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Speaking Activities


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The aim of speaking is communication, therefore there might be an objective for communication. Teacher should set the objective? How?

Published in: Education, Technology

Speaking Activities

  2. 2. <ul><li>TASK 1. Discuss with your partner: </li></ul><ul><li>Who speaks more in your classroom? </li></ul><ul><li>What kind of speaking activities do you develop with your students? </li></ul><ul><li>Why is it important to develop speaking skills? </li></ul>
  3. 3. TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in Language teaching <ul><li>(Willis 1996) presents it as a logical development of communicative Language teaching since it draws on several principles that formed part of the communicative Language teaching movement from the 1980’s. </li></ul>
  4. 4. <ul><li>Activities that involve real communication are essential for language learning. </li></ul><ul><li>Activities in which language is used for carrying out meaningful tasks promote learning. </li></ul><ul><li>Language that is meaningful to the learner supports the learning process. </li></ul><ul><li>TASKS ARE PROPOSED AS USEFUL VEHICLES FOR APPLYING THESE PRINCIPLES. </li></ul>
  5. 5. The Key assumptions of task- based instructions summarized by Feez (1998) <ul><li>The focus is on process rather than the product. </li></ul><ul><li>Basic elements are purposeful activities and tasks that emphasize communication and meaning. </li></ul><ul><li>Learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks. </li></ul><ul><li>Activities and tasks can be either: </li></ul><ul><ul><li>Those that learners might need to achieve in real life. </li></ul></ul><ul><ul><li>Those that have a pedagogical purpose specific to the classroom . </li></ul></ul>
  6. 6. <ul><li>Activities and tasks of a task- based syllabus are sequenced according to difficulty. </li></ul><ul><li>The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task and the degree of support available. </li></ul>
  7. 7. ACADEMIC TASKS <ul><li>Have four dimensions </li></ul>The products students are asked to produce The operations they are required to use in order to produce these products The cognitive operations required and the resources available The accountability system involved
  8. 8. Conversation is the central focus of language and the keystone of language acquisition.
  9. 9. SPEAKING ACTIVITIES Jigsaw tasks. Involves learners combining different pieces of information to form a whole. Information gap tasks. Two or more ss need to interact to complete each other’s piece of information. Problem solving tasks Ss are given a problem and a set of information. They must arrive at a solution to the problem Decision- Making tasks Ss are given a problem for which there are a number of possible outcomes and they must choose one through negotiation and discussion Opinion exchange tasks Engage in discussion and exchange ideas. They do not need to reach agreement
  10. 10. TASK 2. <ul><li>Choose one of the speaking tasks and tell what kind of speaking task it is and develop it with your partner. </li></ul><ul><li>How would you develop it with your students. Share your ideas. </li></ul>
  11. 11. THANK YOU !