Post on 08-Apr-2018
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TEACHING SPEAKING SKILLS
INTRODUCTION Involved Communication between two or more people, whether
indirect or direct.
FUNCTIONS - Greeting, introduce one another, explanation,inviting, and accept invitation.
LINGUISTIC FORMS speaker use different word and structure tocommunicate each other.
Says the word loud, pronounce words correctly, and use rightintonation.
AUTOMATICITY OF RESPONSE expect feedback on or responseto what they have said.
SOCIAL APPROPRIACY sensitive to the context. Choice of level of formality
Politeness
TOPICS need to speak about something that both the speakerand listener could understand
Need the words and structures that pertain to the topic
Use of the appropriate languages
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PRINCIPLES OF TEACHING
SPEAKING TAKE ACCOUNT OF THE STUDENT AS APERSON. Affected by personality
Involved confident level Action : Be sensitive, sympathetic and
encouraging
Select material that is motivating and withinthe ability of student. Relevant to their age, interest, experience and
knowledge
Base on their surrounding, life
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3) MAINTAIN A CAREFUL BALANCE BETWEEN
ACCURACY AND FLUENCY
first, need to teach accuracy
this is the production of a range of correct and
appropriate words and structures as well as correct
use of phonological features (pronunciation, stress,
intonation, rhythm, etc)
second, need to teach fluency
it is the ability to produce speech that has normal
flow': spoken at normal speed does not have toomany unnecessary pauses when the speaker is at a
loss for words.
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4) PROVIDE A GOOD MODEL FOR STUDENTS TO
IMITATE
students who do not have opportunities to listento English other than in the English class would
rely mainly on the teacher as a model
teacher need to improve own spoken English
teacher need to ensure they use correct forms of
all features of spoken English (pronunciation,
intonation, stress, rhythm, range of vocabulary
and structure)
cont..
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Contd
1. learning to speak English in an
acceptable way
2. using the target rhythms, stress patterns,words over and over again so that
students can learn to produce them by
imitation
3. teaching students correct pronunciation,
intonation as to help them learn the
correct forms
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5. Provide appropriate stimuli for
eliciting speech In order to give students something to speak about andto check if what they say is what they mean, teachersoften control what the students say.
Input materials such as notes, pictures, maps, etc will beuse by the teacher in control what the students say.
The amount of time and effort the student puts intounderstanding the input is not greater than the time heactually speak.
For example, the problem solving task which thestudent spend half an hour thinking and only fiveminutes of explaining his opinion to the rest of thegroup.
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We as teacher has to take few questions intoconsideration to avoid such misallocation of class
time and to make sure that you use your stimuliwell by asking oneself questions like:
1. What proportion of the total time allocated to theactivity will the students be reading/thinking?
2. What oral skills(s) will they learn in this activity?3. Will they get enough practice in the target
skill(s)?4. What is the ratio between teacher talking time and
student talking time in this activity?
5. Is the content of the stimulus (map, picture, notes,etc)familiar enough talking about it?
6. Does the stimulus (eg. notes) give too much thelanguage the student is supposed to use, i.e. will thespeaking task reduced to a mere reading task?
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6. VARY INTERACTION MODES A
spect of learning oral skills effectively is a veryimportant which involves clever use of differentinteractions modes.
The whole class mode will be use when a teacher
want to introduce some aspect of spoken English whichIs new to the student and wish to give controlledpractice in it.
T
S S S S S S S S
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This mode allows teacher to constantly monitorstudents speech.
this kind of monitor very important for thestudents learn about correct forms before theypractice it on their own, in the pairs or groups.
After the teacher has got the past accuracybuilding phase, the teacher should make sure to
increase the amount of time for each studentspeaks in class. This aim cannot achieved by using the whole
class mode.
For example, if there are 35 students in a class andthe teacher has 30 minute lesson, on the averageeach student will get less than 1 minute speakingtime if the teacher divides the 30 minutes availablefor the teacher equally among the 35 students.
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If the teacher give up total control of the class the timefor students to talk will increase.
For example, teacher let students work in pairs, on theaverage , each students gets 1 minutes taking time ina 30 minutelesson.
Teacher should try to organize activities that students
have to work on in pairs after the initial phase. Pair beside for cooperative or informationsharing
activities
Pair opposite for competitive or information gap
activities
S S
PAIR BESIDE
S
S
PAIR OPPOSITE
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S
S
S
S
GROUPS
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7. Give clear instruction
Give clear instruction
Give demonstration to help the students
know what they need to do
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8. Monitor student activity
Go from group to group
Encourage students who seem to find the
activity difficult by:-- simplify
- teach language/strategy
Note down common & recurring errors Praise students
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9. Adequate preparation for
class Select suitable materials
Make a checklist of the things
Make note when each is needed, whoshould be given what, for which activity
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Language learning is a developmental process and making
mistakes is a part of learning.
There are 5 aspects of error that you need to make decisions
on:
What to correct
How frequently to correct
When to correct
How to correct
Who should correct
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Everyone makes mistakes when they speak
These kinds of errors occur because the speaker has to think about what he is
saying now, plan what he needs to say next and pay attention to his listeners
all at the same time.
These kinds of errors are dismissed as performance errors.
Do not have to correct them but need only to correct errors:
Which occur repeatedly in the speech
In language areas that have recently been the focus of
teaching
That are likely to shock listeners (childrens)
In structures that nee to be used frequently by the
students
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Depends on:
The self-confidence of the student
The phase of the lesson each time an
error occurs in the accuracy-building
stage and rarely in the fluency- building
stage
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Correction must be immediate
Jot down the errors as they occur and deal with all
of them at the end
Should group errors according type
Example: pronunciation errors, grammar errors,
errors in choice of form
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There are 3 ways that errors can be corrected:-
Through modelling dont tell the
student he is wrong or explain why he is
wrong but just re-say what he say in the
correct way. Through flooding good for ingrained
error like flood the student with so many
examples of correct use that can washed
out their incorrect use of words
Through explanation explaining therules and drilling the correct form may be
the cure for his error
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Allow students to self correct or get peers to correct each
others errors
Get them to use self access materials that come with answerkeys or work on pronunciation using tapes that copy for them
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