TIẾNG ANH CHUYÊN NGÀNH Chapter 9

Kinds of speaking Ss doIn Activate Follow-up Exercises  Role play e.g... Reasons for encouraging Ss to do speaking tasks  Rehearsal: to rehearse a real life event in the safety of t

How to teach speaking

I Kinds of speaking Ss do

In Activate (Follow-up) Exercises

 Role play (e.g an interview, information- gap,

a conversation) after a reading or listening text, learning a certain structure, a grammar point

 Group Discussion (with guiding questions)

after reading or listening

 Giving a short talk

II Reasons for encouraging Ss to do speaking tasks

 Rehearsal: to rehearse a real life event in the

safety of the classroom & “to get the feel” of

what communicating in L2 looks like

 Feedback:

T how well Ss are doing & what problems they

are having

Ss how easy a speaking task & what need to

improve, confidence & satisfaction, further

study

 Engagement: good tasks highly motivating

III Kinds of speaking activities

 Information gaps (elementary/intermediate)

 Surveys (elementary)

 Discussion (inter /upper inter.)

 Role- play (upper inter./ advanced)

(Textbook pp.88-93)

Information gap activities

 Designed to be done in pairs

 Creating communicative needs, 2 Ss are given different information

 Activities can be done in various ways:

(1) One student has some information & and the other student has to find it out by asking

questions.

(2) One student has information & tell it to the

other student

(3) Both Ss have # information & tell each other

(a) Finding the differences b/w 2 pictures

(b) Exchange information- student A’s

sheet

Names Home Jobs weekend movies

1 John artist romance

2. _ London TV

3 Xian nurse Visit

friends _ 4. _ Rome _ Pubs

5 Minh _ engineer _ Comedy

Student B’s sheet

Names Home Jobs Weekend Movies

1. Ohio bar _

2 Kate _ salesclerk _ action

3. _ Beijing _ _ cartoon

4 Silvia tour guide _ music

5. Vietnam _ relax _

 involving learners asking & answering

questions in order to complete the survey or

questionnaires

 more useful if Ss plan the questionnaires

themselves

 used after tenses (present perfect, simple present with adverbs of frequency)

 a good lead-in to writing task

(note: a follow-up task  very necessary)

Adverbs of frequency

How often do you _? rarely sometimes Twice a year

1 Eat fast food

2 Clean house

3 Have a

check-up

4 travel

 Pre-listening, reading & writing (warm-up

discussions): when introducing a new topic or prepare learners to read or listen to a text, it’s common to set a few questions for pair or

group discussion, followed by a report back

to the whole class

Example (1)

Before Ss read the article “Celebrities in the

Media: Are You Starstruck?”, they work in

pairs to discuss the questions below:

1 Think about your favorite singer, movie star, and athlete What information do you know about each person? How did you find out this information?

2 Why are people interested in famous people?

Example (2)

Before listening to the presentation on “the

current state of tourism”, Ss work in group

to discuss the questions below:

2 What impact have computers had on the

tourism industry?

Example (3)

Work in groups of four to discuss the questions below:

1 What are the main causes of traffic jam in Ho Chi Minh city?

2 What are some serious effects of this

problem?

Then, prepare an outline of a cause- effect

essay on traffic jam in HCMC

Role-play activities

 Ss simulate a real life encounter (e.g a

business meeting, an interview, a

conversation in an aeroplane cabin, a shop or

a cafeteria as if they were doing so in the real world

Other Communicative Activities

 guessing games

 exchanging personal information

 prepared talks

 formal debates

Criteria for speaking tasks

 Productivity: a speaking task needs to be

maximally language productive in order to

provide the best condition for autonomous

language use

 Purposefulness: language productivity can

be increased by making sure that speaking activity has a clear outcome, esp one which requires learners to work together to achieve

a common purpose

 Interactivity: activities should require learners

to take into account the effect they are having

on their audience

 Challenge: the task should stretch learners so

that they are forced to draw on their available communicative resources to achieve the

outcome

 Safety: learners need to feel confident - when

meeting challenges & attempting autonomous language use, they can do so w/o too much

risk.

 Authenticity: tasks should have some

IV How to correct oral mistakes

 Constant interruption destroying the

purpose of speaking task

 Not to single Ss out for particular criticism

 Watching & listening, to give feedback later

 more appropriate

VI What teachers should do during

a speaking activity

 Not wrong with teachers getting involved

 Do not try to dominate

 Getting involved to give some prompts or to correct Ss’ mistakes in a very sympathetic and sensitive way