Towards Speaking Fluency

CELE Guided Independent Learning

Make a list of the areas where you need to have
speaking fluency.
Possible answers:
a) Your degree subject. Do you need to be fluent
in the theories and concepts that are
important in your subject area?
b) Clubs or societies. Are you responsible for
addressing other students in English?

What other answers do you have?


Now make a list of situations where you need to
show fluency in your degree and what you need
to be fluent in.

Possible answers:
a) Formal class presentations (Are you assessed
on fluency?)
b) Group discussions: If you are fluent in the
subject area being discussed, you are a useful
resource to your group.


Are there any other reasons why you would like
to be fluent in English?


 There is a difference between when you speak
and when you practise speaking.
Speaking

• This is much more self reflective and you evaluate
your language – you pay more attention to how
you say things rather than your message.

Speaking Practice

• The important thing is how effectively the other
person understands you – your message is
important.


 Speaking practice occurs when you actively
focus on the quality of your speaking.
 Remember:

You can only work on one element at a time.

Making mistakes is an important part of learning.

Be as aware of what you do well as what you have
problems with.

It takes time to improve. Be patient.


Speak to
Form a speaking Record yourself
Have an ‘English international
group with some talking and listen
Hour’ in your dorm students when the
friends to yourself
opportunity arises

Take every chance Read a transcript
Try to avoid
you can to speak out loud and Accept feedback
translation as
English e.g. before compare it to the from your peers
much as possible
class original

Watch a scene
from a film and Talk with the SAC Discuss something
Think in English
discuss it in the AV tutors in the news
Suite

Remember, most of the time you will not have a
teacher with you when you talk.

 There are a lot of resources in the SAC to help
with pronunciation.


 There are a lot of resources in the SAC to help
with pronunciation.
 However, whatever resources you use, the
principle remains the same.

Listen to Identify Listen to Listen to
Adapt to
yourself problem good yourself
the model
sounds models


 Look at the following dialogue. Who is talking?
Father and
A: Where were you last night? teenage
B: Out. daughter

A: Where did you go? Classmates
B: To the cinema.
A: Who with? Boss and
employee
Husband
and wife
B: A friend.
Practice the dialogue as the different people.
How does it change how you say it?

 There are three steps to improving your
vocabulary.
F Find it L Learn it U it
Use
Read & listen Learn aspects of the
Use the vocabulary
word e.g. collocation
whenever you can
and form
Discover vocabulary in
context
Put vocabulary in your Don’t just rely on your
Make note of useful own contexts core vocabulary
vocabulary


Remember, having a good vocabulary
does not mean using complex
vocabulary, but using the vocabulary you
have appropriately.


 Think about how you interact in your own
language. Do you interact in the same way in
English? How do you do these things in English?

Interrupt Clarify what
someone you mean

Ask for Emphasise
clarification your point

 The purpose of speaking is to communicate
with other people.
 For part of your speaking practice, you could
forget self correction and concentrate on
getting your message across.
The following activities are
adapted from
Klippel, F. Keep Talking


 Priorities: Why do people go to University?
Rank the reasons from 1 (most important) to 8
(least important).

To acquire To prepare for To meet other To train their
knowledge a job young people memory

To test their To make their To become To have a
intelligence parents happy independent good time


 What would you rather be, and why?

Soft
Glass
Man
Hammer
Chicken Hard
Wood
Egg
Woman
Nail



Glass
Man
Hammer
Chicken Wood
Egg
Woman
Nail



Glass
Man
Chicken Wood
Egg
Woman



Man
Chicken Egg
Woman



Man Woman


 Level - Elementary to
Intermediate
 A teachers book but
contains
photocopiable pages
for students
 Fun games and
activities


 Level: Advanced
 Practical self-help
course
 Helps advanced
students to speak
confidently


 Features:
 Section on effective
use of eye
contact, posture, g
estures, and voice
 Various types of
presentation -- from
impromptu to
persuasive
 Pronunciation and
listening tips


 Chapters on how to
access and use
different media,
including the
Internet for
research and
PowerPoint for
visual aids
 New interactive,
communicative
activities and
exercises


 Level: Advanced
 Contains 23 units
 For pairs or groups
 One example question
from the book is;
“If you had a million
dollars what would
you do?”


 Level: Advanced
 The CD provides a
wide range of native
speaker accents
 Encourages lively,
discussion among
advanced level
students
 Consists of 26 topic-
based units on
common themes

 Level: Elementary to
Upper Intermediate
 Contains 18 familiar
topics but
presented in a
refreshing way!
 Includes
negotiating, persua
ding, expressing
opinion and
requesting
information

 Level: Elementary to
Advanced
 Contains drama
activities to build
confidence and fluency
 Pick the activity you
like and practice


1) Use the resources and advice you can get in
the SAC and from the Academic Support
Clinic in SSB 118.
2) You should first be clear about what area you
want to be fluent in so you can focus on that
area.
3) There are a number of different strategies to
help you achieve fluency. Choose the ones
that suit you best.


Thank you.

Any questions
or
comments?


Towards Speaking Fluency

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Towards Speaking Fluency

Ähnlich wie Towards Speaking Fluency (20)

Mehr von Peter Welch

Mehr von Peter Welch (9)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Towards Speaking Fluency

Hinweis der Redaktion