Мастер класс по теме «Коммуникативные способы обучения разговорной речи»

MASTER CLASS

“SPEAKING SKILLS DEVELOPMENT”

Natalya Levchuk, Tatyana Zemchenkova Lyceum №3,Volgograd

Summary

I. Warming-up.

Choose a symbol, find your partners in the group, talk to them for 3 min., trying to understand why you all have chosen the same symbol.

One participant from the group introduces her partners, tells the whole class why they have chosen this symbol.

II. Aims.

∙To raise participants' awareness of speaking as a communicative skill

∙To familiarize participants with different types of activities for teaching speaking

∙To train participants in designing teaching/learning activities for their classroom

Outcomes.

By the end of the module the participants will have:

∙built a systemic view on developing speaking skills,

∙developed a format for designing communicative speaking tasks,

∙designed communicative tasks for developing speaking skills appropriate to their classroom situations.

III. Speaking in real world.

Step 1

As this module is devoted to teaching speaking 1 suggest we should try to speak ourselves.Today we are going to discuss air pollution. Start!

(The teacher waits for 30 sec.)

Why didn't/' mightn’t you feel like taking part in the discussion? Why was it difficult for you to run the discussion'?

The truth is that a lesson like this is more likely to produce silence or a desultory sentence or two than a scorching debate. Why this happens?

(Eliciting)

- no interest in the subject,

- no relevant knowledge or experience,

- no motivation,

- no desire or perceived need to speak about it,

- slight panic: (The teacher wants me to say something and I haven't had time to think.),

- some students dominate, whereas some are unwilling to give their ideas,

- some students haven't the language skills to discuss what they are supposed to discuss.

(to check: Scrivener, 59; Gower. Walters, 137)

Step 2

The basic problem in F.L.T. is to prepare learners to for communication. The recent emphasis on communication has focused particular attention on way of promoting speaking skills. In order to teach to communicate it is necessary to understand the process of oral communication in real life.

I'd like to start with an analogy with the driver of a car may be helpful. What knowledge does a car driver need? Clearly he or she needs to know the names of the controls; where they are; how they are operated. However, the driver also needs the skill to be able to use the controls to guide the car along the road without hitting various objects.

What is a speaking process?

In a way, the job we do when we speak is similar. We do not merely know how to assemble sentences in the abstract: we have to produce them and adaptthem to the circumstances.

That is, there is a difference between knowledge about a language and a skill in using it.

What is meant by knowledge?

- pronunciation,

- vocabulary,

- a set of grammar rules,

- how they are used.

What is skill? - The abilityto use them.

What is the main difference between knowledge and skill? (from the point of view of learning) (elicit)

A fundamental difference is that while both can be understood and memorized, only a skill can be imitated and practiced.

Step 3

There are 2 types of skills –

*motor-perceptive (doing things ‘right’)

- choosing the right forms

- putting them in the correct order

- articulating sounds correctly

- producing the right meanings

This view of language skills influenced the list of exercises

- oral drill

- model dialogues (continue)

- pattern practice

- oral composition.

But there are some learning problems that exercises like these do not solve:

students are not able to transfer the knowledge from a language-learningsituation to a language-using situation.

The point is that in addition to the motor-perceptive skills there are other skills to be developed.

*This kind of skill we call interaction skill. This is the skill of using the knowledge and basic motor-perceptive skill to achieve communication.

Task:

Here is a list of things that we tend to teach and test in language courses. Which are only examples of motor-perceptive skills and which are also examples of interaction skills?

1. Show an ability to produce at least 35 of the 40 phonemes in British English.

2. Form the perfect tense correctly with have followed by the past participle of the lexical verb.

3. Be able to ask someone the time.

4. Have the ability to introduce yourself to someone you have never met.

5. Be able to use atcorrectly with expressions of time and place.

6. Show an ability to describe your flat or home clearly to a decorator or estate agent.

7. Be able to use correctly the three finite forms of lexical verbs.

8. Be able to use the telephone to obtain information about train/plane/bus times.

If you were test these language abilities, which would be easiest to test by asking for one correct answer?

Step 4

What’s the basic planning tool in teaching speaking (a language learning task).

Teachers always have to design speaking activities themselves what should be to tasks into consideration while designing the tasks.

What are the components of the task?

According to Nunan a task has got the following components.

Goals Teacher role

Input TASKS Learner role

Activities Settings

Step 5

Goals. Answer the question:

*Why do you get learners to engage in the task?

*What do goals depend on?

1 - the curriculum (Federal standard)

2 - learners' needs

*What does it influence?

- the choice of the linguistic items

- the choice of the topic

- the choice of activities

- setting

Handout 1

Step 6

The curriculum and the learning needs will influence the material to base speaking on. It is called INPUT.

Input refers to the data presented for learners to work on. It can be:

Verbal - a dialogue, written or spoken text .

Non-verbal - picture, music, sound, situation you're observed.

Authentic - real life

Pedagogical - designed by the authors.

Step 7

Activity is the third component. Iit specifies what learners will actually do with the input which forms the point of departure for the learning task.

What is the aim of communicative activity?

Theaim of a communicative activity in class is to get learners to use the language they are learning to interact in realistic and meaningful ways, usu. involving exchanges of information.

As you have understood, communication activities are usually designed to give:

- creative practice opportunities for predicted language areas;

- general communicative practice, where the specific language focus is less relevant.

Task:

Tick the items on the foil. List which are communicative activities.

(in groups)

Look at the three short conversations in the handout. Discuss:

- what language is practiced in these conversations;

- in what situation each conversation might take place in real life;

- why the person might be asking the question.

Methologists have proposed activities of 2 kinds:

Task:

Decide whether the following tasks are Controlled(C), Semi-controlled (SC) or Free (F).

The ratio between controlled, semi-controlled, free activities will change with the level of English studies.

What activities are more common at elementary, advanced level?

Step 9

What speaking activities do you do in your classroom? (Group discussion)

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

IV. Practice.

Now let’s practice some of the communicative activities.

1) For the first activity we need two volunteers to come out here. Introduce yourselves, please. Look at each other for one minute trying to memorize as much as possible. Now turn back to each other and describe your partner’s clothes.

(The participants carry out the task.)

This activity is called “Memory game” and the tasks can be different: to describe your partner’s appearance or a picture by memory.

2) For the next activity we need to divide the class into groups. Today we have two groups. Look at the board. You can see pictures of different holiday tours. First discuss in pairs and then in your group what tour to choose. Suggest your ideas and give reasons. At the end of the activity you will have to present your final choice.

(The participants carry out the task and present their choices.)

The activity is called “The final choice” (a type of discussion) and it’s efficient at the advanced level.

*Please,identify the type of communicative activity you have just taken part in.

*Now we’d like to hand out you the activities to use in class.

(Handout for the teachers)

IV. Reflection.

The master class is coming to the end. Complete the reflection table. What discovery have you made today?

V. The ending.

HANDOUT FOR TEACHERS

Controlled activities

Controlled activities are:

*Listen and speak (drills)

*Chains (the teacher gives prompts – sentence, word or picture)

*Bingo!

*Snowball, etc.

Bingo game “Pets”

*Put the words (pictures) of pets on the board and ask the students to say what pet they have at home/like very much.

*Then tell the class: “I have got this pet at home. Guess what I have got. Ask questions.”

S1: Have you got a cat?

T: No, I haven’t.

S2: Have you got a parrot?

T:Bingo! I’ve got a parrot.

*The winner takes the role of the teacher (you can put a party hat on his head). The game goes on.

Bingo game “Present Continuous”

*There are pictures of rooms on the board and the example of the exchange. One student chooses a room and an activity. The rest of the students ask questions to guess the activity.

P1: I am in the living room. What am I doing?

P2: Are you reading a book?

P1: No, I’m not.

P3: Are you watching TV?

P1: No, I’m not.

P4: Are you listening to music?

P1:Bingo! I am listening to music.

Chain games “Travelling. Means of transport”

*Practice: Future Simple; verbs go to, visit, come to, fly to, sail to, travel to, drive; phrases by car, by ship, by plane, by train, by coach.

Teacher:Today we are going to travel around the world. But first we must get prepared for it. Let’s have a look at the route of our journey. Repeat after me the names of the countries.

Poland→Germany→France→England→Canada→USA→Brazil→

Australia→Japan→China→Turkey→Greece→Italy→Spain→Bulgaria

*Now let’s discuss the means of transport we will need for our travelling. Which transport can you suggest?

We should use not only the verb to go but other verbs and phrases to describe our journey.

(The teacher writes the verbs on the board.)

*So we are ready. Let’s start. We are at the airport now. First we will fly to Moscow by plane. (The teacher writes the sentence on the board.) Then, …

P1: Then we’ll go to Poland by train.

Р2:…

Semi-controlled activities

Semi-controlled activities are:

*Miming

*Guess

*Memory game

*Finish the story

*Wave

*Interview or survey, etc.

Wave game “Nationalities”

*Put cards with countries’ names and nationality words. To warm up ask the students to repeat the words on the board. The teacher and one of the advanced students present the exchange.

T: I’m from Russia. What nationality am I?

S: You are Russian.

*The game starts with the first student and then goes on up to the last pair making the wave of questions and answers.

P1: I’m from Greece. What nationality am I? → P2: You are Greek. I’m from Poland. What nationality am I? →P3: You are Polish. I am from…

Survey “Present Perfect”

*The teacher asks the student to make a survey of the class’s experience. “The journalist” asks questions to 3 or 4 classmates using Present Perfect. Then he completes the table and prepares the report. For example,

P1:Kate, have you ever been to Moscow?

Kate:Yes, I have.

P2:Oleg, have you ever travelled by plane?

Oleg:No, I haven’t.

Example:

The jurnalist’s report:Kate has been to Moscow, but she never travelled by plane. She has broken her arm, but she hasn’t had an operation.

Intervew “Simple Present. Routines”

*Warm-up. Ask the students to name some things they do (or don’t do) most days (for example, eat breakfast, go to work, or watch TV). Write some of these activities on the board. Then ask a few individual students questions based on these activities. Use the present simple. For example, Maria, do you eat breakfast every day? Make sure students reply using verbs in the simple present.

* Give each student a copy of the Student’s Page.

* Explain the students that they will ask each other questions about routines in their daily lives. They will walk around and ask classmates the questions in the chart. When they find someone who follows a routine in the chart, they should write that student’s name next to that routine. Later, they will write sentences about these students.

* To model the activity, have two students to play Student A and Student B.

Student’s work sheet

1. Talk to your classmates about routines in their lives. Write their names in the chart.

2. Write sentences about your classmates’ answers.

Example:

Student A: Oleg, do you shop online?

Student B: No, I don’t. I never shop online

Free activities

Free activities are:

*Discussion

*Story tellers

*Information gap

*Mini-projects (make an advert or a leaflet, etc)

Storytellers

* Divide the class into groups.

* Ask the students to listen to some sounds on the tape (a gust of wind, a scream, etc.).

* Explain the students that they will have to make up a story based on the sounds. You can give an example of how to start a story and write it on the board.

* The students carry out the task in groups and after a while present the story to the class.

Information gap

* Divide the class into pairs.

* Hand out the working sheets with the picture/plan of a room for the 1^st student and the same but empty picture for the 2^nd student.

* Explain the students that they will have to ask and answer questions in order that the 2^nd student will be able to draw the plan of the room.

* The students carry out the task in pairs and after a while present the pictures to the class.

NB!The teacher should name the important mistakes only after the students have finished speaking.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/258376-master-klass-po-teme-kommunikativnye-sposoby-