- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
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.
This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
The document discusses teaching speaking skills to older language learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. When designing speaking tasks, teachers should consider students' proficiency levels and challenge without overwhelming them. Speaking activities that promote skills include discussions after lessons, role plays, information gaps, brainstorming, storytelling, and speeches on discussed topics or special events. The conclusion states that meaningful speaking practice in a variety of activities engages students and makes learning more fun.
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
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..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
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The document discusses strategies for teaching speaking skills to language learners. It begins by noting that teaching speaking has long been undervalued despite its importance. Typically, speaking was taught through repetition drills or memorization of dialogues. The document then presents and describes 12 strategies to effectively promote students' speaking abilities: discussions, role plays, simulations, information gaps, brainstorming, storytelling, story completion, reporting, picture narrating, picture describing, speeches, and references sources on teaching speaking.
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
The document provides an overview of teaching language skills, with a focus on teaching grammar. It defines grammar and discusses considerations for teaching grammar, including the differences between fluency and accuracy. It also presents various approaches to teaching grammar, such as deductive versus inductive, and frameworks like PPP and PPU that incorporate presentation, practice and production stages. Controlled and free activities are also addressed.
This document discusses tips for teachers to improve students' English speaking skills. It provides reasons why speaking is important, such as to improve overall language skills and communicate effectively. It then gives suggestions for teachers, such as giving equal attention to all students and being patient. Finally, it proposes ways to generate speaking in class, including reminding students to speak loudly and clearly, using only English, telling stories, doing role plays, and varying classroom activities regularly to keep students engaged. The overall goal is to help students gain confidence in speaking and correct mistakes through practice.
The document provides an English curriculum for middle schools with the following key points:
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Q: Why Teaching methods?
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To help students take more responsibility for their own learning and enhance the process of learning.
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-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
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4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
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7. • Speaking is "the process of building and
sharing meaning through the use of verbal
and non-verbal symbols, in a variety of
contexts" (Chaney, 1998, p. 13).
meaning contexts
meaning contexts
8. 1. Feelings
2. Opinions
3. Personal details
4. Functions:
a. Giving advice
b. Expressing hope
c. Telling stories
d. Daily routines
5. Describing:
a. People
b. Places
c. Objects
d. Habits
contexts
meaning
1. Formal
2. Informal
3. At home
4. At school
5. In the street
6. On holiday
7. At a mall
8. A situation
9. Do You know that ? ? ?
Many language learners regard
speaking ability as the measure of
knowing a language.
10. - First Part:
Despite its importance, for many years, teaching
speaking has been undervalued.
- Second Part:
English language teachers have continued to
teach speaking just as a repetition of drills or
memorization of dialogues.
The main issues are:
12. • Teachers should create a classroom environment
where students have real-life communication,
authentic activities, and meaningful tasks that
promote oral language. This can occur when
students collaborate in groups to achieve a goal or
to complete a task.
Provide real-life situations
13. Activities that Promote Speaking
• Discussions
• Role Plays
• Simulations
• Information Gap
• Brainstorming
• Storytelling
• Interviews
• Story Completion
• Reporting
• Picture Describing
• Speeches
• Show & Tell
• Monologues
• Dialogues
17. Role Play
The teacher gives information to the
learners such as who they are and what
they think or feel. Thus, the teacher can
tell the student that "You are David, you
go to the doctor and tell him what
happened last night, and…" (Harmer,
1984)
19. Simulations
• Simulations are very similar to role-plays but what makes
simulations different than role plays is that they are more
elaborate. In simulations, students can bring items to the
class to create a realistic environment. For instance, if a
student is acting as a president, he/she wears a suit and
brings a microphone to deliver his speech. Role plays and
simulations have many advantages.
• Such activities motivate the students and increase the self-
confidence of hesitant students.
20. Brainstorming
• On a given topic, students can produce
ideas in a limited time. Depending on the
context, either individual or group
brainstorming is effective and learners
generate ideas quickly and freely.
• The good characteristics of brainstorming
is that the students are not criticized for
their ideas so students will be open to
sharing new ideas.
23. Interviews
• Students can conduct interviews on selected topics
with various people.
• Conducting interviews with people gives students a
chance to practice their speaking ability not only in
class but also outside and helps them become
socialized. After interviews, each student can
present his or her study to the class.
24. Storytelling
• Students can briefly summarize a tale or story they
heard from somebody beforehand,
• They may create/imagine their own stories to tell
their classmates.
• Story telling fosters creative thinking. It also helps
students express ideas in the format of beginning,
development, and ending, including the characters
and setting a story has to have.
25. Story Completion
1. This is a very enjoyable, whole-class, free-
speaking activity for which students sit in a circle.
2. For this activity, a teacher starts to tell a story, but
after a few sentences he or she stops narrating.
3. Then, each student starts to narrate from the point
where the previous one stopped. Each student is
supposed to add from four to ten sentences.
4. Students can add new characters, events,
descriptions and so on.
27. Picture Narrating
1. This activity is based on
several sequential
pictures
2. Students are asked to tell
the story in the sequential
pictures by paying
attention to the criteria
provided by the teacher as
a rubric.
3. Rubrics can include the
vocabulary or structures
(past simple) they need to
30. Reporting
1. 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.
2. Teachers can also ask their
students to watch a specific
program on a specific channel.
Time of the program should be
given well-in-advance.
3. Then, students could be asked
to report back what they have
seen and express their views
concerning what was
presented in the program or
cartoon film…
32. Picture Describing
• Students describe what it is in the picture.
• They discuss thepicture with their
groups.
• Then, a spokesperson for each group
describes the picture to the whole class.
This activityfostersthe creativity and imagination
of the learners as well as their public speaking
skills.
• It could also be used as springboard for a
whole class-discussion
34. Speeches
• Teachers can ask their students to prepare a
speech about one of the topics that were
discussed in class.
• They may also ask them to prepare a speech
about a special
event or occasion. In fact, lots of students enjoy
such activities as they allow them a great deal of
freedom to express their ideas and show their
talents.
Of course, delivering the speech should be done in
class.
•
67. Show & Tell
• Name of object
• Shape of the object
• Colour of the object
• Texture
• Uses/Functions/Importance
71. 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.
72. • Try to involve as many students as
possible in every speaking activity.
• For this aim, practice different ways
of student participation.
Involve Maximum students
73. • Reduce teacher speaking time in class
while increasing student speaking time.
Step back and observe students.
Reduce teacher Speaking
74. • Indicate positive signs when
commenting on a student's
response.
Indicate positive signs
75. • Ask eliciting questions
such as "What do you
mean? How did you reach
that conclusion?" in order
to prompt students to
speak more.
76. • 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…"
77. • Do not correct students' pronunciation
mistakes very often while they are
speaking. Correction should not distract
student from expressing themselves.
78. •Involve speaking activities not only in
class but also out of class; contact parents
and other people who can help.
79. • 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.
80. • Provide the vocabulary beforehand that
students need in speaking activities.
81. •Diagnose problems faced by students who
have difficulty in expressing themselves in the
target language and provide more
opportunities to practice the spoken language.
83. 1. Pay great attention to teaching speaking.
4. Make students more active in the learning
process and reduce their anxiety.
6. Make their learning more meaningful and
fun for them.
84. References
• Celce-Murcia. M. 2001. Teaching English as a Second or Foreign
Language (3rd ed). USA: Heinle&Heinle.
• Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in
Grades K-8. Boston: Allyn&Bacon.
• Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling
Publishing House.
• Brown, G. and G. Yule. 1983. Teaching the Spoken Language.
Cambridge: Cambridge University Press.
• Harmer, J. 1984. The Practice of English Language Teaching.
London: Longman.
• McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a
teacher’s guide. Malden, MA; Oxford: Blackwell.
• Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-
Hill.
• Staab, C. 1992. Oral language for today's classroom. Markham, ON:
Pippin Publishing.