HOW TO TEACH SPEAKING

VI. CONTENT

4.1. DEFINITION

4.1.1. TEACHING

It is the act of instructing or teaching. Activities in which impart knowledge or skill in a clear way using methods and techniques.

4.1.2. SPEAKING

Speaking skill is the act of generating words that can be understood by informative. listeners. A good speaker is clear and

4.2.

SPEAKING SKILLS

Learners need to know how speakers differ from one another and how particular circumstances call for different forms of speech. They can learn how speaking styles affect listeners. So, the velocity in which they speak, the volume and the precision of

pronunciation can differ from one situation to another.

4.3.

WHY DONT OUR STUDENTS SPEAK ENGLISH?

Students are sometimes resistant to speaking only English in class. There are many reasons for this, but here are the most common.

Its easier to speak my own language. The teacher always corrects me when I say something. I dont want to make a mistake in front of the whole class. Its not cool to speak English. The teacher is only pretending not to understand my language. I cant say what I want to say in English, so I need to use my own language. The teacher cant hear me anyway. Why should I bother? Its stupid to try and communicate in English. Its much easier to communicate in the language we all understand. I have no reason for learning English; it is a waste of time. I dont want to practice speaking English with people who speak my language. I only want to practice with the teacher. Im very shy.

4.4.

MOTIVATING STUDENTS TO SPEAK ENGLISH

4.4.1. MAKE SPEAKING ENGLISH RELEVANT

List all the singers and groups they like in English. Choose a simple song or video that they like and help them to transcribe and translate it. List TV programs, films and song titles. Ask students to tell you all the English words they already know or see regularly around the city.
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 Give students a map of the world with the countries marked on it whereEnglish is spoken. Present a role play in front of the class. The classroom atmosphere must encourage students to contribute with some freedom orally.

4.5.

ENVIRONMENT IS ESSENTIAL

Try to arrange the seats of our classroom in a circle or in groups with the students facing each other, not in rows and lines. Let the students speakEnglish sitting in their seats not standing. They will not feel uneasy this way. Ask students to wear a mask; they make it for themselves to protect them from embarrassment. Let students talk in the sound lab or telephone without seeing each other. Try to divide the students into pairs and groups according to the different topics and let them prepare their opinion of any topic. Let the class have 5-10 minutes to talk at the beginning of every class. Let students have an English class out of classroom with activities such as a barbecue class, picnic or party.

 Build an Englishatmosphere at the school and let students talk freely with those who are interested in learning English.

4.6. TEACHING SPEAKING TECHNIQUES

4.6.1.IMITATIVE

The ability to imitate a word or phrase.(repetition drills.)

Choral and Individual Drills

The whole class or one student repeats after you

Example 1: Teacher: Its raining. Class : Its raining.

Example 2: Teacher : Its sunny. Juan? Juan : Its sunny. Marc : Its sunny.

Teacher : Marc?

Substitution Drills

In this case the teacher cansubstitute a word for one of the words in a sentence with the same.

Example:
A party

Im going to
A restaurant

Mood Drills

In this funny activity we use a chart like one opposite copying the moods expressed in the faces on it to model the words in different ways.

You can say them:

1 as slowly as you can 2 happily 3 sadly 4 angrily 5 as fast as you can 6 as loudly as you can 7 as quietly as you can, whispering 8 as if you were totally surprised 9 as well as you can, with a perfect English accent 10 with your teeth together 11 as badly as you can, with a terrible accent 12 as if you were in love.

4.6.2. INTENSIVE

Drills or repetitions focusing on specific phonological or grammatical points, such as minimal pairs or repetition of series of imperative sentences. Example: Pronunciation

The Voice

Example: The Sound

This Their Third

Thought

Her car was stolen by a thief. Thisbook is mine.

The Board

Example: The stress

Afternoon

Afternoon

Computer

Computer

Gestures

Consistent visual signals are essential for drilling and improving pronunciation.

Example: The Intonation

Are you married?

What do you think?

Raise your hand on the stressed syllable

4.6.3. RESPONSIVE

To respond a question, the interaction of very short conversation such as simple request or comments. Open Pairs

For basic questions, answer exchanges a good way to practice in pairs selected. Choose a student to play each role.

Example

Roxana asks questions, Susan answers

Roxana Susan

: where are you from? : Im from Peru.

Reading aloud

Itinvolves looking at texts, recognizing words. Remembering how to say them correctly.

Example:

A short reading

4.6.4. TRANSACTIONAL

Dialogues,conversation conducted for the purpose of information exchange, such as interviews, role plays or debates.

Class Surveys

One way of provoking conversation and opinion exchange is to get students to conduct questionnaires and surveys.

Example:

Sleep Questionnaire How many hours do you normally sleep? ........... Are you a light sleeper/ heavy sleeper? .

Have you ever. Yes No Talked in your sleep? 9 Had a nightmare?

Asking the same Question

Students can ask the same question to each student of the class to complete a personal copy of information.

Example: A class phone book

Name Marina Peter Elmer

Phone Number 952 66788 95296222 95290434

4.6.5. INTERPERSONAL

The interaction is social, such as personal interview or casual conversation.

Dialogue Building

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It is a way to introduce a dialogue for building a sentence on the board.

Example: Introduceirregular past tense forms.

Disappearing Dialogue

We copy into the board any conversation in which students practice in pairs, then erase a few words, replacing each one with a line.

Example:

A: What are you doing after school today? B: I am going to the beach for a football game. How about you?

A: Nothing special. Can I go with you? B: Sure. Were going by bus. Were meeting at the bus stop.

A: OK.Great. See you there. B: Right, but dont be late! Im not waiting for you again.
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Question and Answer Drills from Picture

This can just bequestion from picture or objects in the classroom.

Example:

A: What is this in English?

B: It is a window
4.6.6. EXTENSIVE

Extended monologues such as short speeches, oral reports, oral summaries, tell a short story.

Picture Stories It is a great way to present narrative story showing pictures, could be drawn on the blackboard or on flashcards

Example: Tell a short story.

4.6.7. OTHER ACTIVITIES

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Spidergrams A way of organizing vocabulary or ideas the central theme or word in a circle, which has several legs extended from it, which end in related works or phrases.

Find the Same Picture Draw simple scene ten times. Each picture has one small difference from all the others. The students describe the picture to other students in the class. And ask question until they find another student who has exactly the same picture. They use language like: On the right there is a black cat. Have you got a black cat? How many birds are there? Is your door white?, Etc.

Story in a Bag For this activity we need a bag full of different objects. At a signal, students open their bags, remove the objects one bye one and create an oral story incorporating all the objects.

Describing Game

One of the best fluency games work in pairs.

Student A turn round so they can`t see the board. The student B can see the board, write seven words on the board. Example:

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Banana

madona

sugarbluetwelve

Student B has to describe the first word to student A without using the word and speaking only in English. Example:

It is long and yellow. It comes from Africa.

Student A listens and guesses the word if the guess is correct. Student Bdefines the second word.

The Speaking Game

There are many board games to prompt fluency and free speaking. We can draw on the board or give photocopy. The board design means that students go round in different directions, so they are all talking about different topics, for 30 seconds. The game stops when the nominal winner completes a circuit around the board and returns to the middle again

4.7. TEACHER ROLES DURING A SPEAKING LESSON

Organizer:Get students engaged and set the activity.

Prompter:Provide students with chunks not words.

Observer:Analyze what causes communication breakdowns.

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Participant:Do not monopolize or initiate the conversation.

Assessor:Record mental or written samples of language produced by students

Feedback provider:Tell Ss how proficient their performance was.

Resource:Provide students with tools to improve their oral performance.

4.8. ORAL EVALUATION

4.8.1. Continuous Assessment

Take into consideration the students participation during all activities of the class. Evaluate students while they are working in pairs or groups.

4.8.2. Short Oral Interview

Teacher interviews to students individually or in pairs for three or four minutes if it necessary over two class. Give to the students a list of question or general topics.

Example:

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Teacher: Do you like Tacna? Student: Yes, I do

Teacher:Tell me about your likes? Student: I like playing my guitar, I like cats, and I likechocolates.

4.8.3. Oral Test

Evaluate short speeches, oral reports, oral summaries, etc.

Example:

Describe a place or one person (favorite singer)

4.8.4. Students Test a Partner

Example:

Student: A: How do you say (manzana) in English? Student: B: Apple

Student: A: Yes, How do you spell that? Student: B: A-P-P-L-E

4.8.5 Marking Oral Test

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Explain this system to your class. Try giving marks as follows:

1 to 5 marks for fluency and vocabulary range 1 to 5 marks for accuracy of grammar and pronunciation.

Example:

Name: Jos Fluency Accuracy

CONCLUSIONS

1. Teaching speaking gives us a great opportunity to interact with the whole class.

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2. Many times students are reluctant to speak because they are afraid of making mistakes and failing to find suitable words.

3. Using the different techniques will help us to motivate our students to speak in class.

4. The role of the teacher is important at the moment in which our students are practicing speaking.

5. One of the important things is the oral evaluation because it will determine how our students are improving in speaking.

BIBLIOGRAPHY

Harmer, Jeremy. How to teach English. A. W. Longman Limited 2005.

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Harmer, Jeremy. How to teach Speaking. Person Education Limited. 2005.

Heafield, paul. Simple speaking activities. Oxford university press. 1999

Seligson, paul. Helping students to speak. Richmond publishing. 1997

http://www.icpna.edu.pe http://es.scribd.com http://www.ibe.unesco.org. http://www.algeriatesol.org

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