designing speaking activities
TRANSCRIPT
H.D. BROWN’S PRINCIPLES FOR
TEACHING SPEAKING SKILLSBY: TUMANA, WJ
Principle #1: Focus on both Fluency & Accuracy
depending on your
objective
“Make sure your tasks have a linguistic (language-based)
objective, and seize the
opportunity to help students to perceive
and use the building blocks of
language”.
Principle #2: Provide
Intrinsically Motivating techniques
“Appeal to students’ ultimate goals
and interests, to their need of
knowledge, for status, forachieving competence
and autonomy . . help them to see how the
activitywill benefit them”
Principle #3: Encourage the use of Authentic Language
in meaningful
contexts
“It takes energy and creativity to
devise authentic contexts and
meaningful interaction, but with the
help of a storehouse of teacher
resource materials,it can be done”
Principle #4: Provide Appropriate Feedback
and correction
“It is important that you take advantage of
your knowledge of English to inject
The kinds of corrective feedback’
That are appropriate for the moment”
Principle #5:
Capitalize on the
Natural Link between speaking
and listening
“The two skills can reinforce each
other.Skills in producing
language areoften initiated
through comprehension”
Principle #6: Give students Opportunity to Initiate
oral communicati
on
“Part of oral communicationcompetence is the ability to initiateconversations, to nominate topics,
to ask questions, to controlconversations, and to change
the subject”
Principle #7: Encourage the Development of Speaking Strategies
Speaking Strategies asking for clarification (what?) asking someone to repeat something
(pardon me?) using fillers (uh, I mean) to get time to
process using conversation maintenance cues (uh-
huh, right, yeah, OK, Hmm) getting someone’s attention (hey, say, so) paraphrasing for structures one can’t
produce appealing for assistance from the
interlocutor using formulaic expressions using mime and non-verbal expressions
How to design a speaking activity?
1. The speaking activity should be in authentic texts. In an authentic activity, students experience how the language is used in daily life. It helps students learn more meaningfully and purposefully. It also maximizes the development of learners’ communicative competence.
2. Collaborative learning is encouraged in a speaking activity. There are two benefits. First, sometimes students will feel too shy and nervous to speak out in front of the whole class. When students work in pairs or in groups, they will be more relaxed so that they can practice speaking better. Second, collaborative learning helps students learn “extra knowledge”
3. A speaking activity is an
output process. Students must get enough input so that they can speak. So before a speaking activity, the teacher has to make sure that students are FULLY prepared. Have students learned the vocabulary? Have students mastered the grammar? And during the activity, the teacher should act as a facilitator to help students communicate.
Developing Classroom Speaking Activities
Apply in the Classroom• The use of role play activities to develop your
speaking class:1. Talk as interaction
- chatting to an adjacent passenger during a plan flight- chatting to a friend over lunch time
2. Talk as transaction- making a telephone all to obtain flight information- ask someone for directions on street
3. Talk as performance- giving a class report about a school trip- giving a speech of welcome
Resource:• www.Slideshare.net