Spoken skills session 1
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The document provides guidance on developing strong speaking skills in English. It discusses that speaking is an interactive process that involves producing and receiving information. Some common learner problems are difficulty sustaining conversations, frequent misunderstandings, and lack of vocabulary. Reasons for poor speaking include lack of emphasis on speaking in curriculum, teachers' limited English, and limited practice opportunities. Tips are provided for classroom speaking activities, role plays, and developing confidence in speaking.
Spoken skills session 1
- 2. S.NO statements Agree Don’t Agree 1 English can only be learned by those who know its grammar …. and since that is very technical the majority of the people fail to learn it. 2 The simplest way to learn English is to read the dictionary everyday, and memorize ten words. 3 It is a fact that whoever speaks English well can’t write well, and whoever writes well can’t speak well. 4 I avoid speaking in English because if I will make mistakes, people will make fun of me. 5 The best way to improve your pronunciation is to read aloud.
- 3. S.NO STATEMENTS Agree Don’t Agree 6 It takes so long to translate what I want to say in my mind, that I give up. 7 It is hard to find the right words to express my thoughts. 8 You must have been to many debates and other activities to really speak with confidence. 9 Someone told me to watch English movies but they spoke so fast …. I couldn't understand anything so I stopped. 10 English is an international language and we have to learn it whether we like it or not.
- 4. SPOKEN SKILLS Miss Shazia Islam Principal Fauji Foundation Model School, Airport Area Campus, Rawalpindi
- 5. Receptive Productive oral Listening speaking written reading writing
- 6. Read (10%) Hear (20%) See (30%) Hear and See (50%) Say (70%) Say and Do (90%)
- 7. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving.
- 8. 8 source Encoding Channel Decoding Receiver Msg Msg Msg Msg Feedback Context
- 9. Typical learner problems Cannot sustain spoken interaction beyond short segments Frequent communication breakdowns and misunderstandings Lack of vocabulary needed to talk about common utterances Lack of communication strategies
- 10. Reasons for poor speaking skills Lack of curriculum emphasis on speaking skills Teachers’limited English proficiency Class conditions do not favor oral activities Limited opportunities outside of class to practice Examination system does not emphasize oral skills
- 11. We’ll begin with a box, and the plural is boxes, But the plural of ox should be oxen, not oxes. Then one fowl is goose, but two are called geese, Yet the plural of moose should never be meese. You may find a lone mouse or a whole lot of mice, But the plural of house is houses, not hice. If the plural of man is always called me, Why shouldn’t the plural of pan be called pen? The cow in the plural may be cows or kine, But the plural pf vow is vows, not vine. And I speak of a foot, and you show me your feet, But I give you a boot — would a pair be called beet? If one is a tooth and a whole set are teeth, Why shouldn’t the plural of booth be called beeth? Then one may be that, and three may be those, Yet the plural of hat would never be hose. We speak of a brother and also of brethren, But though we say mother, we never say methren. So our English, I think you will agree, Is the trickiest language you ever did see.
- 12. 12 There are at least ten common areas of communication: Simple instructions Spontaneous situations Social interaction Pair- and group- work Question types Learning-training Needs analysis Audio-visual aids Error-correction Evaluation
- 13. The, beginning of lesson Checking Attendance Getting organised:seating, Books, managing the blackboard Intruducing different stages Referrinng to visual aids Dividing the class in different pairs and groups Control and discipline Ending the lesson Class room Language used in following situations.
- 14. The beginning of the lesson START MIDDLE ENDING First practice Then Learn something Later listen At the end of the lesson We’re going to do some reading/writing play games OK Let’s begin To do this exercise Well Now Alright
- 15. Ending the lesson I think we will stop here well done Take your home work Before you leave ,put your note books on my table ?
- 16. Using visual aids Will you go and bring chalk/chalk/board marker Can you see it? Take a good look at picture Tell me about the…….on left,of the….. Take the chart and put on my table
- 17. Getting organised Please clean the black board Put your books away please Please share with your Take and pass them on
- 18. For choral response I want all of you to listen carefully I want all of you to answer the question Every body ;answer the question All together,now ready ?
- 19. Taking turns Your turn first,this group please We are going to work in pairs Next,its your turn now
- 20. Being late Did you miss the bus? Why you are late? Again late ?
- 21. Control/ discipline Settle down please Take your seats hurry up Be quiet Pay attention I am watching you No more talking ?
- 22. If you want to encourage real communication in the classroom you need to ◦ Establish English as the main classroom language ◦ Try to use interesting topics and stimulating activities, which take the learners’ minds off the language Real life events ( weather, the students’ cloths, their health and mood, pictures and realia brought to class) Events in the world outside ( new films, a circus in town, national sports victory, the students’ families, etc.)
- 23. Activities to develop speaking skills Picture-based activities Information-gap activities Dialogues Role-play Rehearsed presentations Songs and games ?
- 24. You are doctor .(like travelling) You are a singer.(like pakistani food) You are a writer.(like Shakespeare) You are a politician.(like music) You are a lawyer.(like reading)
- 25. AN COMPUTER ENGINEER NEEDED
- 26. Student A TEACHER Student B SICK CHILD Student seems to be sick wants to go home,you find no symptoms, today an important test going on ,you believe child is lyng You are feeling sick with some strange illness you think bad that you have some crazy symptoms,you want to go home By end of the role play class must be able to answer following questions. What is the name of the student? What three symptoms student is showing? Why does he want to go home? Was child lying and why?
- 27. Expressions I am dying over here Today is your Maths test I think O god so painful.am serious am so super sick Ok will call your parents after your test Oh am feeling so unwell I think am about to faint
- 28. Appearance adjectives quality adjectives
- 29. Greet with smile Maintain eye contact Give a firm handshake Tell your name Ask for the other person’s name Repeat the other person’s name Never draw a negative picture of yourself
- 30. Relax and forget about yourself Listen Ask questions Use a friendly tone Choose your words and questions carefully Avoid controversial and intimate topics as well as arguments Neither interrupt a person in the middle of his thought, nor speak on top of it Compliment the other person Thank for a great conversation
- 31. Personal, intimate question I’m sorry, but I’d prefer not to answer this question. Question you don’t know the answer I have no idea. Question you didn’t catch Can you repeat the question? Question you don’t understand because of unfamiliar words or question structure I’m sorry, but I don’t understand your question. Would you mind telling it in different words? What does…mean?
- 32. Move on to another topic Ask questions for clarity Find common interests Compliment the other person Observe any visual clues to draw a topic out If an awkward lull happens, correct it by saying the following: I am thinking of what we have just talked about.
- 33. Listening and reading aloud Writing Networking and making friends Greeting people on work place Having small talks in public Watching foreign movies with English subtitles Joining one-on-one conversations, conversation and common interest groups
- 34. Don’t be afraid Dive in! Develop motivation Believe in yourself Cooperate with your colleagues Don’t worry if you are confused. Get the “big” picture! Trust your “hunches” Make your mistakes work FOR you Set your own goals
- 36. Teaching Listening and Speaking From Theory to Practice Jack C. Richards Competent (English) Language Usage Essentials BY Dr. C. J. Dubash Executive Vice Rector Forman Christian College Lahore