Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К

PRACTICAL LESSON # 7 Speech as a bilateral process. Common difficulties in auding and

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PRACTICAL LESSON # 7 Speech as a bilateral process. Common difficulties in auding and
speaking.

Questions for discussion:
Let’s start with the question ‘Why do we speak? What are the reasons for speaking in real life?
Activity 1. Work in groups and make up a list of reasons for speaking in real life.
Possible answers:
In real life we speak:

to transfer some info
to realize some intentions
to establish / maintain some relations
to show one’s knowledge
to ask for something

Activity 2. How do we speak (characteristics of process / language used)?

in real life	in classroom
- “long turns” (prepared speech, lectures)
- “short turns”
- simple structures
- ellipsis
- set expressions
- fillers / pauses (hesitations)
- repetitions / rephrasing

What is speaking in the classroom?
Activity 3. Mark these statements as true, false or debatable. Put a tick () in the right column.

Speaking in the classroom
	T	F	D
1. Speaking is producing oral utterances
2. Speaking is always interactive
3. Speaking always involves a thought process
4. Speaking may have no message at all
5. The language of speaking can be successfully acquired from books
6. Speech errors show that the speaker needs more practice.
7. The interaction of learners in lessons produces a lot of noise and makes learning difficult or impossible.
8. The more English words learners know the more they are able to speak.
9. Natural communication between the teacher and learners in lessons in the best way to teach speaking.
10. Communication games should be used to lower stress in lessons
11. Simulation exercises should be used only after the learners have acquired the necessary language
12. An information gap activity involves one learner communicating information that the other learner doesn’t have
13. A task - based approach to speaking means that fewer texts will be offered to the learners
14. A process – oriented approach to speaking means that emphasis will be pout on developing skills rather than learning the text of a dialogue or a monologue

Speaking can be looked upon under these headings:

1) Accuracy 2) Fluency
What do they both imply?
If accuracy is form, then fluency is meaning.
What does accuracy involve?
It involves the correct use of vocabulary, grammar and pronunciation.
What does fluency involve?
It involves the ability to keep going when speaking spontaneously; when speaking fluently students should be able to get the message across, regardless of grammatical and other mistakes.
What problems occur with speaking activities?

Activity 4. What problems occur with speaking activities? Can you think of any?
Work in groups and make a list of problems with speaking you, yourselves as students come across with and learners at school might have.
Possible answers P.Ur p.121 Box 9.2

What can the teacher do to help solve some of the problems?

Use group and pair work. It increases STT and lowers inhibition of learners who are unwilling to speak in front of the class.
Base the activity on easy language. In general, the level of language needed for a discussion should be lower than that used in intensive language – learning activities it should be easily produced, so that they can speak fluently with the minimum of hesitation. It is a good ides to teach or review essential vocabulary before the activity starts.
Make a careful choice of topic and task to stimulate interest. The clearer the purpose of the discussion the more motivated the learners will be.
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