Speaking in EnglishSpeaking skills, or sometimes known as auditory expressive language, is the ability to use language to express an idea or a message to another person in a communicationalSituation. For a person to be a competent speaker, he will need to have mastered all the components of language as discussed in the first topic. This means he will need to be Correctly articulate the words, know the meanings of words, phrases and other linguistic items in order to convey his ides adequately, be able to formulate different kinds of sentences , and also to be able explain ideas using connected text.

Auditory Expressive Language Problems

A person who has a defect in his speech organ will have a problem in some aspect of speech production. His speech could be too nasal or too breathy or he may be unable to articulate certain speech sounds.He could also have a poor auditory memory resulting in a problem of recalling words from memory.

An auditory expressive language problem could manifest itself in

• Incorrect usage of language• Overuse of simple sentences and a lack of complex ones• An inability to express abstract concepts or ideas• An inability to adjust the style communication according to the communicational situatian • A tendency of not providing sufficient information

Assessment of Auditory Expressive LanguageProvide a word and ask the student to

formulate a sentence based on the word.Provide a few words and ask the student to

use all the words given to form a sentence.Provide the beginning part of sentence and

ask the student to complete the sentence.Provide two simple sentences and ask the

student to combine the two sentences into one.

Techniques for Teaching Apeaking SkillsAs in the teaching of listening comprehension in

a communication context, the teacher should teach the language and linguistic items relevent to the situation first. Patterning drills can be effective in helping the students to master common sentence patterns in English.

Eg:The teacher can provide the sentence”The apple costs fifty cents each”-drill the student until he is able to substitute”apple” with the names of other fruits

Developing Vocabulary1. Naming

Place a collection of objects in a box. Let the student name the object as it is taken out of the box. You could also have a collection of pictures and carry out of the same kind of activity.

2. Departmental StoreLet one student be the salesperson and another customer. The customer makes the order and the salesperson provides the objects requested.

3. Rapid Naming

The teacher points to objects or pictures and the student has to name the objects or pictures as quickly as possible . This is good training to improve auditory memory.

4. Missing Words

Read a story to the student and pause at certain points to leave out words. Ask the student to supply the missing words.

5. Word Pairs

Some words can be taught in pairs to make it easier for the students to remember. Eg: words like fork-spoon, cats-dogs, pencil-paper and cry –laugh will be more easily remembered if they are presented together as they are closely associated.

Teaching Sentences Patterns1. Shows pictures of different activities but

teach the student to use the same sentence pattern for the activities.Eg: The teacher can have a picture of a boy crying, a boy running and a boy singing. The teacher can formulate the sentence “The boy is crying” and ask the student to formulate sentences using the same pattern for the other two pictures.

2. The teacher can also provide two basic sentences and teach the student to combine the sentences using the pattern she has modelled for him. Eg; “The apple is big” The apple is sweet”- teach them “The big apple is sweet “ Then teacher provide other pair of sentences.

3. Sentence patterns can also be taught in other ways. Eg: to teach question forms, the teacher could provide a statement like “The book is in the cupboard” and teach the question form”Where is the book” He then provide other examples.