““WELCOME TO ENGLISH CLASS”WELCOME TO ENGLISH CLASS”

About me.About me.

The time tableThe time table

Getting to know youGetting to know you..

Teaching SpeakingTeaching Speaking

by by Sri Wuli Fitriati, M.Pd.Sri Wuli Fitriati, M.Pd.

English Department, FBS, UNNESEnglish Department, FBS, UNNES

presented inpresented inWorkshop forWorkshop for

Vocational High School Teachers of EnglishVocational High School Teachers of EnglishCentral Java ProvinceCentral Java Province

conducted byconducted byDinas Pendidikan Propinsi Jawa TengahDinas Pendidikan Propinsi Jawa Tengah

21- 24 February 201121- 24 February 2011

55 Fundamental Factors in Fundamental Factors in Planning and Teaching SpeakingPlanning and Teaching Speaking

• The learner — age, proficiency• The learner — age, proficiency, , goalsgoals• The program — the curriculum• The program — the curriculum• The topics being discussed• The topics being discussed• The ‘two’ languages: in the task, for the • The ‘two’ languages: in the task, for the tasktask• The activity or task that serves as the • The activity or task that serves as the vehicle vehicle for conversation for conversation

Approaches to teaching speaking Approaches to teaching speaking (Richards, 1990)(Richards, 1990)

I. Direct methods which focused on I. Direct methods which focused on special special features of oral interaction (turn features of oral interaction (turn taking, taking, topic management topic management,, questioning questioning strategies strategies etc) etc)II. Indirect methods — create situations II. Indirect methods — create situations for for interactions ( group work, interactions ( group work, pairpair work) work)

Towards communicative competenceTowards communicative competence

• According to Li• According to Littttlewood lewood (Communicative (Communicative Language Language Teaching, Teaching, Cambridge University Press, 1981), Cambridge University Press, 1981), there is there is a continuum of classroom activities to a continuum of classroom activities to promote promote communicative competence communicative competence Control Performing Control Performing Memorised Memorised dialoguesdialogues

Contextualised drillsContextualised drillsCued dialoguesCued dialoguesRole playRole play

Creativity Creativity ImprovisationImprovisation

Controlled activitiesControlled activities

• Remember• Remember your (first) English lessons. your (first) English lessons. What What kind of student were you? Were you kind of student were you? Were you always always ready to raise your hand to be invited to ready to raise your hand to be invited to speak in the foreign language or did you speak in the foreign language or did you

hope the teacher didn’t see you? hope the teacher didn’t see you?• • 1. Threat Reduction Activities1. Threat Reduction Activities - of - of getting-to-getting-to- know-you activities which promote trust know-you activities which promote trust as as well as articulation activities - well as articulation activities -lcebreakerslcebreakers

2. 2. Dialogue buildingDialogue building

• The use of cues or prompts to build up • The use of cues or prompts to build up dialogues is a commonly-used dialogues is a commonly-used technique.technique.• The cues or prompts determine the • The cues or prompts determine the content of content of what is said, and dialogue building what is said, and dialogue building activities activities can range from being highly controlled can range from being highly controlled to very to very free. free.

3.3. Gambits Gambits (producing an appropriate (producing an appropriate response)response)

i. Language to indicate the speaker’s i. Language to indicate the speaker’s agreement with what has been said agreement with what has been saidii. Language which indicates polite ii. Language which indicates polite disagreement disagreementiii. Language to indicate possible doubtiii. Language to indicate possible doubtiv. Language to provide positive and iv. Language to provide positive and negative negative feedback feedbackv. Language to encourage confirmation v. Language to encourage confirmation and and more information more information

4. Awareness activities4. Awareness activities

• Students need to become aware of • Students need to become aware of what what native speakers do in conversation if native speakers do in conversation if they are they are themselves to achieve communicative themselves to achieve communicative competence in the target language. competence in the target language.• The focus of the awareness activities • The focus of the awareness activities should should target promoting the following issues: target promoting the following issues:

• • development of the ability to interpret development of the ability to interpret what is what is being said; being said;• a feeling for what is appropriate in • a feeling for what is appropriate in conversation; conversation;• awareness of strategies used to further • awareness of strategies used to further conversation; conversation;• awareness of the target culture• awareness of the target culture

What can the teacher do to help in What can the teacher do to help in the awareness activitiesthe awareness activities• Devise • Devise activities activities toto

— Show that — Show that meaning meaning is affectedis affected— Help learners — Help learners hear hear the soundsthe sounds— Point out — Point out how to make how to make the sounds the sounds

and and help learners produce help learners produce themthem• Provide • Provide ffeeedbackedback

Examples of Awareness activitiesExamples of Awareness activities

i. i. Observation tasksObservation tasks - audio recordings of people talking; - audio recordings of people talking; - video recordings of people talking; - video recordings of people talking; - conversations as they occur in real - conversations as they occur in real time.time.ii.ii. Sensitivity to the sound system Sensitivity to the sound systemiii.iii.Cross-cultural awarenessCross-cultural awareness

Fluency activitiesFluency activities

• The communicative needs of the • The communicative needs of the average average foreign student fall within a limited foreign student fall within a limited range of range of purposes, the most important of which purposes, the most important of which are:are: - the maintenance and development of - the maintenance and development of social social relationships; relationships; - information exchange; - information exchange; - co-operative problem-solving in - co-operative problem-solving in English;English; - expressing ideas and opinions. - expressing ideas and opinions.

Techniques and Techniques and resourcesresources

IcebreakersIcebreakers

Why use icebreakers- Affective FilterWhy use icebreakers- Affective Filter• Students need to feel co• Students need to feel comm_______ in _______ in order order for learning to be effective. for learning to be effective.• They need to know who is in the • They need to know who is in the classroom classroom with them before they can feel sa_ with them before they can feel sa_ • They are worried about their• They are worried about their friends friends in in the the classroom settings and need to be put classroom settings and need to be put at at ease about the process. ease about the process.• They learn by doi• They learn by doingng as well as seeing as well as seeing and and hearing. hearing.• lce breakers can add an emo_ • lce breakers can add an emo_ component to component to the learning. the learning.

ObjectivesObjectives

i. create a positive group atmospherei. create a positive group atmosphereii. help students to relaxii. help students to relaxiii. break down social barriersiii. break down social barriersiv. energize & motivateiv. energize & motivatev. help students to think outside the boxv. help students to think outside the boxvi. help students to get to know one vi. help students to get to know one another another

Theoretical implications of Accuracy Theoretical implications of Accuracy vs Fluencyvs Fluency

• Overuse of accuracy monitoring can • Overuse of accuracy monitoring can cripple cripple language development — lose of language development — lose of confidence confidence through over-correction (Brumfit 1979) through over-correction (Brumfit 1979)• Too much emphasis on overcorrecting is • Too much emphasis on overcorrecting is

harmful — eg causes excessive monitor harmful — eg causes excessive monitor in the in the mind - hinders the natural acquisition of mind - hinders the natural acquisition of

spoken skills (Ebsworth, 1998) spoken skills (Ebsworth, 1998)

In summaryIn summary

• Icebreakers can add fun and energy — • Icebreakers can add fun and energy — and and set the tone for learning set the tone for learning• Must be planned carefully and • Must be planned carefully and conducted conducted appropriately appropriately• Need to fit in the time frame• Need to fit in the time frame• Has to make students’ affective filter • Has to make students’ affective filter lowlow• Need to somehow tie with the lesson’s • Need to somehow tie with the lesson’s objective objective

•• Fluency activities on the other hand can Fluency activities on the other hand can

provide learners with a chance to provide learners with a chance to recycle recycle language and vocabulary and help language and vocabulary and help increase increase confidence confidence• Teachers should allow time for • Teachers should allow time for icebreakers/ icebreakers/ games games

Examples of Examples of icebreakersicebreakers

Introducing oneselfIntroducing oneself

• Write your full name on a piece of paper• Write your full name on a piece of paper• Teacher will collect paper and • Teacher will collect paper and redistribute redistribute them them• Class walks around and look for the • Class walks around and look for the persons persons whose names they hold whose names they hold• Ask the following questions:• Ask the following questions: i. Hobbies i. Hobbies ii. Family ii. Familyiii. Likesiii. Likes

• Introduce the person to the class• Introduce the person to the class

Describe yourself in 3 wordsDescribe yourself in 3 words

• Instructions• Instructions• Give your students some time to think • Give your students some time to think and and choose three words to describe choose three words to describe themselvesthemselves• This could be used when teaching • This could be used when teaching adjectivesadjectives• Allow time for questions• Allow time for questions• Taking times• Taking times• Listening to them patiently • Listening to them patiently

What is your favorite food?What is your favorite food?

Instructions

• What is your favorite food?• What is your favorite food?• What food have you always wanted to • What food have you always wanted to try but try but haven’t? haven’t?• Wh• Whyy do you never want to taste in your do you never want to taste in your mouth again? mouth again?

Tears…Tears…

• Find someone for each category below:• Find someone for each category below: i . i . Cried recently?Cried recently? ii. ii. Not felt embarrassed to cNot felt embarrassed to cryry in front in front of of other people? other people? iii. iii. Cried longer than 3 hours?Cried longer than 3 hours? iv. iv. Never cried in the last 3 years?Never cried in the last 3 years? v. v. Ever made yourself cry by thinking Ever made yourself cry by thinking about about sad/happy events? sad/happy events?vi.vi. Ever used tears to your advantage?Ever used tears to your advantage?vii.vii. Believed that tears can look Believed that tears can look attractive?attractive?

Using an appropriate themeUsing an appropriate theme

• We should use appropriate themes that • We should use appropriate themes that our our students can identify with, example- students can identify with, example- joy, joy, sadness, love, etc. sadness, love, etc.• What are some themes that we should • What are some themes that we should avoid?avoid?