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

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.

Characteristics of Real-life Speaking Characteristics of Real-life Speaking  Spontaneity  Purpose and expectation Response Speaker’s adjustment Context Visual clues Shortness Informal speech Redundancy Noise Colloquial language Auditory character Continuum from relatively predictable to relatively unpredictable.

A planning grid for speaking and oral interaction ( Types of speaking ) Information Expository Evaluative Narrate describe instruct compare explain justify predict decide Negotiation of meaning Management of interaction Interaction S Job interview E Booking a restaurant R Buying stamps V Enrolling in school I etc. E S Dinner party O C Coffee break I Theatre queue A L etc

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.

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,

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.

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

An example of the generic structure of a text 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.

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)

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

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

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

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

Lesson Two Role 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