2015-12-51  Differences between spoken and written language  Principles for teaching speaking  Factors to consider when designing speaking tasks  Types.

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Presentation transcript:

 Differences between spoken and written language  Principles for teaching speaking  Factors to consider when designing speaking tasks  Types of speaking tasks  Organizing speaking tasks

Which of the following statements are descriptions of spoken/written language?  It is generally produced in complicated sentence structures.  It is generally produced in fairly simple sentence structures.  It is always produced in complete sentences.  It is sometimes produced in incomplete sentences.  It is generally produced in informal simple or common vocabulary.  It is generally produced in more formal more precise, less common vocabulary.

 It is produced with correct grammar and good organization.  It is characterized by broken grammar, false starts, hesitation, filler, etc.  It is produced with little or no repetition or redundancy.  It is produced with high proportion of repetition or redundancy.  Its organization is largely unplanned.  Its organization is generally planned.  It has a high density of information.  It has a low density of information.

 Balancing accuracy-based with fluency-based practices  Contextualizing practice  Personalizing practice  Building up confidence  Maximizing meaningful interactions  Helping students develop speaking strategies  Making the best use of classroom learning environment to provide sufficient language input and practice for the students

 Students’ language proficiency level  Maximum foreign talk  Even participation  High motivation  Right language level

Little Wood (1981):  Pre-communicative activities  Structural activities  Quasi-communicative activities  Communicative activities  Functional communication activities  Social interaction activities

 Using group work in speaking tasks  Why  How (some tips)  Teacher prepares adequately  Teacher’s instructions should be clear.  Teacher demonstrates the activity if possible.  4 or 5 students work in a group.  Weak students and strong students work together.  Teacher should move about to monitor or give help.  Activities should go on for too long.