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Teaching and A ssessing S peaking

This training session focuses on enhancing teaching and assessing speaking skills in English language education. Topics covered include the importance of speaking, teaching strategies, classroom management, and assessing speaking proficiency.

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Teaching and A ssessing S peaking

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  1. Teaching and AssessingSpeaking ELT inspector: Lama Atoui CREFOC JENDOUBA 5– 12 – 2015

  2. Objectives By the end of this training session, wewill have: • enhancedourkow-how in teaching and assessingspeaking. • devised a lesson plan integratingspeaking.

  3. Outline • Rationale • General observations • TeachingSpeaking • AssessingSpeaking • Workshop

  4. Rationale • How important is speaking for mastering a language? • What are our students’ representations concerning speaking English? • What is the status of speaking in the official programmes of English?

  5. Extract from the official programmes of English

  6. General observations • Speaking (SL/FL): « the mostdemanding of the four skills » (Bailey & Savage ) • Challenges • In teachingcontext: • Writing > Speaking • Focus on reading / writing • In real life: • Speaking = central • Spontaneity of communication

  7. TeachingSpeaking

  8. TeachingSpeaking • CLT requirements • Speaking: oral communicative competence • Characteristics of communicative activities: • Situation / context • Purpose • format • Interlocuter(s) [pair / group / public] • Interaction

  9. Teachingspeaking • SomeSamples of Communicative Tasks • Dialogue • Conversation • Roleplay / simulation • Speech • Class debate • Negotiation / sharing of information • Jigsaw / Gap filling / problem-solving • Interview • Game-basedactivities

  10. When & How to TeachSpeaking? • When? • Pre • Post • Stages: • Briefing • Practice • Debriefing CLASSROOM MANAGEMENT

  11. Issues in teachingspeaking • Lack of motivation • Difficulty of task vs. Level of proficiency • Uninterestingtopic • Unclear instructions • No realisticoutcome • Short time for preparation • Lackof training in communicative strategies (+ the interlocutor factor) • Shyness/ ‘glossophobia’

  12. So, what should we do? • Speak, speak, speak … • Build vocabulary (the importance of repeated exposure) – teach formulaic expressions (for beginners) – idioms – signal & linking words – gap fillers • Focus on grammar – teach contractions • Practise pronunciation – stress – rhythm – intonation • Feedback • Strategies to develop oral communicative competence (asking for clarification – for repetition – for help / paraphrasing / mime & non-verbal communication)

  13. AssessingSpeaking

  14. Monitoring progress • Self-assessment • Informal observation by the teacher • Peer feedback • Teacher feedback • Motivation: praise/encouragement/sense of achievement/bonus • Regular speaking tests (routines)

  15. Summativeassessment of speaking • Principles of a good speaking test: • Reliability • Validity • Practicality • Authenticity (communication) • Washback

  16. General criteria for assessingspeaking • Vocabulary • Grammar • Fluency ( pauses / hesitation / gaps / speed rate) [flowing – natural] • Pronunciation : sounds – stress – rhythm – intonation • Coherence+cohesion (relevance/on topic – connection/organisation) • Interaction • Non verbal communication (eye contact – posture – gestures) Accuracy ⊂

  17. Example of a rubric for the speaking test

  18. Sample of a speaking test rubric (1)

  19. Sample of a speaking test rubric (2)

  20. Question Time

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