- •Teaching to Speak
- •What do you have to do in this unit?
- •Input reading 1
- •Exploratory task 1.1
- •Exploratory task 1.2
- •Exploratory task 1.4
- •Exploratory task 1.5 Give a word for the definitions. Record all the guesses made unwittingly by the participants. Give the final decision.
- •Exploratory task 1.6 Match the following “slips of the tongue” with their types. Comment on the mechanism of slips in each case
- •How will you repair the following conversation making it more organized? Who are the participants and what are they talking about?
- •Exploratory task 1.8
- •Exploratory task 1.9 Read the following dialogues and write analogous conversations on a different subject. Act them out and reflect on what makes dialogues sound “authentic-like”
- •In the space provided write the devices of the conversational discourse found
- •Exploratory task 1.11
- •Exploratory task 1.13
- •Exploratory task 1.14
- •Input reading 2
- •Exploratory task 2.1
- •Exploratory task 2.2
- •Exploratory task 2.3
- •Match the ways to set up a problem for discussion with the topics for discussion
- •Exploratory task 2.5 Students comment on the following proverbs and sayings that have the word “love”. After the activity the evaluation form is completed (1- no, 2 – in a way, 3 – yes)
- •Exploratory task 2.6
- •Speak from the following cues and say which cue you liked most of all and why.
- •Exploratory task 2.10 Match the learner difficulties and the “remedies” for them
- •Three-phase framework Three-phase framework of teaching to speak consists of the pre-speaking, while-speaking and post-speaking activities. These activities are shown in the table:
- •Exploratory task 2.11
- •Micro-teaching
- •Group discussion is a problem-solving activity with a puzzle, conflict of opinions and problem-resolution as a result of concerted group efforts
- •References and Further Reading
Exploratory task 2.10 Match the learner difficulties and the “remedies” for them
Learner difficulties |
Remedy |
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Three-phase framework Three-phase framework of teaching to speak consists of the pre-speaking, while-speaking and post-speaking activities. These activities are shown in the table:
Phase |
Contents |
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Schemata and language activation. Speaker motivation. Idea preparation.
Role-playing, problem-solving, story-telling, game-playing, socializing.
Reflection on the activity. Focus on language. Focus on ideas. Integrated skills. Further tasks. |
Pre-speaking activity is to prepare the participants for the main speaking activity. Schemata activation is recalling prior world-knowledge of the participants that is relevant to the speaking situation. Questions, pictures and texts can be used to these ends. Brainstorming is an activity used to generate ideas in small groups before the main speaking activity. The purpose is to generate as many ideas as possible within a specified time period. The ideas are not evaluated until the end of activity time. (Brown, H. 1994. Principles of Language Learning and Teaching. Prentice Hall). Motivation of participants can be enhanced when they clearly see the communicative problem and the ways to resolve it. While-speaking the participants actually resolve the communicative problem and produce its resolution as a result of the role-play, problem-solving, socialization or communication game. Post-speaking can provide opportunities for the learners to re-visit the language and ideas produced and to think of the ways to make communication more effective. An important part of the post-speaking activity is the development of integrated communicative skills, i.e. reading-and-speaking task, listening-and-speaking task, speaking-and-writing task etc. (Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg)
Exploratory task 2.11
Refer the following tasks to either pre-speaking, while-speaking or post-speaking activities. (The learners are shown a photo, on which a man is ready to jump down from the roof of a high-rising building)
Task |
Phase |
A/ What words and phrases have been used to describe what the man felt? B/ Write a note that the man had left before deciding to take his own life C/ Why do you think the man is standing on the edge of the roof? (the photo is demonstrated to the learners) D/ Why do you think the man is thrusting himself down? (the photo is demonstrated to the learners) E/ Do you think the man might have a sense of adventure? F/ What type of character one needs to jump down from the top of the high-rising building? G/ Discuss in small groups the reasons why people decide on taking their own lives and produce a list or reasons. H/ Share the results of discussion with other small groups. |
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