- •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
Group discussion is a problem-solving activity with a puzzle, conflict of opinions and problem-resolution as a result of concerted group efforts
Information gap is a teaching technique to distribute information unevenly among the participants in order to stimulate their interaction in an attempt to pool all the information together
Interactional language focuses on the listener and aims at “oiling the wheels” of communication and contact
Monologue a relatively long speech turn
Narration is a genre of a monologue, in which a speaker describes a process or an event in the chronological order
Negotiation of meaning is the communicative strategy to bridge the gap of understanding each other between the participants in oral conversation
Presentation is a communicative technique of bringing before the public the results of one’s individual or group performance
Problem-solving is a communicative technique with a puzzle, conflict of opinions and problem resolution as a result of individual or group efforts
Project is an activity to resolve a problem by tapping available resources and producing a final product
Reasoning is a genre of a monologue, in which a speaker follows a logical sequence and comes to a conclusion
Role-play is a communicative technique with role distribution, plot development and resolution of the situation
Slips of the tongue are oral language inaccuracies caused by brain processing failures
Speaking is a communicative skill of sending an oral message
Transactional language focuses on the message and aims at getting things done with business in mind
References and Further Reading
Aitchison, J.1999. The Articulate Mammal. An Introduction to Psycholinguistics. L. N.Y.
Berer, M. and M. Rinvolucri. 1981.Mazes. Henemann
Bialystock, E. 1990. Communication Strategies. Oxford: Blackwell
Brown, G and G.Yule.1997. Teaching the Spoken Language. CUP.
Brown, G. and Yule. G. 1983 Teaching the Spoken Language: an approach based on the analysis of conversational English. CUP.
Brown, H. 1994. Principles of Language Learning and Teaching. Prentice Hall
Brown, R. 1970. Psycholinguistics. Selected Papers. N.Y.
Bygate, M. 1987. Speaking. OUP.
Byrne, D. 1986. Teaching Oral English. Longman.
Carter, R and M. McCarthy, 1995. Language as Discourse: Perspectives for Language Teaching. London:Longman
Carter, R. and M. McCarthy. Exploring Spoken English. CUP. 1997
Ellis, R. 1994. The Study of Second Language Acquisition. OUP
Hadfield, J. 1987. Advanced Communication Games. Nelson.
Hadfield, J. 1987. Advanced Communicative Games. Nelson.
Harley, T., 1995. The Psychology of Language. Psychology Press.
Hymes, D. 1971. On Communicative Competence. University of Pennsylvania Press
Johnson, K. 1982. Five principles in a "communicative exercise type". Communicative Syllabus Design and Methodology. Prentice Hall.
Jordan, R. 1990. "Pyramid discussion. ELTJ 44/1.
Lightbown, P., and N.Spada. 1993. How Languages Are Learned. OUP
Littlewood, W. 1981. Communicative Language Teaching: an Introduction. CUP
Mc.Donough, S. 1995. Strategy and Skill in Learning a Foreign Language. London.
Nunan, D. 1993. Introducing Discourse Analysis. Penguin Books
Nunan. D., 1991. Language Teaching Methodology. Phoenix
Porter Ladousse, G. 1987. Role Play. OUP
Roth, I. Ed. 1994. Introduction to Psychology. The Open University.
Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg
Ur, P. 1991. Discussions that Work. CUP
Ur, P. 1996. A Course in Language Teaching. CUP.
West, R. 1995. Developing Speaking Materials - Role-play and Simulation. Unit 5. The University of Manchester
West, R. 1995. The Teaching of Speaking Skills In A Second Language. Unit 0. Introduction. The University of Manchester.
Wright, A., M. Betteridge and M. Buckby. 1984. Games for Language Learning. CUP
Copyright Millrood, R. 1999. Teaching to Speak. Modules in ELT Methodology