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Teaching Speaking Effectively

Teaching Speaking Effectively. Their presentation skills are good but they ’ re not so good at chatting. They have excellent grammar, but they ’ re too shy to say anything in class. Some of my students talk a lot, but their grammar is very mixed-up.

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Teaching Speaking Effectively

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  1. Teaching Speaking Effectively

  2. Their presentation skills are good but they’re not so good at chatting. They have excellent grammar, but they’re too shy to say anything in class. Some of my students talk a lot, but their grammar is very mixed-up. They communicate mostly with body language but they’re so animated they seem like good speakers! My students talk to each other a lot, but they panic when they speak to native speakers. They talk quite fluently, but it’s hard to understand their accents.

  3. What is a good speaker?How do we teach learners to become good speakers?

  4. What do major language proficiency tests consider when assessing speaking skills? • Fluency • Coherence • Vocabulary • Grammatical range • Grammatical accuracy • Pronunciation • Interactive communication What skills do you tend to focus on in your classes? How do you practice them? Why?

  5. What is assessed as good speaking depends on the situation • Telling a story about your weekend – responding, interacting • Giving directions – helping someone get to a destination • Delivering a business presentation – using clear and logical delivery, good enunciation, good eye contact • Talking to a doctor – communicating the problem

  6. Talk as Interaction • Talk as Transaction • Talk as Performance -Jack Richards

  7. Talk as Interaction • Has a social function • Reflects relationships and roles • Reflects identity • Uses conversational phrases Picture: http://eslarticle.com/uploads/_notregistered/art_4229_1d96224ddf.jpg

  8. Talk as Transaction • Focuses on the message and information, not the speakers • There may be digressions and negotiations • Linguistic accuracy is not necessarily important • Picture: http://genkijacs.com/images/asking_directions.jpg

  9. Talk as Performance • Transmits information before an audience • Is often closer to written than conversational language • Often follows a recognisable format • Effectiveness and impact are often evaluated Picture: http://csupueblotoday.com/wp-content/uploads/2011/03/Presentation.jpg

  10. How would you define these types of talk? • Chatting with a friend • Making a sales presentation • Telling a story about the weekend • Conducting a business meeting • Asking for directions • Dividing up household chores • Being interviewed for a job

  11. Needs Analysis • What kind of speaking do students need to do? • What kind of teaching do we need to do in order for students to become successful at different kinds of speaking? • How do we build their SKILLS in order for them to speak more effectively in each type of speaking?

  12. WHAT do we need to teach WHEN, and HOW do we teach and practice it? Signposting: “I’d like to start by discussing…” “Let’s move on to…..” “So, to sum up” Linking phrases used to keep a story going such as “and then,” “after that”, “so when I arrived, I realised..” Conversational phrases like “Really?” “Wow!” “Great!” “Are you serious?” “That’s amazing!” “Good on you!” Vocabulary related to skills and abilities, and grammatical structures such as “I worked as a …….for 2 years” Summary phrases such as “The good things are that… but the bad points are that…

  13. Putting it all together When students are taught appropriate skills, they can develop confidence in speaking in different situations But.... students are all different…. How can we help everyone to practice and enjoy speaking? ……… Top Tips………..

  14. Key Factors – students need to: • Talk a lot • Talk to different audiences – use pair-work, group-work, whole-class work, speaking homework • Talk in different styles – facilitate discussions, role-plays, short presentations, long presentations, prepared debates, spontaneous debates, story-telling, interviews, simulation exercises, one-minute speeches • Talk on different topics – personal, abstract, business, academic • Talk about what they are interested in • Talk about what the people they encounter will be interested in • Use relevant vocabulary – teach and practice it • Teach relevant grammar – teach and practice it • Use relevant phrases, signposts, linking markers, interjections – teach and practice them • Be heard – listen to them!

  15. Links to articles about speaking, including that of Jack Richards, and these slides can be found on the website. Thank you! Naomi Timms Robyn O’Loghlin

  16. Questions to consider • What will the focus of the activity be – talk as interaction, transaction, or performance? • How will the activity be modeled? • What stages will the activity be divided into? • What language support will be needed? • What resources will be needed? • What learning arrangements will be needed? • What level of performance is expected? • How and when will feedback be given?

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