listen to native speaker model of task and identify differences between native-speaker strategies and their own. If time only : Ss listen again while following the transcript Students look at transcript and identify ways in which the speakers : a) ask for feedback b) give feedback c) use repair strategies Slide23: Task stage 2 (15-20 mins) T/Class : T explains second stage of task – Ss have to find the route from the Garden Centre to the Indian restaurant. PW : Ss complete task. T monitors T/Class : Feedback : content and language Summary: Summary Each genre of spoken discourse will have its own specific features : - content and organisation - interactive conventions - linguistic features The T. needs to know what these are and, as necessary, focus on them in the classroom.