Language Skills

Speaking

Speaking. Interaction.
Interaction – two-way communication that involves using language and body language to keep our listener involved in what we are saying and to check that they understand our meaning.
Interactive strategies
Ask check questions
Facial expression
Making eye contact

Speaking

Критерии оценивания

Критерии оценивания

Speaking activities
Controlled practice (Restricted)
Guided activities
Free practice

A speaking lesson
Lead-in. An introduction to the topic of the lesson plus, sometimes, activities focusing on the language.
Practice activities(tasks). These activities give learners the opportunities to use the new language.
Post-task. Learners discuss the topic freely and/or ask the teacher questions about the language used.

Обучение говорению
Монолог
Целенаправленность(соответствие речевой задаче)
Непрерывный характер
Логичность
Смысловая законченность
Самостоятельность
Выразительность

Пути обучения монологу
«Сверху вниз»
На основе работы с текстом (создание речевой ситуации, обеспечение содержательной ценности, языковой и речевой опоры)
«Снизу вверх»
На основе постепенной работы с лексикой и грамматическими структурами, путём постепенного увеличения количества фраз.

Обучение говорению
Диалог
реактивность
ситуативность

Пути обучения диалогу
«Сверху вниз»
Для обучения типовым(стандартным) диалогам.
«Снизу вверх»
От умения задавать вопросы различных типов, использовать клишированные выражения, использовать различные способы реагирования.

Трудности в обучении говорению
Стесняются говорить из-за боязни сделать ошибку
Нечего сказать
Не понимают речевую задачу
Не хватает языковых и речевых средств
Неэффективное использование времени урока
Во время парных и групповых форм работы ученики переходят на русский

Работа с диалогами

Did it hurt?
I broke my arm.
Yes, it did, at first. But it’s better now.
What happened?
I was playing football and I fell over.
How did it happen?

A: What happened?
B: I broke my arm.
A: How did it happen?
B: I was playing football and I fell over.
A: Did it hurt?
B: Yes, it did, at first. But it’s better now.

A: What happened?
B: I broke my arm.
A: How did it happen?
B: I was playing football and I fell over.
A: Did it hurt?
B: Yes, it did, at first. But it’s better now.

A: What happened?
B: I broke my arm.
A: How did it happen?
B: I was playing football and I fell over.
A: Did it hurt?
B: Yes, it did, at first. But it’s better

A: What happened?
B: I broke my arm.
A: How did it happen?
B: I was playing football and I fell over.
A: Did it hurt?
B: Yes, it did, at first. But it’s better now.

Do you like the dialogue?
A: Hello, what’s your name?
B: My name is Juan.
A: What is your nationality?
B: I am Venezuelan.
A: What is your job?
B: I am a student.
A: When did you start studying English?
B: I started studying English five years ago.
A: You speak English very well.
B: Thank you, but I would like to improve it.
etc.

The rules of conversational “tennis”:
Show interest, surprise, etc. Are you? Really?
Return the question: What about you?
Supply extra information: I’m Venezuelan. I’m from Caracas.

A: Hello, what’s your name?
B: My name is Juan.
A: Hi Juan. I’m Kim. What is your nationality?
B: I am Venezuelan. I’m from Caracas,
A: Are you? What is your job?
B: I am a student. What about you?
A: I’m a teacher. When did you start studying English?
B: I started studying English five years ago. When I was at school.
A: Really? You speak English very well.
B: Thank you, but I would like to improve it.
etc.

Magic formula
3 A
Answer
Add
Ask

What do good speakers do?
What can they do?
work fast, be spontaneous, and cope with unpredictability
anticipate and plan ahead
ignore inessentials, and carry out the task using minimal means
be accurate
be versatile, i.e. perform a range of different speaking tasks about a range of different topics
be reliable, i.e. perform the task equally well under different, even adverse, conditions
interact, including the management of turn-taking , i.e.
recognizing the appropriate moment to get a turn
signalling the fact that they want to speak
holding the floor
recognizing when other speakers are signalling their wish to speak
yielding the turn
signalling the fact that they are listening

Activities. Maintaining conversation
Could you repeat that, please?
Sorry, I don’t catch what you said, Could you say it again, please?
I’m not sure if I understand.
I don’t quite see what you mean.
What does the “file” mean exactly?
Could you give an example?

Red tape is the most dangerous enemy of a free economy. (you don’t know what “red tape” is)
Teenagers nowadays are arrogant, rude and don’t respect their elders.(ask to give an example)
Supply is directly dependent on demand, and the same is true in the job market. (you don’t understand the whole sentence)

Сценарий

Yes/No

Стимул для говорения
Текстовая опора
Информационное неравновесие
Проблема
Видео эпизод

Навыки коммуникативного взаимодействия
Insistance questions
Help to tell the story
Continue the chain (because, and, but,…)
“Queuing”