uNIVERSIDAD CENTRAL DEL ECUADOR POR JACQUELINE GAVILANES

1. UNIVERSIDAD CENTRAL DEL ECUADOR
FILOSOFIA,LETRAS Y CIENCIAS DE LA EDUCACION
CARRERA PLURILINGUE
TEMA: SPEAKING

2. ELICITING
- A teacher who can elicit or draw out appropiate verbal language from students
rather than tell them what to say gets students more actively involved , increases
their motivation and enhances their learning satisfaction.
- When eliciting functional language it´s important that learners sound right.
- Ex: When apologizing students should sound as if they feel sorry and are not just
using the words without meaning.
- In order to sound right, students need to learn
to use appropiate word stress and intonation.
- It´s useful to teach and elicit suitable responses:
«I´m really sorry»
«Oh that´s okay, or «Never mind», or «No problem».

3. • It´s also important that students are
aware of register .Without this
awareness, learners often sound too
formal or too friendly .
• Eliciting can be done in the following
ways :
ASK QUESTIONS: Use wh-questions
(what, who, where, why, when and how)
Rather than yes/no questions.
• GIVE INSTRUCTIONS THAT
REQUIRE VERBAL INTERACTION:
-Tell the person next to you:
-Describe what can you see in this
picture.

4. -USE REAL OBJECTS (REALIA)
• EX: Show students a credit card and a
checkbook and ask «What are these
called? What´s the difference between
them?
-USE VISUAL AIDS(drawings, flashcards,
videos,etc)
-GIVE DEFINITIONS:
• Ex: to elicit the word bachelor ask a
question using the word´s definition:
«What do we call a man who has
never married?»
USE SYNONYMS AND ANTONYMS
Ex: we can ask which word is similar in
meaning to slim?
Which word is opposite in meaning to
dead?

5. USE GESTURES AND MIME
• Many verbs and adjectives (sad,
happy, angry)can be easily using
gestures and facial expressions.
• It´s possible to elicit a short story or
sequence of actions.This simple
drama technique is fun and enjoyable
if you are comfortable with its use.
USE PROMPTS , CUES AND
QUESTIONS IN SOCIAL SITUATIONS
Establish a context that invites that
students to talk .
Ex: How would you respond to the
following situations:
It´s my 21st birthay today!
Look at my new watch. What do you
think?
FILL GAPS IN TABLES, SCALES, OR
DIAGRAMS
• Ex: put up a diagram representing a
thermometer and indicating the
position of hot and cold .
REVIEW KEY VOCABULARY
Make a list of words from previous
lessons.You could write this list on the
board or write the terms on cards and
have each student take one.
Remind the students of related words or
structures and ask questions that will elicit
use of the key vocabulary.

6. USE TRANSLATION
Translation should be used sparingly. Be
aware that this method of eliciting can only
work in monolingual classes, (if you are
teaching Englishin a Spanish-speaking
country ).You need to speak and
understand the native language well
enough to check the accuracy of the
translation.
WAYS OF ELICITING
a.How would you elicit the following
words?
1.To jog
2.To feed someone
3.Jealous
4.A refound
5.Above and below
6.Bald
7.A banana
8.Depressed
9. A costume
10. Lion
b.Think of simple ways to elicit examples of
the following:
Making an apology
Warning someone of danger
Congratulating someone

7. MAKING CORRECTIONS WHEN ELICITING RESPONSES
• When eliciting responses from learners do not be too rigid or disapproving of how
they answer.
• If the response isn´t right but it´s not totally unacceptable then say «try again» or
«yes, but....» . Don´t just reject and discourage the student´s attempts.
• Above all, avoid setting up a situation in which students are trying to guess «what the
teacher is fishing for»
• You should anticipate what learners are likely to say (or no be able to express)before
the lesson.

8. Restricted oral practice.
-Learning a specific language structure requires intensive practice.
- It’s better to think of this practice as restricted oral practice rather than drilling. Why ?
- Eliciting responses in short periods ( 3 - 5 minutes ) is one way to make certain that
the language structure being practiced means something to the students…..
- This activity can be done for longer periods in the language lab ( 20 minutes ), where the students
can work alone at their own pace on their individual problems.

9. - Making use of eliciting techniques.
- Giving the cue or the model sentence before you ask a particular student to
respond.
- Don't point to one student and then give the cue or the prompt.
- You can get all the students to formulate the response mentally and not
"switch off" because they are not going to be asked.
TEACHING ASKING EXAMPLES

10. Repetition
-The most basic type of oral practice is simple repetition:
Teacher: He plays in the park.
Students: He plays in the park.
- It is useful to beginners and is not boring if it’s done with attention to detail.
-It can be used to help learners improve their pronunciation as well as to correct
common faults…..
- Vary the repetition by using choral and individual practice……..
- You need to be demanding and insist on the correctness of students' responses
- This is the time for accurate speaking practice….

11. Echo Questions
-Make statements that have to be transformed into questions by a change
in intonation.
-This practice is useful because learners may often hear statements that
they don't understand.
-The echo questions is a way of getting clarification and/or confirmation.
EXAMPLE:
STUDENT A: She ate fast food with her parents one month ago
STUDENT B: One month ago?
STUDENT A: Yes, One month ago.
STUDENT A: She is really happy today
STUDENT B: Is she?

12. Requires more
careful listening by
the students
More difficult
T: Do you have a car?
S: Do you have a car?
T: A computer.
S: Do you have a
computer?

13. • A more demanding type of substitution
practice requires students to make their own
response based on a pattern already taught. *
T: Your uniform is dirty.
C: Cleaned
S: Yes, I am going to cleaned
tomorrow
T: your hair is getting very long.
C: Cut.
S: yes, I am going to get it cut
tomorrow.

14. • Subtitution practice can be carried out in four-line
dialogues.
Simple model in a situation
Student A: I really think that Carnival
of Ambato is great!
Student B: Really? I don’t think so!
Student A: What do you prefer?
Student B: I prefer Guaranda’s
Carnival.
Substituting the underlined words with the following items:
Mama Negra Carnival
Christmas 24 de Mayo
Holy week Halloween
9 de Octubre Fiestas de Quito

15. • This exercise is useful practice in using relative
pronouns (who. whose., etc.)
Cue: An athlete won a gold medal. He is Russian.
Response: The athlete who won a gold medal is
Russian.
Cue: He is a neighbor. His wife is a ballet dancer.
Responce: He`s the neighbor whose wife is a
ballet dancer.

16. • Combining sentences involves
using language artificially, it’s
important to make drills as
meaningful as possible by using
context.
T: Nicolas Lapenti plays basket.
R: No, he doesn`t. He plays tennis.
T: Ecuadorians play baseball.
R: No, they don`t. They play soccer.

17. Phrase or
sentence
causes
difficulty
Pronunciation
or length

18. Example:
• If I`d known you were here, I wouldn`t have
gone away.
T: If I`d known
S: If I`d known
T: you were here
S: you were here
T: I wouldn`t have gone away.
S: I wouldn`t have gone away

19. Forward chaining
• It´s advisable to divide the sentence into
sense-groups and not odd words to make for
easier pronunciation and to help the students´
memory.
Another Example:
1. “I´m a teacher but I´d rather be a model”
2. “She´s a teacher, but she´d rather be a model”
3. “I´m a student, but I´d rather be a singer”

20. Developing Oral Fluency
Oral fluency is a measure of how well and how
easily you can communicate your ideas clearly and
accurately in speech.

21. • Activities:
-Choose high-interest topics: free- speaking
activities.
- Pre-teach: vocabulary, structures and functions.
-Stimulate interest: Use visuals, personalize the
topic.
-Give students time to think and prepare:time to
decide

22. -Set the scene for disscussion: Face to face
interaction.
-Make a participation plan: all student participate.
-Organize a time: not much time.
-Make a recording: Audiocassete or video.

23. Types of Fluency Activities
Warm –up activities and icebreaks: Interview.
Drama Activities: role play and simulation
Games: Don’t worry so much about how to speak.
Role-play cards: speak about specific situation or problems
• Your partner wants you to come out tonight but you don’t
want to. Make excuses why you can not go out tonight.
• You are having a party tonight for your friend. It is a surprise
party so you can not tell your partner why they need to come.
Convince you partner to come to the party.

24. -Information gap activities: student talk with
another and exchange what they know.
Plan Vacation: Collect information.
Find Out Information: Find information to answer
the question

25. • Make an Appoiment: combine the tasks

26. • Pronunciation: An information gap activitie
Practice pronuncition
Student A: Could you tell me how to get to Jane’s Jeans Shopp?
Student B: Jean’s Shop. Sure. You go down…
Student A: No, no. Jane’s Shope. That’s J-A-N-E
Student B: Oh, Jane’s. Yes. Go east down Chip Street to Chid Street and turn left.
Walk up Chid Street until it turns into Chitties Street and make a left at Ship
Street. Walk down Ship Street. Jane’s Jeans Shop is near the corner of Ship and
Sheet Street
Student B: Which Corner?....

27. THANKS FOR YOUR
ATTENTION