The document discusses teaching speaking skills in the classroom and provides objectives and rationales for using communicative and collaborative learning approaches. It defines speaking and its features, and provides examples of classroom activities that can promote speaking like role plays, discussions, interviews and information gap exercises. The document also offers suggestions for teachers to increase student speaking time and give feedback.
The document discusses teaching speaking skills in the classroom and provides objectives and rationales for using communicative and collaborative learning approaches. It defines speaking and its features, and provides examples of classroom activities that can promote speaking like role plays, discussions, interviews and information gap exercises. The document also offers suggestions for teachers to increase student speaking time and give feedback.
The document discusses teaching speaking skills in the classroom and provides objectives and rationales for using communicative and collaborative learning approaches. It defines speaking and its features, and provides examples of classroom activities that can promote speaking like role plays, discussions, interviews and information gap exercises. The document also offers suggestions for teachers to increase student speaking time and give feedback.
The document discusses teaching speaking skills in the classroom and provides objectives and rationales for using communicative and collaborative learning approaches. It defines speaking and its features, and provides examples of classroom activities that can promote speaking like role plays, discussions, interviews and information gap exercises. The document also offers suggestions for teachers to increase student speaking time and give feedback.
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Presentation
TEACHING FOUR SKILLS
CLASSROOM SPEAKING ACTIVITIES OBJECTIVES
The reasons for teaching speaking
The definition of speaking
The special features of spoken language
The definition of teaching speaking
The rationales for teaching speaking using communicative and
collaborative learning OBJECTIVES
The basic features of communicative language teaching and
collaborative learning
Some communicative activities to promote speaking
Things a teacher should / should not do in teaching speaking
1-Reasons for teaching speaking
Speaking is a crucial part of second language learning and
teaching
Our learners often evaluate their success in effectiveness of
their English course on the basis of how much they feel they have improved in their spoken language proficiency 2- what is “SPEAKING” ?
Speaking is : The process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts 3- Some Features of SPOKEN discourse in daily life :
Composed of idea units (combined short phrases and clauses)
May be planned (e.g. a lecture) or unplanned (e.g. a
conversation)
Shows variation (e.g. between formal and casual speech),
reflecting speaker roles , speaking purpose, and the context 4- what is “TEACHING SPEAKING” ?
Teaching speaking is to teach our learners to :
Produce the English speech sounds and sound patterns
Use word and sentence stress, information patterns and the
rhythm of the second language
Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter To be continued. . . .
Organize their thoughts in a meaningful and logical sequence
Use language as a means of expressing values and judgments
5- The Rationales For Teaching Speaking Communicatively ……
For many years , teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues
Today’s world require that the goal of teaching speaking should
improve student’s communicative skills
Only in that way students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance To be continued . . . .
It is necessary for learners to recognize :
1. The very different functions speaking performs in daily
communication
2. The different purposes for which our students need speaking
skills 6- Communicative Language Teaching and Collaborative Learning
Communicative language teaching is 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
This can occur when students collaborate in groups to achieve a
goal or to complete a task 7- Examples of Various Types of Speaking in Real-Life Situations
Conducting a class debate
Giving a speech of welcome
Making a presentation
Giving a long talk
Chatting to a school friend in a canteen
8- 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 To be continued . . . .
Reduce teacher speaking time in class while increasing student
speaking time. Step back and observe students
Ask eliciting questions such as “what do you mean ? How did
you reach that conclusion ?” in order to prompt students to speak more
Indicate positive signs when commenting on a student’s
response 9- Some Types of Communicative Activities to Get Students to Speak
Discussions Story completion
Role play Reporting Simulations Playing cards Brainstorming Picture narrating Storytelling Picture describing Interviews Information gap Classroom Speaking Activity
Dialogues and Role Plays ACTIVITY …
A great way to introduce or review these words is to practice them in dialogues
accompanied by pictures These will take some time to create, or you can scan the
Internet to find some already written. Practice a variety of dialogues such as a
conversation between two students, a conversation between a teacher and a
student, and a conversation with the whole class. Give each pair the same dialogue
to practice, and then discuss the dialogues as a whole group and answer any
questions. Alternatively, you could give each pair a different dialogue to practice in
pairs first and then with the whole class. Make sure you rotate the dialogues so that
all students can get practice with each scenario.
To be continued . . . .
If you have more advanced students, give them role play contexts rather than dialogues. Prepare a written context or give them a picture with two people in a classroom and have them construct the dialogue for this picture. If you give each pair the same picture and have the students present their dialogues for the class. Going over the similarities and differences between the dialogues can lead to some great conversations about the variations of speech they may hear.
