How to teach speaking
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This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
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How to teach speaking
- 1. HOW TO TEACH SPEAKING MAGDALENA MADANY, MA IBARRA, July 2011
- 2. SUB-SKILLS OF SPEAKING: Vocabulary Grammar Social language Register Pronunciation Listening comprehension Fluency Body language
- 3. Communicative language teaching (CLT) It is important to provide meaningful contexts for speaking practice. Learning a language successfully involves meaningful communication rather than simply memorizing rules.
- 4. a . reading a dialogue aloud b . using a dialogue as model for your own conversation a. discussing your answers to a task with a partner b. reading aloud your answers to a task a. writing the questions and answers to an interview b. interviewing a classmate a. repeating sentences the teacher models b . answering the teacher's questions orally a. discussing a topic with a group of classmates b. reading about a controversial topic from the news
- 5. Language functions accepting an invitation interrupting politely acknowledging someone's interest keeping someone from interrupting agreeing making an excuse declining an offer offering advice disagreeing requesting help greeting suggesting an alternative
- 6. Formulaic expressions Helping someone make a choice How about that blue one? It's nice. Suggesting an alternative How about the 6:00 express? I think you can still make it. Making an offer How about some sugar for your coffee? Suggesting an alternative explanation How about the president? Maybe it was his fault. Asking for agreement How about those Jets? Aren't they a great team?
- 7. To truly be a fluent speaker, you have to be able to speak without making errors. T F The more freely you speak, the more you need to focus on accuracy. T F The more grammar and pronunciation practice students get, the fewer mistakes they will make while speaking. T F If we do not correct all mistakes students make when they are speaking, they will never improve. T F
- 8. Balancing fluency and accuracy The biggest obstacle to learning to speak English is not speaking enough .
- 9. Basic techniques for error correction that minimize interference with communication: Using confirming questions, pauses, and gestures Delayed correction Peer-correction
- 10. Repair strategies Excuse me. Did you say ___? Could you say that again more slowly? Could you spell that for me? / How do you spell that? I'm sorry. What did you say? / Could you say that a little louder? Excuse me. Could you repeat that?
- 11. Everyday classroom expressions Student to teacher Student to student How do you say __ in English? Could I borrow your __? What's the word for __? What did the teacher say? Excuse me. I have a question. Is this the right page? I'm sorry. I don't know. Will you be my partner? I'm not sure. Let's work together, OK?
- 12. 5 benefits of interaction 1. 2. 3. 4. 5.
- 13. Teacher’s roles… 1.Instructor 2.Coach 3.Role model 4.Facilitator 5.Participant 6.Observer
- 14. The role of teacher talk TTT vs STT But TTT is important for Modeling Communicating meaning Providing comprehensible input Making English the class language Generating ideas for speaking Initiating discussion
- 15. To increase the interaction
- 16. ELICITING ANSWERS Teacher: Are French fries healthy or unhealthy? Class: Unhealthy. Teacher: How about salads?Salads are... Class: Healthy. Teacher: And fruit?Fruit is... Class: Healthy.
- 17. Increasing speaking opportunities Collaboration Comparisons Brainstorming Personalization Seating arrangements
- 19. Let’s practice Preparing for conversation (eliciting) Reading/Listening input Discussion builder Discussion
- 20. THANK YOU! ENJOY THE CONGRESS! [email_address] www.teacherdevelopmentinteractivetdi.com