Integrating Speaking into English Classroom 讓學生輕鬆說英文 台中市崇倫國中 英語科領域召集人 吳曉函 Nancy

Integrating speaking into the curriculum I.Questions about designing and implementing speaking II.Planning for designing and implementing speaking III.Reflection

Integrating speaking into the curriculum I. Questions about designing and implementing speaking Portion of emphasis on speaking Variation according to the level or context Separation or integration The role of the course book Ways of assessment

II. Planning for designing and implementing speaking: Balancing accuracy and fluency Which is more important, accuracy or fluency? Not a question of weighting, but of ordering Problems with a focus that accuracy precedes fluency A delayed production in language learning Suggestion A limited range of genres, contexts, and topics Integrating speaking into the curriculum

III. Reflection Learning processes involve cycles of trial, error, and re-trial. Precision is late acquired The increased incorporation of fluency activities into the classroom, even at early levels. Integrating speaking into the curriculum

Organizing a speaking syllabus I. Integrated skills approach II. Task-based approach III. Genre-based approach

Real-world tasks involve four skills. ex. in the airport Speech events involve various registers. ex. a business meeting Organizing a speaking syllabus I. Integrated skills approach

Features: 1. performance of a task 2. later focus on linguistic components 3. learning through using it 4. trials and retrials 5. based on integrated tasks Organizing a speaking syllabus II. Task-based approach

Examples: 1. surveys 2. design tasks 3. research tasks 4. imaginative tasks Organizing a speaking syllabus II. Task-based approach

Classroom culture I. Ground rules- to encourage more say Use target language Keep the number of “display question” to a minimum Build topics at hand together with students Tolerate silences

Classroom culture I. Ground rules- to encourage more say Encourage to sustain speech beyond 1 or 2 sentences Pay attention to message rather than form Build topics at hand Use natural feedback rather judging

Suggested Activities Drilling Chants Milling activities Dictation

Paper conversation Computer-mediated chat Rewriting Reading aloud Suggested Activities

Information gap Jigsaw activity Info-gap race surveys Communicative Activities

Assessment Criteria A. Two Kinds of Assessments: 1. Holistic scoring:  To give a single score of an overall impression. 2. Analytic scoring:  To give separate scores for different aspects of the task.

Assessment Criteria B. Holistic Scoring vs. Analytic Scoring: holistic scoringanalytic scoring 1. advantagesquickerfairer & reliable 2.disadvantagesIt needs more than one scorer. The scorer may be distracted by all the categories.

Conclusion Speaking can be integrated into the curriculum by discussing these issues: A. Weighting B. Syllabus organization C. Methodological approach D. Assessment

Thanks for your listening.