Topic: Speaking

1. Topic: Speaking • General objectives: • Students will be able to teach speaking. • Students will be able to integrate speaking with listening, reading and writing.

2. Lesson One Communicative Approaches to Speaking Skill Training • Pre-task activities • Step One: discuss the characteristics of real-life speaking • Step Two: discuss the types of speaking • Step Three: predictability and unpredictability • Step Four: introduce the concept of genre • Step Five: discuss the difficulty of speaking tasks • Step Six: tips for speaking task designing • While-task activities • Step Seven: students giving a lesson of speaking. • Post-task activities • Step Six: students evaluate the lessons.

3. Characteristics of Real-life Speaking lSpontaneity lPurpose and expectation • lResponse • l Speaker’s adjustment • l        Context • l Visual clues • lShortness • lInformal speech • Redundancy • Noise • Colloquial language • Auditory character • Continuum from relatively predictable • to relatively unpredictable .

4. A planning grid for speaking and oral interaction(Types of speaking )

5. Predictability and unpredictability • If language were totally predictable communication would be unnecessary If language were totally unpredictable communication could probably not occur. I would like to suggest that most interactions can be placed on a continuum from relatively predictable to relatively unpredictable .

6. Factors on which predictability depends on • language itself, • the interlocutors and their relationships, • the topic of conversation • predictable patterns, and the extent to which we are familiar with these patterns. • Shared knowledge, • cultural expectations,

7. Transactional encounters of a fairly restricted kind will usually contain highly predictable patterns, while interpersonal encounters, where the focus is on the maintenance of social relationships rather than the exchange of goods and services , will be less predictable.

8. The concept of genre • The term genre refers to a purposeful socially~constructed. communicative event.

9. An example of the generic structure of a text • Introduction Well we had an even better time than that last week • Orientation We went up to Noosa for the weekend and stayed with Mina - • Event spent most of the weekend on the • beach, of course . • Event On Sunday Tony took us out in his boat. • Comment Didn't fancy that much. • Conclusion Pity it’s such a rotten drive back.

10. The difficulty of speaking tasks Degree of difficulty • Static task Dynamic task Abstract task • e.g. • Diagram Car crash Opinion • Many elements, relationship, characters, etc. • (more difficult) • Few elements, relationship, etc. • (less difficulty)

11. Speaking task designing • 1.Pre-set purpose • 2. Thought: generalization, exemplification, • analysis, synthesis, evaluation, contrast, • analogy, comparison, priority, cause, reason, • purpose, result, inference, implication, • interpretation, summary, amplification, alternativity • 3.Result(tangible) • 4.Timing • 5.Simplicity • 6.Interaction • 7.Interest • 8.At discourse level

12. Practical examples • A. Brainstorming activities • 1.Guessing games • 2.Finding connection • 3.Ideas form a central theme • 4. Implication and interpretation

13. B. Organizing activities • 1.Comparing • 2.Detecting difference • 3.Putting in order • 4.Priorities: rating, survival game • 5.Choosing candidates: prize-winners, heirs • 6.Layout problem

14. C. Compound activities • 1.Composing letter. • 2.Debate • 3.Publicity campaigns • 4.Surveys • 5.Planning projects

15. Lesson TwoRole play • Pre-task activities • Step One: discussion on the necessity of more controlled role plays for lower levels • Step Two: giving background information to this special kind of cue dialogue • While-task activities • Step Three: two trainees demonstrate the cue-dialogue in front of the group. • Step Four: trainees play roles. • Post-task activities • Step Six: evaluation:mapping content and procedure