Lecture-8
Technologies of teaching speaking.
(10-11 forms, students of academic lyceums and vocational colleges)
Plan
1.Types of speaking, the main mechanisms and forming, developing speaking habits and skills.
2.Difficulties of teaching speaking for B1 level pupils.
3. The system of exercises in teaching speaking.
4.The technology of developing critical thinking.
5. CEFR requirements of assessing speaking for B1 level pupils.
Key words: difficulties of teaching speaking, CEFR requirements, critical thinking, types of speaking, classroom activities, effective speaking activity, modeling.
Of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important: people who know a language are referred to as 'speakers' of that language, as if speaking included all other kinds of knowing; and many if not most foreign language learners are primarily interested in learning to speak.
Classroom activities that develop learners' ability to express themselves through speech would therefore seem an important component of a language course. Yet it is difficult to design and administer such activities; more so, in many ways, than to do so for listening, reading or writing. We shall come on to what the problems are presently, but first let us try to define what is meant by 'an effective speaking activity'.
Characteristics of a successful speaking activity
1. Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious, but often most time is taken up with teacher talk or pauses
2. Participation is even. Classroom discussion is not dominated by a minority of talkative participants all get a chance to speak, and contributions are fairly evenly distributed
3. Motivation is high. Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective
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