HOW TO TEACH SPEAKING

MAGDALENA MADANY, MAIBARRA, July 2011

SUB-SKILLS OF SPEAKING:

1. Vocabulary 2. Grammar3. Social language 4. Register 5. Pronunciation 6. Listening comprehension 7. Fluency 8. Body language

Communicative language teaching (CLT)It is important to provide meaningful contexts for speaking practice. Learning a language successfully involves meaningful communication rather than simply memorizing rules.

a. reading a dialogue aloudb. using a dialogue as model for your own conversation  

a. discussing your answers to a task with a partner b. reading aloud your answers to a task

a. writing the questions and answers to an interviewb. interviewing a classmate

a. repeating sentences the teacher modelsb. answering the teacher's questions orally

 

a. discussing a topic with a group of classmates

b. reading about a controversial topic from the news

Language functions accepting an invitation interrupting politely acknowledging someone's interest keeping someone from interrupting agreeing making an excuse declining an offer offering advice disagreeing requesting helpgreeting suggesting an alternative

Formulaic expressions

Helping someone make a choice How about that blue one? It's nice.

Suggesting an alternative How about the 6:00 express? I think you can still make it.

Making an offer How about some sugar for your coffee?

Suggesting an alternative explanation How about the president? Maybe it was his fault.

Asking for agreement How about those Jets? Aren't they a great team?

To truly be a fluent speaker, you have to be able to speak without making errors. 

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The more freely you speak, the more you need to focus on accuracy.

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The more grammar and pronunciation practice students get, the fewer mistakes they will make while speaking.

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If we do not correct all mistakes students make when they are speaking, they will never improve. 

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Balancing fluency and accuracy

The biggest obstacle to learning to speak English is not speaking enough.

Basic techniques for error correction that minimize interference with communication:

1. Using confirming questions, pauses, and gestures

2. Delayed correction

3. Peer-correction

Repair strategies

Excuse me. Could you repeat that?

I'm sorry. What did you say? / Could you say that a little louder?

Could you spell that for me? / How do you spell that?

Could you say that again more slowly?

Excuse me. Did you say ___?

Everyday classroom expressions Student to teacher Student to student How do you say __ in English? Could I borrow your __? What's the word for __? What did the teacher say? Excuse me. I have a question. Is this the right page? I'm sorry. I don't know. Will you be my partner? I'm not sure. Let's work together, OK?

5 benefits of interaction

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Teacher’s roles…

1.Instructor

2.Coach

3.Role model

4.Facilitator

5.Participant

6.Observer

The role of teacher talk

TTT vs STT But TTT is important for Modeling Communicating meaning Providing comprehensible input Making English the class languageGenerating ideas for speaking Initiating discussion

To increase the interaction

ELICITING ANSWERS

Teacher: Are French fries healthy or unhealthy?

Class: Unhealthy.

Teacher: How about salads?Salads are... 

Class: Healthy.

Teacher: And fruit?Fruit is... 

Class: Healthy.

Increasing speaking opportunities

• Collaboration

• Comparisons

• Brainstorming

• Personalization

• Seating arrangements

Seating arrangements

Let’s practice

1. Preparing for conversation (eliciting)

2. Reading/Listening input

3. Discussion builder

4. Discussion

THANK YOU!ENJOY THE CONGRESS!

Magdalena.madany@pearsoned.com.ecwww.teacherdevelopmentinteractivetdi.com