Listening & speaking part 2

Noticing AGAIN! Can you think of activities to focus on ACQUISITION (use the tape scripts to so do).

Read the text on pages 166 & 167 for next class, and bring materials/ ideas about the topic of respect and discrimination.

PART 2: SPEAKING

Before we analyse it, let’s do it

Features about Speaking

A. Conversational Routines

B. Styles of SpeakingC. Functions of speaking

Remember these expressions:

This one’s on me It was lovely to see you

Thanks for coming I don’t believe a word of it

I don't get the point You look great today

Nearly the time. Got everything As I was saying

I’ll be making a move then I see what you mean Let me think about it Just looking, thanks

I’ll be with you in a minute It doesn’t matter

A. Conversational Routines

and

these ones:

DO YOU KNOW WHAT I MEAN…AT THE END OF THE DAY…AND ALL THE REST OF IT

AND ALL THAT SORT OF THINGI DON’T KNOW WHAT IT IS

AND THIS, THAT AND THE OTHERFROM THE POINT OF VIEW OF…

A HELL OF A LOT OF…IN THE MIDDLE OF THE NIGHT

DO YOU WANT ME TO DO…ON THE OTHER SIDE OF THE…I DON’T KNOW WHAT TO DO…

IF YOU SEE/ KNOW WHAT I MEANDO YOU WANT TO HAVE A…

Got the time? I guess it must be quite late now? What’s the time? Do you have the time? Can I bother you for the time? You wouldn’t have the time would you?

B. Styles of Speaking

Age Role Sex…

Have you seen the boss? › Have you seen the manager? LEXICAL

Whachadoin?› What are you doing? PHONOLOGICAL

Seen Joe lately?› Have you seen Joe lately?

GRAMMATICAL

A. Styles of Speaking

1. Talk as interaction2. Talk as transaction3. Talk as performance

C. Functions of Speaking

Examples: Chatting to an adjacent passenger during a plane flight (polite

conversation that does not seek to develop the basis for future social contact)

Chatting to a school friend over coffee (casual conversation that serves to mark an ongoing friendship)

A student chatting to his or her professor while waiting for an elevator (polite conversation that reflects unequal power between the two participants)

Telling a friend about an amusing weekend experience, and hearing him or her recount a similar experience he or she once had (sharing personal recounts)

1. Talk as Interaction = Conversation

(see sample dialogue)

Main Features Has a primarily social function Reflects role relationships Reflects speaker’s identity May be formal or casual Uses conversational conventions Reflects degrees of politeness Employs many generic words Uses conversational register Is jointly constructed

Skills Involved Opening and closing conversations Choosing topics Making small-talk Joking Recounting personal incidents and

experiences Turn-taking Using adjacency pairs Interrupting Reacting to others Using an appropriate style of speaking

Examples: Classroom group discussions and problem-solving

activities A class activity during which students design a

poster Discussing needed computer repairs with a

technician Discussing sightseeing plans with a hotel clerk or

tour guide Making a telephone call to obtain flight information Asking someone for directions on the street Buying something in a shop Ordering food from a menu in a restaurant

2. Talk as Transaction (see sample dialogue)

Main Features It has a primarily information focus. The main focus is on the message and not

the participants. Participants employ communication

strategies to make themselves understood. There may be frequent questions,

repetitions, and comprehension checks, as in the example from the preceding classroom lesson.

There may be negotiation and digression. Linguistic accuracy is not always important.

Skills Involved Explaining a need or intention Describing something Asking questions Asking for clarification Confirming information Justifying an opinion Making suggestions Clarifying understanding Making comparisons Agreeing and disagreeing

Examples: Giving a class report about a

school trip Conducting a class debate Giving a speech of welcome Making a sales presentation Giving a lecture

3. Talk as Performance

Main Features A focus on both message and

audience Predictable organization and

sequencing Importance of both form and

accuracy Language is more like written

language Often monologic

Skills Involved Using an appropriate format Presenting information in an

appropriate sequence Maintaining audience engagement Using correct pronunciation and

grammar Creating an effect on the audience Using appropriate vocabulary Using an appropriate opening and

closing

Now identify the different activities

and categorise them.

(see activities Upstream)

Speaking Activities Discuss

(P. 165) Useful language + discuss

(P. 171 Ex 18 & 19) Useful language + discuss

(P. 172 Ex 20a & b) Discuss

(P. 172 Ex 21a) Exam Practice: Individual long turn

(P. 173 Ex 26)

And what about these?

(see activities CELTA p. 56-59)

Checklist: What will be the focus of the activity – talk as

interaction, transaction or performance? How will the activity be modelled? What stages will the activity be divided into? What language support will be needed? What resources will be needed? What learning arrangements will be needed? What level of performance is expected? How and when will feedback be given?

Where does this take us?

Find out next session…

Have a great weekend !!!