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DEVELOPING SPEAKING LESSON PLANS

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marly villacrusis
marly villacrusis

The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.

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DEVELOPING SPEAKING LESSON PLANS PANPACIFIC UNIVERSITY NORTH PHILIPPINES URDANETA CITY INSTITUTE OF GRADUATE SCHOOL Lecturer: MARLY IBARRA VILLACRUSIS Professor: DR. MA. MARTHA MANNETTE A. MADRID
An effective lesson plan is the backbone of our repertoire as a teacher. We want a lesson that motivates our pupils, provides useful and necessary language practice and helps students practice their English skills. The more organized a teacher is, the more effective the lesson and writing daily lesson plans is a huge part of being an organized teacher.
Steps in creating topnotch lesson plans
Before you can create an effective lesson you first need to determine your main topic for the lesson. Anything that students need to learn to communicate effectively in English can be the main topic of the lesson.
The next step is developing a direction towards attaining the objectives. You need to decide on how to teach the content according to the levels and needs of the learners. You also need to control how you use your time in the classroom. Effective teachers must plan for the productive use of classroom time. The more effective English lesson plan will incorporate student activities. This is where the students practice the main topic of the lesson and use what they learned.
Finally, there should be some kind of feedback to determine if the lesson has deficiencies. Feedback will assist the teacher in finding out if the students have met the lesson plan objectives. Evaluations can range from the formal such as quizzes to the informal like one-on- one evaluation.
How To Develop Speaking Skills in Speaking Lessons?
To develop this skill, the students need intensive practice. Speaking practice is usually done in pair & group work.
Class activities for developing speaking skills in speaking lessons
DISCUSSION This is said to be next to lecture. The leader provides the group with the information needed for effective decision making and helps all persons in the study group to participate in the discussion. It is effective when students go beyond the yes and no answers. Good discussions starters can be WHY, HOW, EXPLAIN and EXPLAIN FURTHER.
DIFFERENT DISCUSSION METHODS
1. Circle Response – in a circular seating arrangement. The leader asks a question or requests an opinion from each person in the group. This can be a great learner’s attention catcher to get participation from all. 2. Small Group Discussion- Divide the class into groups. Ask the learners to discuss specific questions in their small groups. Each group should designate a leader and a secretary. Have them report a summary of their discussion to the larger group. 3. Discussion with Listening Teams- Small groups are selected to listen to a presentation from a particular point of view. Discussion by the entire group should follow. 4. Lyrics Study – Provide lyrics of a song and discuss those in light of the study material. Obviously, the song chosen should be related to the lesson.
5. Problem solving – Formal discussion approach that facilitates the systematic treatment of a problem that is significant to the group. The discussion should center on how to solve the problem presented. 6. Remembering – Ask the class to retell a story they have just read. Then discuss what they remembered and what they forgot. 7. Word Association- Say one word based on the lesson discussed. Have the students respond with the first word that pops into their minds. Upon hearing the word, discuss that word. 8. Word Study- Give each small group a word to examine in the lesson, then discuss their findings.
ROLE PLAY Students pretend they are in various contexts and have a variety of social roles. In role play activities, the teacher gives information to the learners. This is also a form of a dialogue. Students may be asked to play different roles in the form of drama. This exercise will encourage the students to speak in real life situation. This is an improvise scenario based on the story’s lesson.
SIMULATIONS Very similar to role plays but what makes it different from role plays is that they are more elaborate. Students can bring items to the class to create a realistic environment.
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 the information.
BRAINSTORMING Is asking the learners to say out loud different ideas they can think of about a topic, word or thing. This is the technique for generating new and useful ideas. It promotes creative thinking. It can be a problem solving method in which group members are led to suggest as many solutions as they can. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
STORYTELLING Is the art of telling and retelling what happened in real or imaginary events. Students can briefly summarize a tale or story they heard from somebody beforehand or may create their own stories to tell their classmates. This fosters creative thinking.
INTERVIEWS This is a method where facts and opinions are shared by a resource person in response to questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps becoming socialized.
STORY COMPLETION For this activity, a teacher starts to tell a story, but after a few sentences, he/she stops narrating. Then, each student starts to narrate from the point where the previous one stopped.
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 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 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 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 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 students’ 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 student’s 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.
CONCLUSION: Teaching speaking is a very important part of English language learning. The ability to communicate in a English language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers’ pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.
DEVELOPING SPEAKING LESSON PLANS

More Related Content

DEVELOPING SPEAKING LESSON PLANS

  • 1. DEVELOPING SPEAKING LESSON PLANS PANPACIFIC UNIVERSITY NORTH PHILIPPINES URDANETA CITY INSTITUTE OF GRADUATE SCHOOL Lecturer: MARLY IBARRA VILLACRUSIS Professor: DR. MA. MARTHA MANNETTE A. MADRID
  • 2. An effective lesson plan is the backbone of our repertoire as a teacher. We want a lesson that motivates our pupils, provides useful and necessary language practice and helps students practice their English skills. The more organized a teacher is, the more effective the lesson and writing daily lesson plans is a huge part of being an organized teacher.
  • 3. Steps in creating topnotch lesson plans
  • 4. Before you can create an effective lesson you first need to determine your main topic for the lesson. Anything that students need to learn to communicate effectively in English can be the main topic of the lesson.
  • 5. The next step is developing a direction towards attaining the objectives. You need to decide on how to teach the content according to the levels and needs of the learners. You also need to control how you use your time in the classroom. Effective teachers must plan for the productive use of classroom time. The more effective English lesson plan will incorporate student activities. This is where the students practice the main topic of the lesson and use what they learned.
  • 6. Finally, there should be some kind of feedback to determine if the lesson has deficiencies. Feedback will assist the teacher in finding out if the students have met the lesson plan objectives. Evaluations can range from the formal such as quizzes to the informal like one-on- one evaluation.
  • 7. How To Develop Speaking Skills in Speaking Lessons?
  • 8. To develop this skill, the students need intensive practice. Speaking practice is usually done in pair & group work.
  • 9. Class activities for developing speaking skills in speaking lessons
  • 10. DISCUSSION This is said to be next to lecture. The leader provides the group with the information needed for effective decision making and helps all persons in the study group to participate in the discussion. It is effective when students go beyond the yes and no answers. Good discussions starters can be WHY, HOW, EXPLAIN and EXPLAIN FURTHER.
  • 12. 1. Circle Response – in a circular seating arrangement. The leader asks a question or requests an opinion from each person in the group. This can be a great learner’s attention catcher to get participation from all. 2. Small Group Discussion- Divide the class into groups. Ask the learners to discuss specific questions in their small groups. Each group should designate a leader and a secretary. Have them report a summary of their discussion to the larger group. 3. Discussion with Listening Teams- Small groups are selected to listen to a presentation from a particular point of view. Discussion by the entire group should follow. 4. Lyrics Study – Provide lyrics of a song and discuss those in light of the study material. Obviously, the song chosen should be related to the lesson.
  • 13. 5. Problem solving – Formal discussion approach that facilitates the systematic treatment of a problem that is significant to the group. The discussion should center on how to solve the problem presented. 6. Remembering – Ask the class to retell a story they have just read. Then discuss what they remembered and what they forgot. 7. Word Association- Say one word based on the lesson discussed. Have the students respond with the first word that pops into their minds. Upon hearing the word, discuss that word. 8. Word Study- Give each small group a word to examine in the lesson, then discuss their findings.
  • 14. ROLE PLAY Students pretend they are in various contexts and have a variety of social roles. In role play activities, the teacher gives information to the learners. This is also a form of a dialogue. Students may be asked to play different roles in the form of drama. This exercise will encourage the students to speak in real life situation. This is an improvise scenario based on the story’s lesson.
  • 15. SIMULATIONS Very similar to role plays but what makes it different from role plays is that they are more elaborate. Students can bring items to the class to create a realistic environment.
  • 16. 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 the information.
  • 17. BRAINSTORMING Is asking the learners to say out loud different ideas they can think of about a topic, word or thing. This is the technique for generating new and useful ideas. It promotes creative thinking. It can be a problem solving method in which group members are led to suggest as many solutions as they can. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
  • 18. STORYTELLING Is the art of telling and retelling what happened in real or imaginary events. Students can briefly summarize a tale or story they heard from somebody beforehand or may create their own stories to tell their classmates. This fosters creative thinking.
  • 19. INTERVIEWS This is a method where facts and opinions are shared by a resource person in response to questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps becoming socialized.
  • 20. STORY COMPLETION For this activity, a teacher starts to tell a story, but after a few sentences, he/she stops narrating. Then, each student starts to narrate from the point where the previous one stopped.
  • 21. 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.
  • 22. 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
  • 23. 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.
  • 24. 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.
  • 25. 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.
  • 26. Suggestions for Teachers in Teaching Speaking
  • 27. • 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 students’ 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…"
  • 28. • Do not correct student’s 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.
  • 29. CONCLUSION: Teaching speaking is a very important part of English language learning. The ability to communicate in a English language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers’ pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.