Teaching Speaking

A speech by Eddie Sobenes

In this lecture, we will discuss: • reading vs speaking

• informal, semi-formal, and formal assessments

• taylord questions

• scaffolding (Echevarria)

topics continued…

• textbook English vs real speech

• different grammars

• levels of creativity

• The dreaded group work.

Disclaimer• Many of the ideas in this lecture are not my

own. They were promulgated English as a Foreign Language (EFL) researchers ( 英語教學研究員 ) : Harmer, Horwitz, Echevarria, and Ur.

Why learn speaking? 我為什麼要說英文 ?

　“ My son is only going to be tested on reading and writing. So, please don’t spend too much time teaching him speaking.”

Echevarria says:

• Each of the 4 [actually 5] language skills enhance the other.

writing

speaking

listening

reading

Translating

This being the case, please forgive me if I talk about other stills during this lecture.

Reading aloud vs Speaking ( 唸 vs 說 )

• Reading aloud ( 唸 ) is good when the students are struggling with new vocabulary, sentence patterns, or pronunciation.

• Speaking involves sentence construction ( 句型結構 ), improvisation ( 即興 ), response( 回應 ), and a basic understanding of the grammar being used. Creativity and flexibility are also important.

EXAMPLE of flexibility 　• I want scrambled eggs and pancakes. ( 我要吃炒蛋和

煎餅 )

• But I don’t know how to say scrambled eggs or pancakes in a foreign language. ( 可是 我不知道怎麼說 “炒蛋 或煎餅”的中文 )

• But I can say eggs and bread. ( 但 我會說 “蛋，麵包” )

• I guess I’m having eggs and bread for breakfast. ( 那我就點蛋與吐司吧 )

Moral of the story

• Don’t get hung up on vocabulary

• Use words you already know.

• Be flexible … or lie

語言應該怎麼樣 ?

A → BA ← BA → B

A → BA → BA → B

Ａ Ｂ

簡單來講 :

• Reading is actual. 　

• Speaking requires creativity, flexibility and improvisational skills ( 必須有即興技巧 ).

Scaffolding

• Scaffolding is a process by which the teacher removes parts of a structure and allows the student(s) to complete it.

• To better understand scaffolding, we must start with a goal. For example: The students will be able to order food, or have a conversation about ordering food in a restaurant.

scaffolding flow start with a goal

example of desired outcome (scripted conversation)

scaffolded text

completely student created text (written or spoken)

example of targeted speech ability ( 能力目標例子 )

A: Welcome to Cowboy Bob’s Restaurant. May I take your order?

B: Yes. I would like a hamburger, fries, and 365 glasses of coke.

A: OK. Your total is 600 NTD. Please be patient. Your order will be ready soon.

scaffolded or ommitted text

A: Welcome to _______________. May I take your order?

B: Yes. I would like _________, __________, and ____________.

A: OK. Your total is __________. _________.

Let’s try !

What’s next ? 然後內 ?

Reading from scaffolded texts is still not speaking. It is merely a step in preparing students to participate in conversations.

After filling in scaffolded worksheets and reading them aloud, the students should role-play and engage in conversations with classmates.

Remember: Filling in the blank isn’t speaking.

Improvise your own conversation

上課時老師應該要說多少 ?

• Have you ever noticed that in some conversation classes, the teacher talks more than the students ?

老師講講說說，講講說說。

Group work: How, Why ?

• Echevarria recommends groups of 4.

• Although you only need 2 for a conversation, if there are 4 in a group, chances are at least one person in the group knows what is going on and can explain it to the other 3.

• Everyone must have something to do.

Review 複習一下

• Filling in the banks isn’t speaking. ( 要學生填入空格並不是我們的目標 )

• Don’t talk all the time. ( 後龍會痛 )

• Give students time to respond. ( 給學生時間回應 )

• REQUIRE student response. ( 學生必須回應 )

What’s wrong with these sentences? — 下面的句子 哪裡錯 ?

I ride a bike yesterday.

I eat chicken for dinner last night.

Levels of creativity !!! • First order—least creative ( 選項 )

• Second order—allows some creativity when there is more than one possible answer.

• Third order, goal—improvised conversation ( 例如自己造句，寫信，和阿兜仔溝通。 )

First and second order, examples

I ________ rice for dinner last night. a) had eaten b) ate c) will eat d) will be eating

I ate _________ for _________.

Third order (improvised conversation when student can’t see A)

A: What did you eat for dinner last night? B: _____________________________A: Was it good? B: ___________________________ A: Did you eat at home or in a restaurant ?B: ______________________________

3 kinds of assessments:

• formal assessments— a project or a test in which the student gets a grade. Records are kept.

• Semiformal assessment—an assignment or quiz in which a student a student is assessed by the teacher. Grades, records and feedback may or may not be given. Example, self-graded work where completion of the assignment is mandatory or a grade is kept.

• Informal assessments—These are assessments for the teacher, student, or both. For example, asking questions to a particular student in class to get a general idea about his/her ability in the subject, most self-corrected tasks

Why is this important ?評量跟英語會話有什麼關係啦?

Most of the time we are giving informal assessments.

How does one formally assess speaking ? oral tests,

presentations, role-plays,

story tells, etc.

Oral test :

• What’s the weather like today? • What does your uncle/father/grandfather do? • What is your favorite food ?

　

Has this ever happened to you?

What happened in the video?

• Who practiced speaking English ?

• If something like that happens, just lie. 　

When is it OK to lie ?什麼時候說謊是 OK 的 ?

1. It’s OK to lie in a foreign language class. 在外文會話班

2. It’s OK to lie when we’re telling a jokes. 說笑話時

Ethics of lying: _____________.Perhaps it’s OK to lie when the lie not only causes no

harm, but also contributes to the peace and security of others.

What does Peter Davison have to say about it ?中文翻譯 : Forgetfulbc.blogspot.com

What did we learn from the video?

• Why did he drop out ( 輟學 ) of college ?

• Does he know what race ( 種族 ) he is ?

It’s OK to lie…sometimes. 　

Textbook vs real English What does Jesús Sandoval have to say about it?

http://www.youtube.com/watch?v=k6M_Z9VYAfg

That conversation in America might have gone like this:

David: What’s up Dad. Mr Wong: Hey David, Who’s your friend? David: Oh. This is Tony. Tony: Hi. (Tony waves)Mr Wong: Are you Chinese? Tony: I don’t know what race I am.

My mom says I’m white.

Authentic (real) vs Textbook Language

• Authentic language—improvised, often broken, improper use of grammar, slang, modulatory, etc.

• (EFL) Textbook —basic, easily understood, short, clear and complete sentences.

Decisions, Decisions, Decisions

• Are you going to use authentic language in your class room?

• If so, some things to consider: Where are you going to get the material? Are you going to allow students to choose their own material?

How much time are you willing to devote?

Some sources

• www.youtube.com

• Your American (or South African) colleagues

• The radio (including call-ins)

• Blogs, websites, chatrooms etc.

• Urban dictionary

• iTunes podcasts. (download at www.apple.com)

Advantages and DisadvantagesUsing authentic language in class

Advantages ( 好處 ) Disadvantages ( 壞處 ) May spark students interest

Is more useful in the real world

Is more fun

Time is need to search for materials (you won’t find much in the textbook.)

It’s more difficult for students to understand.

Can be difficult to assess

What did James Cook have to say about language?

• “There is really no such thing as different languages. There is just language. You either understand it or your don’t.”

• One difference between

English and Chinese:

In English, there are 26ish letters. English is semi-phonetic.

Although the 9th graders are going to be tested on 1,200 words, many have never even spoken.

烏龜

chunks (phrases) vs sentences vs words

• We think in chunks. Incomplete sentences and ideas strung together in a context.

• We have to write in complete sentences for our teachers.

• My teacher makes me 背單字 .

Towards an additive approach

• We must move from words, to phrases, to sentences, to conversations and paragraphs. And finally to essays and speeches.

words

phrases

sentences

paragraphs

We must be like a composer

• Go from one simple musical phrase or idea, to a whole piece.

Take what you have, stretch it out, stretch it out, until you have a piece

Quick review

• English teaching and learning should be creative.

• Balance teacher talking time with student talking time.

• Be funny.