萬眾矚目！一年一度的 Cambridge Day 劍橋英語師訓日即將登場！
Presentation 1 (Helen Sandiford)
Fluency: what is it, and how do we teach it?
The idea of speaker fluency, while desirable, is little understood. Common assumptions about fluency in a second language include perceptions that fluency is related to: a) smooth, uninterrupted speech b) speed of delivery c) ability to perform with the ease of a native -speaker. But when we look at conversations in a corpus we see that according to these criteria, native speakers are often dysfluent.
The presenter considers alternative criteria to assess fluency. These include a speaker’s ability to: a) communicate strategically (e.g. manage their own talk) b) deal with interruptions, fill gaps (using time to think expressions such as Well, let me think…) c) maintain the “flow” of a conversation using rhetorical devices like echoing, repetition, and paraphrase d) use “chunks” of language that have everyday pragmatic functions (e.g. using ‘vague’ expressions like and that kind of thing, and everything) e) the ability to respond appropriately, and apply good “listenership” skills (That’s great. I bet you were disappointed.)
The question then is, how do we go about teaching fluency? The presenter illustrates how the strategies outlined above can be taught, by drawing on a wide variety of activities from the conversation strategy lessons of Touchstone and Viewpoint.
Presentation 2 (Steven Gershon)
Developing Presentation Skills: It’s the Process!
Speaking in front of an audience is something that all of us are occasionally called upon to do in various settings—whether academic, professional or social. Yet, ‘public speaking’ is also on most people’s top-ten ‘fear’ list. This is understandable, as effective presentations involve a complex combination of linguistic, organizational and non-verbal skills. So, how can we teachers provide our students with the tools they need to successfully manage such a daunting, yet useful speaking task?
In this session, we’ll first focus on the skills that are involved in speaking to an audience. Then, we’ll analyze a process approach that clearly guides students step-by-step through the complete cycle of linked stages. Finally, we’ll look at how the structure of a process approach can provide the practical framework for a coherent presentation skills course.
Helen Sandiford has over twenty-five years experience as an English teacher, teacher-trainer, and sales and marketing specialist. She spent nine years in Japan setting up English programs and teaching in Japanese senior high schools and vocational colleges. She has conducted training seminars for English teachers throughout East Asia, and South America. She is a co-author of the highly successful Touchstone and Viewpoint print and online English language courses. She lives and writes full-time in Utah, U.S.A.
Steven Gershon is a professor at J. F. Oberlin University in Tokyo, where he has been teaching for more than 20 years. He presents frequently at ELT conferences throughout Asia and has written several popular course books, most recently the new edition of Present Yourself.
|13:30~14:30||Presentation 1 Fluency: what is it, and how do we teach it?|
|15:00~16:00||Presentation 2 Developing Presentation Skills: It’s the Process!|
SAT 5/7 ｜ 高雄 KAOHSIUNG
高雄市前鎮區中山二路 5 號
No.5, Zhongshan 2nd Rd., Qianzhen Dist., Kaohsiung City (3F Room Shangdao)
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捷運：搭乘高雄捷運紅線，於 R7 獅甲站 4 號出口出站，步行約 2 分鐘可抵達。
駕車：國道 1 號中山高速公路南下終點右轉接中山路往高雄市區約 3 公里可抵達。
SUN 5/8｜臺北 TAIPEI
中國文化大學推廣教育部 建國本部大夏館 B1（國際會議廳）
臺北市建國南路 2 段 231 號
B1, No. 231, Sec.2, Jianguo S. Rd., Da-an District, Taipei City
[ 交通資訊 ]
捷運信義線：大安森林公園站下，5 號出口出站，步行約 10 分鐘可抵達。
捷運文湖線：科技大樓站下，轉乘和平幹線公車或步行約 15 分鐘可抵達。
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H 小編 2016/4/8