Activities in teaching speaking

Draizelle Sexon
Draizelle SexonTeacher um DepEd-Manggahan High School
Activities to Promote
     Speaking
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)
To teach speaking is to teach
        learners to:
                                    Use word and sentence
   Produce the English speech     stress, intonation patterns
   sounds and sound patterns        and the rhythm of the
                                       second language.



    Select appropriate words
   and sentences according to     Organize their thoughts in a
         the proper social          meaningful and logical
   setting, audience, situation           sequence.
       and subject matter.



                                   Use the language quickly
   Use language as a means of      and confidently with few
     expressing values and        unnatural pauses, which is
           judgments.             called as fluency. (Nunan,
                                             2003)
Communicative Language Teaching

• based on real-life situations that require
  communication
• By using this method in ESL classes, students will
  have the opportunity of communicating with
  each other in the target language.
• ESL teachers should create 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.
Activities in teaching
     Speaking
Discussions
Discussions
• The students may aim to
  arrive at a
  conclusion, share ideas
  about an event, or find
  solutions in their discussion
  groups.
• Whatever the aim is, the
  students should always be
  encouraged to ask
  questions, paraphrase
  ideas, express
  support, check for
  clarification, and so on.
Activities in teaching speaking
Role Play
• Students pretend they
  are in various social
  contexts and have a
  variety of social roles.
• The teacher gives
  information to the
  learners such as who
  they are and what
  they think or feel.
Simulations
Simulations
• Very similar to role-
  plays but what makes
  simulations different
  than role plays is that
  they are more elaborate.
• Students can bring items
  to the class to create a
  realistic environment.
Information Gap
Information Gap
• students are supposed to be
  working in pairs.
• One student will have the
  information that other partner
  does not have and the partners
  will share their information.
• These activities are effective
  because everybody has the
  opportunity to talk extensively
  in the target language.
Brainstorming
Brainstorming
• On a given topic, students
  can produce ideas in a
  limited time.
• The good characteristic of
  brainstorming is that the
  students are not criticized
  for their ideas so students
  will be open to sharing
  new ideas.
Storytelling
Storytelling
• Students can briefly
  summarize a tale or story
  they heard from somebody
  beforehand, or they may
  create 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.
Interviews
Interviews
• Conducting interviews
  with people gives
  students a chance to
  practice their speaking
  ability not only in class
  but also outside and
  helps them becoming
  socialized.
Story Completion
Story Completion
• For this activity, a
  teacher starts to tell a
  story, but after a few
  sentences he or she
  stops narrating.
• Then, each student
  starts to narrate from
  the point where the
  previous one stopped.
Class Reporting
Class Reporting
• Before coming to 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.
• Students can also talk
  about whether they have
  experienced anything
  worth telling their friends in
  their daily lives before
  class.
Playing Cards
Playing Cards
• In this game, students
  should form groups of four.
  Each suit will represent a
  topic. For instance:
• Diamonds: Earning money
• Hearts: Love and
  relationships
• Spades: An unforgettable
  memory
• Clubs: Best teacher
Picture Sequencing/Narrating
Picture Sequencing/Narrating
• Students are asked to
  tell the story taking
  place in the sequential
  pictures by paying
  attention to the criteria
  provided by the
  teacher as a rubric.
Picture Describing
Picture Describing
• For this activity students can
  form groups and each group
  is given a different picture.
• Students discuss the picture
  with their groups, then a
  spokesperson for each group
  describes the picture to the
  whole class.
• This activity fosters the
  creativity and imagination of
  the learners as well as their
  public speaking skills.
Find the Difference
Find the Difference
• For this activity students can
  work in pairs and each
  couple is given two different
  pictures, for example,
  picture of boys playing
  football and another picture
  of girls playing tennis.
• Students in pairs discuss the
  similarities and/or
  differences in the pictures.
Suggestions for
   Teachers in
Teaching Speaking
• Provide maximum opportunity to students to speak
  the target language by providing a rich environment
  that contains collaborative work, authentic materials
  and tasks, and shared knowledge.
• Try to involve each student in every speaking activity;
  for this aim, practice different ways of student
  participation.
• Reduce teacher speaking time in class while
  increasing student speaking time. Step back and
  observe students.
• Indicate positive signs when commenting on a
  student's response.
• Ask eliciting questions such as "What do you mean?
  How did you reach that conclusion?" in order to
  prompt students to speak more.
• Provide written feedback 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…"
• Do not correct students' pronunciation mistakes very often
  while they are speaking. Correction should not distract
  student from his or her speech.
• Involve speaking activities not only in class but also out of
  class; contact parents and other people who can help.
• Circulate around classroom to ensure that students are on
  the right track and see whether they need your help while
  they work in groups or pairs.
• Provide the vocabulary beforehand that students need in
  speaking activities.
• Diagnose problems faced by students who have difficulty in
  expressing themselves in the target language and provide
  more opportunities to practice the spoken language.
Reference:


• http://iteslj.org/Techniques/Ka
     yi-TeachingSpeaking.html
1 von 35

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Activities in teaching speaking

  • 2. 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)
  • 3. To teach speaking is to teach learners to: Use word and sentence Produce the English speech stress, intonation patterns sounds and sound patterns and the rhythm of the second language. Select appropriate words and sentences according to Organize their thoughts in a the proper social meaningful and logical setting, audience, situation sequence. and subject matter. Use the language quickly Use language as a means of and confidently with few expressing values and unnatural pauses, which is judgments. called as fluency. (Nunan, 2003)
  • 4. Communicative Language Teaching • based on real-life situations that require communication • By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. • ESL teachers should create 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.
  • 7. Discussions • The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. • Whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.
  • 9. Role Play • Students pretend they are in various social contexts and have a variety of social roles. • The teacher gives information to the learners such as who they are and what they think or feel.
  • 11. Simulations • Very similar to role- plays but what makes simulations different than role plays is that they are more elaborate. • Students can bring items to the class to create a realistic environment.
  • 13. Information Gap • students are supposed to be working in pairs. • One student will have the information that other partner does not have and the partners will share their information. • These activities are effective because everybody has the opportunity to talk extensively in the target language.
  • 15. Brainstorming • On a given topic, students can produce ideas in a limited time. • The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
  • 17. Storytelling • Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create 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.
  • 19. Interviews • Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized.
  • 21. Story Completion • For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. • Then, each student starts to narrate from the point where the previous one stopped.
  • 23. Class Reporting • Before coming to 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. • Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.
  • 25. Playing Cards • In this game, students should form groups of four. Each suit will represent a topic. For instance: • Diamonds: Earning money • Hearts: Love and relationships • Spades: An unforgettable memory • Clubs: Best teacher
  • 27. Picture Sequencing/Narrating • Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric.
  • 29. Picture Describing • For this activity students can form groups and each group is given a different picture. • Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. • This activity fosters the creativity and imagination of the learners as well as their public speaking skills.
  • 31. Find the Difference • For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. • Students in pairs discuss the similarities and/or differences in the pictures.
  • 32. Suggestions for Teachers in Teaching Speaking
  • 33. • Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. • Try to involve each student in every speaking activity; for this aim, practice different ways of student participation. • Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. • Indicate positive signs when commenting on a student's response. • Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
  • 34. • Provide written feedback 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…" • Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. • Involve speaking activities not only in class but also out of class; contact parents and other people who can help. • Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. • Provide the vocabulary beforehand that students need in speaking activities. • Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.