: Students must exchange specific data to complete a goal.
While I cannot provide a direct PDF download due to copyright restrictions, this comprehensive guide covers the key frameworks, theories, and practical activities outlined in the book. This content is designed to serve as a detailed study guide for teachers and teacher trainers.
| Technique | Description | Thornbury’s Rationale | | :--- | :--- | :--- | | | Learners ask questions to fill a grid (e.g., "Find someone who..."). | Automates question formation. | | Image sequence retelling | 3-4 pictures; learners retell as a narrative. | Practises temporal discourse markers. | | Live listening | Teacher performs a short monologue; learners transcribe key phrases. | Models natural speech (ellipsis, false starts). | | Minimal responses | Teach "Uh-huh," "Right," "No kidding!" as listening feedback. | Builds interactional backchanneling. | how to teach speaking thornbury pdf
Teaching must address the bottleneck between formulation and articulation. Fluency breakdowns occur because learners cannot process grammar and lexis fast enough.
: Providing the necessary language or time for students to prepare their thoughts. Conducting the Task : The actual communicative activity. : Students must exchange specific data to complete a goal
Speaking is a crucial aspect of language learning, and teaching speaking skills can be a challenging task for language instructors. Scott Thornbury, in his book "How to Teach Speaking", provides a comprehensive guide on how to teach speaking effectively. This paper will outline Thornbury's key principles and provide practical tips on how to teach speaking in the classroom.
Thornbury, S. (2005). How to teach speaking. Harlow: Pearson Education. | Technique | Description | Thornbury’s Rationale |
Conversation is a joint activity. Learners often struggle with the rules of "traffic control" in speaking. Teachers must teach: