speaking session

AGOSTO 2013

TEACHING SPEAKING

AGENDA

A) OBJECTIVES

B) THEORETICAL FRAMEWORK

C) TOP TIPS FOR SPEAKING

Provide your own definition of SPEAKING

Understand the different components of COMMUNICATIVE

COMPETENCE

Identify the elements of SPOKEN LANGUAGE

Describe and Explain the principles for

TEACHING SPEAKING

You have already dealt with LISTENING and we are moving into SPEAKING.

WHAT ARE THE DIFFERENCES BETWEEN

LISTENING AND SPEAKING?

Work with a partner and try to spot as many differences as possible.

SPEAKING LISTENING

PRODUCTIVE RECEPTIVE

Now We’d like you to THINK about your own performance as a speaker of a foreign language (English). Find a partner and try to give a definition of SPEAKING as a skill.

WHAT DO YOU DO WHEN YOU SPEAK?

WHAT IS TO SPEAK?

TEACHING SPEAKING

Speaking is “the process of building and sharing

meaning through the use of verbal and non-verbal symbols in a variety of

contexts”

Gestures, touch, body language, posture, physical distance.

This time, look for another partner to enrich your productions by sharing information and points of view.

WHAT IS TO SPEAK WELL?

TEACHING SPEAKING

WHAT IS TO SPEAK «WELL»?

Take a look at the following list.If you agree with one of the staments..

CLAP YOUR HANDS!

To CREATE well-formed sentences.

To PRONOUNCE correctly and clearly.

To HAVE a large vocabulary.

To HAVE a native like intonation.

To BE fluent.

To BE ABLE to EXPLAIN things easily.

To speak well is to have:

COMMUNINCATIVE

COMPETENCE

LINGUISTIC COMPETENCE

SOCIO

LINGUISTIC COMPETENCE

DISCOURSE

COMPETENCE

STRATEGIC

COMPETENCE

Understanding and using: Vocabulary, Language Conventions (grammar, punctuation, spelling) and syntax

(sentence structure)

LINGUISTIC

COMPETENCE

Having awareness of social rules of Language (formality, politeness),

register, cultural references (idioms, expressions, etc)

SOCIOLINGUISTIC

COMPETENCE

Formal

InformalContext

PersonPlace

REGISTER

Using strategies to compensate for gaps in skills

and knowledge.

STRATEGIC

COMPETENCE

What’s this?

a piece of equipment that makes a film or picture appear on a screen or flat surface

Understanding how ideas are connected that is to say how sentence

elementes are put together.

DISCOURSE

COMPETENCE

It is how texts are constructed

COHERENCE

TEACHING SPEAKING

Is this dialogue COHERENT?

Extract 1

Person 1: Going to the review session?Person 2: Rugby practice.

It is the grammatical and / or lexical relationship between

the different parts of a sentence.

COHESION

TEACHING SPEAKING

Reference

Repetition

Synonyms

ExtractJeff: Hey, Lindsey, how’s it going?Lindsey: Wow! I just had a test and it was really hard!Jeff: Oh, what was the test about?Lindsey: Statistics! All those formulas are so confusing!Jeff: Yeah, In don’t like that stuff either

Communicative Competence

LINGUISTIC

COMPETENCE

SOCIO

LINGUISTIC

COMPETENCE

STRATEGIC

COMPETENCEDISCOURSE

COMPETENCE

TEACHING SPEAKING

Select the correct

WORDS

Select the correct

EXPRESSIONS

Convey MEANING

ACCURACY

refers to the ability

to speak properly

FLUENCY

Fluency is the capacity to speak

fluidly and confidently.

Accuracy vs. FluencyFLUENCY vs. ACCURACY

SPOKEN LANGUAGE ELEMENTS

SITUATION

Extract 2

Jeff: Hungry?Lindsey: Yep.Jeff: Pizza?Lindsey: Nope.Jeff: Mexican?Lindsey: Mmmmmm, nah.Jeff: Chinese?Lindsey: Maybe.Jeff: Sushi!Lindsey: Yeah!

HAVE YOU EVER FACED ONE OF THESE PROBLEMS?

My class is too big to make pair and group work

Whenever I tell my students we’re going to do a speaking activity, they don’t want to do it

When they form groups to do a speaking activity, my students speak Spanish not English

I don’t have enough time to practice speaking in class

My students make so many mistakes, I can’t correct them

My students are too noisy

SOLUTIONS

Look for a partner and answer the following question:

What are the TEACHER’S ROLES while teaching SPEAKING?

If we have this clear in mind, the solution will be closer.

CLASSROOM ORGANIZATION

TOP TIPS FOR TEACHING SPEAKING ARE:

Focus on both FLUENCY and ACCURACY.

Provide motivating techniques.

Encourage the use of AUTEHNTIC Language.

Provide appropriate FEEDBACK and CORRECTION.

Capitalize the natural link between SPEAKING and LISTENING.

Give students opportunities for oral communication.

Encourage the development of speaking strategies.

TEACHING SPEAKING

FLUENCYACCURACY

Speaking Activities - Categories

Accuracy-Based Fluency-Based

Conscious focus on LANGUAGE.High degree of Control.

Focused on Communication.

Accuracy-Based Activities

ControlledActivities

Communicative Function

Conversational Strategies

Grammatical

Structures


CONTEXTUALIZED

PERSONALIZED

BUILDING AWARENESS ABOUT THE

LANGUAGE USE


Where is the parrot?

The parrot is _____ the bag.

Image taken from STORYLINE by Pearson

Imagine this is a picture of your bedroom. Your partner will ask you some questions and with your answers he / she will draw the objects in an empty picture.

Image taken from STORYLINE by Pearson

EXAMPLES

Questions and answers Questions and Answer contests

Spot the differenceChain game

DrillingsReading a dialogue

Disappearing dialoguesQuestionnaires/surveysFind someone who…?

Activities to PROMOTE Speaking

Fluency-Based Activities

DISCUSSIONS

ROLE PLAY

INTERVIEWS

REPORTING

INTERVIEW AN INTERESTING PERSONALITY

TELEPHONING

TEACHING SPEAKING

FLUENCY-BASEDACTIVITIES

“Appeal to students’ objectives and interests,

so as to achieve COMPETENCE and

AUTONOMY”

TEACHING SPEAKING


“It is hard to create authentic and meaningful contexts but you will see

the results”

TEACHING SPEAKING


“By giving appropriate and positive FEEDBACK you will be emotionally

connected with your students”

TEACHING SPEAKING


“The two skills always work together. The

production of Language must start with

comprehension”

TEACHING SPEAKING


“Give your students the power to generate new

conversations”

TEACHING SPEAKING


SPEAKING STRATEGIES• Asking for clarification• Asking for repetition• Using fillers to get time• Keeping the conversation going• Getting someone’s attention• Paraphrasing• Asking for help and collaboration• Using Chunks• Using mime and non-verbal expressions

We have seen a lot of things till now.We have reflected a lot and received a lot of information.

Do you remember how I started this session?I clearly stated the OBJECTIVES for this presentation.To define your objectives is essential to move towards it.So now,What is our objective while teaching SPEAKING?

TEACHING SPEAKING

Effective communication

NARRATE

CORRECT

SHAREPERSUADE

EXPRESS

DESCRIBE

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