英语教学法复习提纲Unit9VIP免费

Unit9TeachingSpeaking77.Thenatureofspokenlanguage:/(characteristicsofspokenlanguage)1).Whatisspeaking?Speakingisaskillthatthestudentswillbejudgeduponmostinreal-lifesituations..2).Spontaneousspeech:Spontaneousspeechmeansthatitisfulloffalsestarts,repetitions,incompletesentences,andshortphrases.3).Anotheraspectofproducingspokenlanguageisthetime-constraint.Thestudentsmustbeabletoproduceunplannedutterancesinrealtime,otherwisepeoplewillnothavethepatiencetolistentothem.4).Whatarethespeakingactivities?Consideringtheaspectsofthenatureofspokenlanguagediscussedabove,whichofthefollowingactivitiesdoyouthinkwouldhelptopreparestudentsforreallifespeechinEnglish?1).readingaloud(2)*2).givingapreparedtalk3).learningapieceoftextordialoguebyheart(1)*4).interviewingsomeone,orbeinginterviewed5).doingadrill78.Twofactorsshouldbeconsideredindesigningspeakingtasks1)Whenwedesignspeakingtasks,oneimportantconsiderationisthelanguageproficiencylevelofthestudents.Ifweaskthemtodotasksthatareabovetheirlevel,theywillsimply2)becomefrustratedanddemotivated无刺激的.Ontheotherhand,itisgoodtogivethestudentstasksattimesthatchallengethem,becauseifspeakingtasksareallwastooeasy,theycanalsobecomedemotivated.79.Thereareseveralothersuccessfulfactorstoconsiderwhendesigningspeakingactivities:1).Maximumforeigntalk:Thestudentstalkalotintheforeignlanguage.Onecommonprobleminspeakingactivitiesisthatstudentsoftenproduceoneortwosimpleutterancesintheforeignlanguageandspendtherestofthetimechattingintheirnativelanguage.Anothercommonproblemisthattheteachertalkstoomuchofthetime,thustakingawayvaluablepracticetimefromthestudents.2).EvenparticipationAsuccessfultaskshouldencouragespeakingfromasmanydifferentstudentsaspossible.3).HighmotivationTeacherscandoalottoincreaseandmaintainthemotivationofstudentsbythetypesoftasksthattheyorganizeinclass.Studentsareeagertospeak,whenthetopicisinterestingorthereisaclearobjectivethatmustbereached.Againgreatcareshouldbetakentomakesurethetaskisinlinewiththestudents'abilitytodealwiththetask.4).RightlanguagelevelInasuccessfulspeakingtask,thelanguageisattherightlevel.Thetaskmustbedesignedsothatstudentscancompletethetasksuccessfullywiththelanguagethattheyhave.80.Usinggroupworkinspeakingtasks1).ReasonsThefirstcharacteristicofasuccessfulspeakingtaskisthatstudentstalkalotintheforeignlanguage.Asecondreasonfordesigningspeakingtaskstobecompletedinsmallgroupsisthatoftenstudentsareafraidofcriticismorlosingfaceortheysimplyfeelshyaboutspeakpersonortoafewotherpeople.2).TheadvantagesofusinggroupinspeakingtasksSmallgroupworkhelpsstudentslearntoworkcooperativelyandithelpsthemdevelopinterpersonalskills.TheylearnhowtoworkwithawidervarietyofpeopleDevelopmentoftolerance宽容,mutual相互respectandharmony(1992:34).81.Purposeofspeaking:Sincespeakingisthereciprocal/mutualoflistening,thesameistrueofspeaking.So,itmakessensetodesigntaskstohelpthestudentspracticebothlisteningandspeaking.82.Littlewood(1981:20)dividescommunicativespeakingactivitiesintotwotypes:1).Functionalcommunicationactivities2).Socialinteractionactivities.83.Fewtypesofspeakingactivities/tasks.1).Information-gapactivities:studentshavedifferentinformationandtheyneedtoobtaininformationfromeachotherinordertofinishthetask.2).Dialoguesandrole-plays(1)Dialogue:Adialogueisalwaysbetweenatleasttwopeople,sowecanneverpredictwhattheotherpersonwillsaynext.(2)Arole-playArole-playmeansthestudentscanpretendtheyareactingassomeoneelse.(3)Thenaturalspeechofnativespeakers:Thenaturalspeechofnativespeakersisoftenphrasesorsentencefragmentsfullofpauses,falsestarts,andrepetitionsaswepointedoutinaprevioussection.(4)Disadvantagesofmostdialoguespresentedintextbooks:Notauthenticornatural.OnlytoteachstudentsthegrammarofthelanguageMostdialoguesaretaught.Studentsmemorizedialoguesbyheart.(5)Whatcanteachersdotomakedialoguesmorecommunicative?ToturnthedialoguesintoroleplaysTomakedialoguesmoresimilartoreal-life3).ActivitiesusingpicturesAppropriatepicturesprovidecues,prompts,situationsandnon-verbalaidforcommunication4).Problem-solvingactivities84.Otherspeakingactivities:5).Findsomeonewho…6).BingoActivitiesBingoisaneasygametosetupandcanbeusedtopractisemanylanguageareas.Givethestudentsagamecardwith16boxesonit(orhavethemmaketheirown).Decidewhatcategoryofwordsyouwanttoworkon–acommononeisnumbers.Forexample,tellthestudentstowritedownonenumberineachboxinrandomorderfrom1to30.Thiswayeachstudentwillhavedifferentnumbersandindifferentboxes,sotheycannotsimplylookattheirneighborfortheanswers.Theteachercallsoutthenumbersinrandomorderandwritesdownthenumbersasshe/hesaysthem.ThestudentsdrawanXthroughthenumbersastheyhearthem.OnceastudentgetsfourXsinaroweitherhorizontally,vertically,ordiagonally,he/shecancalloutBINGO!Thestudentreadsoutthenumbersinthatlinesothattheteachercancheckifshe/heactuallycalledoutthosefournumbers.7).Changethestory8).Nospecificresponses