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Developing Classroom Speaking Activities

Unit 10, Discussion 3
by

Chad Rimbey

on 7 April 2013

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Transcript of Developing Classroom Speaking Activities

Questions Spoken Language is Complex Considerations for Developing Classroom Speaking Activities The Three Functions of Speaking 2. Talk as Transaction: The focus is giving/receiving information successfully. Examples: Hotel Check-in, Requesting Car Repairs Strategies for Teaching:
Talk as Interaction -Have students recall personal experiences while others practice reacting to what is said. Implications for Teaching Oral English -Which genres of speaking should be included in a course? Strategies for Teaching:
Talk as Transaction -More easily planned as there exists a large volume of available materials 1. Richards asserts spoken language is perceived as the preeminent skill when individuals judge competence in a language. 2. Spoken language is challenging because: -It can be planned or unplanned
-Contains slips or errors
-It includes many fixed phrases, fillers, and idea units
-It serves many different functions 1. Talk as Interaction: Conversation, primarily social, may be formal or casual, requires knowledge of many generic words, opening/closing, turn-taking patterns. 3. Talk as Performance: The objective is to transmit information to an audience. Examples include: lectures, public announcements, speeches. It is the most similar in structure to written English. Teachers should consider: -To what degree should each genre be emphasized? -A needs analysis for the students in the course -Identify teaching strategies for each genre which are appropriate for the students' level. -Dialogs with listener reactions omitted (Information Gap Activity) -Conversation Starters -Examples of naturalistic dialogs -Role plays with Real Word scenarios and information gap activities -Values clarification activities and collective brainstorming -Group discussions using controversial statements Strategies for Teaching:
Talk as Performance -Listen and watch a variety of speeches -Deconstruct and analyze examples of the genre -Work in pairs to prepare a text before performing it -Give careful consideration to the weight assigned pronunciation and grammatical accuracy 1. Among the three genres discussed by Richards (2010), which is the most difficult for an ELL to master? Which one is the quickest to master? Please explain your choices. 2. Based on either ESL or what you have observed in an Oral Communication course, choose a genre and share some additional strategies which you feel are especially effective to teach it. Richards, J. (n.d.). Developing Classroom Speaking Activities: From theory to practice. professorjackrichards. Retrieved November 14, 2010, from http://www.professorjackrichards.com/wp-content/uploads/developing-classroom-speaking-activities.pdf
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