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Effective Speaking
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues. - Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling. - Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
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Effective Speaking
- 1. Teaching Speaking Skills ShuebSultan AKU-IED (PDCN)
- 2. Objectives • What isSpeaking? • How to Teach Speaking Skills? • What to Teaching while teaching speaking skills
- 3. Do you thinkthat students are good at speaking?
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- 7. • Speaking is"the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). meaning contexts meaning contexts
- 8. 1. Feelings 2. Opinions 3.Personal details 4. Functions: a. Giving advice b. Expressing hope c. Telling stories d. Daily routines 5. Describing: a. People b. Places c. Objects d. Habits contexts meaning 1. Formal 2. Informal 3. At home 4. At school 5. In the street 6. On holiday 7. At a mall 8. A situation
- 9. Do You knowthat ? ? ? Many language learners regard speaking ability as the measure of knowing a language.
- 10. - First Part: Despiteits importance, for many years, teaching speaking has been undervalued. - Second Part: English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. The main issues are:
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- 12. • Teachers shouldcreate a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task. Provide real-life situations
- 13. Activities that PromoteSpeaking • Discussions • Role Plays • Simulations • Information Gap • Brainstorming • Storytelling • Interviews • Story Completion • Reporting • Picture Describing • Speeches • Show & Tell • Monologues • Dialogues
- 14. Do you thinkbirthdays are important?
- 17. Role Play The teachergives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)
- 19. Simulations • Simulations arevery similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a president, he/she wears a suit and brings a microphone to deliver his speech. Role plays and simulations have many advantages. • Such activities motivate the students and increase the self- confidence of hesitant students.
- 20. Brainstorming • On agiven topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. • The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
- 23. Interviews • Students canconduct interviews on selected topics with various people. • Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them become socialized. After interviews, each student can present his or her study to the class.
- 24. Storytelling • Students canbriefly summarize a tale or story they heard from somebody beforehand, • They may create/imagine their own stories to tell their classmates. • Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have.
- 25. Story Completion 1. Thisis a very enjoyable, whole-class, free- speaking activity for which students sit in a circle. 2. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. 3. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. 4. Students can add new characters, events, descriptions and so on.
- 27. Picture Narrating 1. Thisactivity is based on several sequential pictures 2. Students are asked to tell the story in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. 3. Rubrics can include the vocabulary or structures (past simple) they need to
- 30. Reporting 1. Before comingto class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. 2. Teachers can also ask their students to watch a specific program on a specific channel. Time of the program should be given well-in-advance. 3. Then, students could be asked to report back what they have seen and express their views concerning what was presented in the program or cartoon film…
- 32. Picture Describing • Studentsdescribe what it is in the picture. • They discuss thepicture with their groups. • Then, a spokesperson for each group describes the picture to the whole class. This activityfostersthe creativity and imagination of the learners as well as their public speaking skills. • It could also be used as springboard for a whole class-discussion
- 34. Speeches • Teachers canask their students to prepare a speech about one of the topics that were discussed in class. • They may also ask them to prepare a speech about a special event or occasion. In fact, lots of students enjoy such activities as they allow them a great deal of freedom to express their ideas and show their talents. Of course, delivering the speech should be done in class. •
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- 67. Show & Tell •Name of object • Shape of the object • Colour of the object • Texture • Uses/Functions/Importance
- 71. Provide maximum opportunity • Tostudents to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
- 72. • Try toinvolve as many students as possible in every speaking activity. • For this aim, practice different ways of student participation. Involve Maximum students
- 73. • Reduce teacherspeaking time in class while increasing student speaking time. Step back and observe students. Reduce teacher Speaking
- 74. • Indicate positivesigns when commenting on a student's response. Indicate positive signs
- 75. • Ask elicitingquestions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
- 76. • Provide writtenfeedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"
- 77. • Do notcorrect students' pronunciation mistakes very often while they are speaking. Correction should not distract student from expressing themselves.
- 78. •Involve speaking activitiesnot only in class but also out of class; contact parents and other people who can help.
- 79. • Circulate aroundclassroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.
- 80. • Provide thevocabulary beforehand that students need in speaking activities.
- 81. •Diagnose problems facedby students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.
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- 83. 1. Pay greatattention to teaching speaking. 4. Make students more active in the learning process and reduce their anxiety. 6. Make their learning more meaningful and fun for them.
- 84. References • Celce-Murcia. M.2001. Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle. • Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon. • Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing House. • Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press. • Harmer, J. 1984. The Practice of English Language Teaching. London: Longman. • McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a teacher’s guide. Malden, MA; Oxford: Blackwell. • Nunan, D., 2003. Practical English Language Teaching. NY:McGraw- Hill. • Staab, C. 1992. Oral language for today's classroom. Markham, ON: Pippin Publishing.