1. Центр иноязычного образования
19 октября 2017 года
РАЗВИТИЕ УМЕНИЙ ГОВОРЕНИЯ
на уроках
английского языка
Кошкина Эмма Геннадьевна –
методист Центра иноязычного
образования КК ИПК

2. Speaking is…
the ability to produce ___1____ correct, ____2_____ connected ____3_____that are appropriate to specific_____4_____, and to do so using acceptable (that is, comprehensible)_____5_____.
a) pronunciation
b) logically
c) grammatically
d) sentences
e) contexts

3. Speaking is…
the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

4. Speaking as a language practice (accuracy)
Characteristics of:
Speaking as a skill (fluency)
Speaking as a language practice (accuracy)
Ss use any language at their command.
There is a clear communicative purpose.
Speech is often characterized by pauses, hesitation, paraphrase, fillers etc.
Activities are motivating and interesting, they promote real language use.
Ss use the language prescribed by the teacher.
There may or may not be a communicative purpose.
Ss receive language support.
Activities may or may not be of interest to Ss.

5. Problems with fluency a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

6. ???
Precede activities with extensive stages of preparation of some of the language the teacher has anticipated students may need to use during the activity.
Encourage and organise discussion of learning skills and objectives. Try to convince the learners of the value of trying to express themselves beyond their apparent linguistic limits, encouraging them to accept that 'mistakes are inevitable' in some activities in which the main focus is on oral communication.
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

7. !!!
Precede activities with extensive stages of preparation of some of the language the teacher has anticipated students may need to use during the activity.
Encourage and organise discussion of learning skills and objectives. Try to convince the learners of the value of trying to express themselves beyond their apparent linguistic limits, encouraging them to accept that 'mistakes are inevitable' in some activities in which the main focus is on oral communication.
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

8. ??? Thoroughly prepare for any discussion through
brainstorming and exchange of ideas.
Provide 'stimulus' materials (e.g. texts on the topic to be discussed).
Focus initially on information rather than opinion
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

9. !!! Thoroughly prepare for any discussion through
brainstorming and exchange of ideas.
Provide 'stimulus' materials (e.g. texts on the topic to be discussed).
Focus initially on information rather than opinion
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

10. ??? Pre-teach key vocabulary .
Teach exponents of defining (e.g. 'a thing which you do ... with'; 'a thing for ... ing') and of eliciting unknown words (e.g. 'What do you call a thing for ... ing?'). Focus initially on information rather than opinion
Provide learners with specific training in communication strategies (e.g. circumlocution, hypothesising )
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

11. !!! Pre-teach key vocabulary .
Teach exponents of defining (e.g. 'a thing which you do ... with'; 'a thing for ... ing') and of eliciting unknown words (e.g. 'What do you call a thing for ... ing?'). Focus initially on information rather than opinion
Provide learners with specific training in communication strategies (e.g. circumlocution, hypothesising )
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

12. ???
Analyse a (video) tape of native speakers involved in heated discussion, asking learners to pay attention to the speed and pitch of speech, body movements and gesture.
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

13. !!!
Analyse a (video) tape of native speakers involved in heated discussion, asking learners to pay attention to the speed and pitch of speech, body movements and gesture.
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

14. ???
Pursue and justify a policy of placing low priority on correctness and correction in certain activities.
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

15. !!!
Pursue and justify a policy of placing low priority on correctness and correction in certain activities.
a) Inhibition/lack of confidence
b) Fear of making 'mistakes'
c) The feeling of having nothing to say on the subject
d) Lack of appropriate language
e) Lack of practice in conventions of conversational interaction

16. Types of activities for developing oral fluency
a) Information-gap activities
b) Ranking activities
c) Jigsaw activities
d) Guessing activities
e) Problem-solving activities
f) Role play
g) Group discussion
h) Project-based activities
i) Prepared monologues

17. Information-gap activities
Students work in pairs. Student A has a very full diary and Student B has another. They have to find a time when it is convenient for them to meet.
exams/information-gap-activity
e=CLT+%28Communicative+Language+Teaching%29+resources&typ e=Printables&searchworksheet=GO

18. Ranking activities
Students are given a possible list of adjectives describing personality. In groups they must agree on the three most important characteristics of a friend/a teacher/a spouse and put these in order

19. Jigsaw activities
Students work in groups of four. Each student in the group has a different section of a text. Without showing the material to each other they have to decide on the order in which the sections occurred in the original, and pool their knowledge to answer general questions about the text. html

20. Guessing activities
Students work in small groups. Student A is given (or chooses) the name of a famous person. The other students have to discover the 'identity' of Student A by asking questions to which the answer is 'yes' or 'no‘. content/uploads/2015/12/Top10ESLSpeakingActivities- 1.pdf

21. Problem-solving activities
The students work in groups. Student A is given a bizarre story and an explanation of the background. She tells the rest of the group the story. The other students ask questions to try to discover the background.

22. Role play
The class reads a text about the dangers of smoking. They then divide into groups. Some groups ('doctors') prepare arguments to persuade someone to stop smoking. The other groups ('smokers') prepare their reasons for continuing to smoke. Finally the class is reorganised into pairs, each constituting a 'smoker' and a 'doctor'. The smoker has bronchitis and the 'doctor' tries to persuade her to stop smoking.
=Printables

23. Group discussion
Students work in groups with a series of statements on a topic they have read about. Together they have to try to reach a consensus on whether or not they agree with each of the statements.

24. Project-based activities
Students prepare a radio 'news' programme. They have access to newspapers and they appoint an 'editor', who is responsible for coordinating the preparation of 'stories' for broadcast. The programme is finally recorded onto tape.

25. Prepared monologues
Each student is asked to prepare to talk about a hobby or personal interest for two to three minutes. They must not read from a prepared text.

26. Stages of a speaking activity
A) Set up of the activity
B) Orientation and preparation
C) Feedback on language
D) Task repetition
E) Feedback on content

27. Stages of a speaking activity
B) Orientation and preparation
A) Set up of the activity
E) Feedback on content
C) Feedback on language
D) Task repetition

28. Ресурсы
EfOAd46FF8YgZIYC6qRe0CwkUjFDcGJ8 dapI/edit?usp=sharing Полезные ссылки для учителей английского

29. Спасибо за внимание!