teaching speaking effectively

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Teaching Speaking Teaching Speaking Effectively Effectively

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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. - PowerPoint PPT Presentation

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Page 1: Teaching Speaking  Effectively

Teaching Speaking Teaching Speaking EffectivelyEffectively

Page 2: Teaching Speaking  Effectively

They talk quite fluently, but it’s

hard to understand their

accents.

They have excellent

grammar, but they’re too shy

to say anything in

class.

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.

Their presentation

skills are good but

they’re not so good at chatting.

Page 3: Teaching Speaking  Effectively

What is a good What is a good speaker?speaker?

How do we teach How do we teach learners to become learners to become

good speakers?good speakers?

Page 4: Teaching Speaking  Effectively

What do major language What do major language proficiency tests consider when proficiency tests consider when

assessing speaking skills?assessing speaking skills?FluencyFluency

CoherenceCoherence

VocabularyVocabulary

Grammatical rangeGrammatical range

Grammatical accuracyGrammatical accuracy

PronunciationPronunciation

Interactive communicationInteractive communication

What skills do you tend to focus on in What skills do you tend to focus on in your classes? How do you practice your classes? How do you practice them? Why?them? Why?

Page 5: Teaching Speaking  Effectively

What is assessed as good What is assessed as good speaking depends on the speaking depends on the

situationsituation Telling a story about your weekend – Telling a story about your weekend –

responding, interactingresponding, interacting

Giving directions – helping someone get to a Giving directions – helping someone get to a destinationdestination

Delivering a business presentation – using clear Delivering a business presentation – using clear and logical delivery, good enunciation, good eye and logical delivery, good enunciation, good eye contact contact

Talking to a doctor – communicating the Talking to a doctor – communicating the problemproblem

Page 6: Teaching Speaking  Effectively

Talk as InteractionTalk as InteractionTalk as TransactionTalk as TransactionTalk as PerformanceTalk as Performance

-Jack Richards-Jack Richards

Page 7: Teaching Speaking  Effectively

Talk as Talk as InteractioInteractionn

Has a social functionHas a social function

Reflects relationships and rolesReflects relationships and roles

Reflects identityReflects identity

Uses conversational phrasesUses conversational phrasesPicture: http://eslarticle.com/uploads/_notregistered/art_4229_1d96224ddf.jpgPicture: http://eslarticle.com/uploads/_notregistered/art_4229_1d96224ddf.jpg

Page 8: Teaching Speaking  Effectively

Talk as Talk as TransactionTransaction

Focuses on the message and Focuses on the message and information, not the speakersinformation, not the speakers

There may be digressions and There may be digressions and negotiationsnegotiations

Linguistic accuracy is not necessarily Linguistic accuracy is not necessarily importantimportant

Picture: http://genkijacs.com/images/asking_directions.jpgPicture: http://genkijacs.com/images/asking_directions.jpg

Page 9: Teaching Speaking  Effectively

Talk as Talk as PerformancePerformance

Transmits information Transmits information

bbefore an audienceefore an audience Is often closer to written than Is often closer to written than

conversational languageconversational language Often follows a recognisable format Often follows a recognisable format Effectiveness and impact are often Effectiveness and impact are often

evaluatedevaluatedPicture: Picture: httphttp://csupueblotoday.com/wp-content/uploads/2011/03/Presentation.jpg://csupueblotoday.com/wp-content/uploads/2011/03/Presentation.jpg

Page 10: Teaching Speaking  Effectively

How would you define How would you define these types of talk?these types of talk?

Chatting with a friendChatting with a friend

Making a sales presentationMaking a sales presentation

Telling a story about the weekendTelling a story about the weekend

Conducting a business meetingConducting a business meeting

Asking for directionsAsking for directions

Dividing up household choresDividing up household chores

Being interviewed for a job Being interviewed for a job

Page 11: Teaching Speaking  Effectively

Needs AnalysisNeeds Analysis

What kind of speaking do students What kind of speaking do students need to do?need to do?

What kind of teaching do we need to What kind of teaching do we need to do in order for students to become do in order for students to become successful at different kinds of successful at different kinds of speaking?speaking?

How do we build their SKILLS in order How do we build their SKILLS in order for them to speak more effectively in for them to speak more effectively in each type of speaking? each type of speaking?

Page 12: Teaching Speaking  Effectively

WHAT do we need to teach WHAT do we need to teach WHEN, and HOW do we teach and WHEN, and HOW do we teach and

practice it?practice it?

Vocabulary related to skills and abilities, and grammatical structures such as “I worked as a …….for 2 years”

Page 13: Teaching Speaking  Effectively

Putting it all togetherPutting it all together

When students are taught appropriate skills, they When students are taught appropriate skills, they can develop confidence in speaking in can develop confidence in speaking in

different situationsdifferent situations

But.... students are all different….But.... students are all different….

How can we help everyone to practice and How can we help everyone to practice and enjoy speaking?enjoy speaking?

……… ……… Top Tips………..Top Tips………..

Page 14: Teaching Speaking  Effectively

Key Factors – students need to:Key Factors – students need to:

Talk a lot Talk a lot

Talk to different audiences – use pair-work, group-work, Talk to different audiences – use pair-work, group-work, whole-class work, speaking homeworkwhole-class work, speaking homework

Talk in different styles – facilitate discussions, role-plays, short Talk in different styles – facilitate discussions, role-plays, short presentations, long presentations, prepared debates, presentations, long presentations, prepared debates, spontaneous debates, story-telling, interviews, simulation spontaneous debates, story-telling, interviews, simulation exercises, one-minute speeches exercises, one-minute speeches

Talk on different topics – personal, abstract, business, Talk on different topics – personal, abstract, business, academicacademic

Talk about what they are interested inTalk about what they are interested in

Talk about what the people they encounter will be interested Talk about what the people they encounter will be interested inin

Use relevant vocabulary – teach and practice itUse relevant vocabulary – teach and practice it

Teach relevant grammar – teach and practice itTeach relevant grammar – teach and practice it

Use relevant phrases, signposts, linking markers, interjections Use relevant phrases, signposts, linking markers, interjections – teach and practice them– teach and practice them

Be heard – listen to them!Be heard – listen to them!

Page 15: Teaching Speaking  Effectively

Links to articles about Links to articles about speaking, including that of speaking, including that of Jack Richards, and these Jack Richards, and these slides can be found on the slides can be found on the website.website.

Thank you!Thank you!

Naomi TimmsNaomi Timms

Robyn O’LoghlinRobyn O’Loghlin

Page 16: Teaching Speaking  Effectively

Questions to Questions to considerconsider

What will the focus of the activity be – talk as What will the focus of the activity be – talk as interaction, transaction, or performance?interaction, transaction, or performance?

How will the activity be modeled?How will the activity be modeled?

What stages will the activity be divided into?What stages will the activity be divided into?

What language support will be needed?What language support will be needed?

What resources will be needed?What resources will be needed?

What learning arrangements will be needed?What learning arrangements will be needed?

What level of performance is expected?What level of performance is expected?

How and when will feedback be given?How and when will feedback be given?