speaking training (guide to esl-teachers)

8/14/2019 Speaking Training (Guide to ESL-teachers)

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SPEAKING TRAINING (A GUIDE TO A BETTER ESL-CLASS LECTURE)

AGENDA:

Objective: To be able to develop the speaking skills of the teachers in classroom

teaching thru a lecture on the necessary useful speaking skills commonly used in

class.

I- NECESSARY SKILLS

1. Organization

2. Maintaining consistency

3. Making a good synthesis

4. Summarizing the whole class lecture

II- APPLICATION

1. Impromptu Speech

THE LECTURE PROCCESS

ORGANIZATION (PRIOR TO THE CLASS PROPER)

-must express clear ideas

*Class Motivation-start with a clear delivery of what you want your students

to catch. Avoid using “flowery words” Korean students in general lack the

ability to read between the lines.

A. How?

1. For speaking classes, read the questions ahead and understand the

task being asked, make sure you as the teacher understood what

the questions are asking the students to do. Avoid thinking what

you’re doing is a routinely task that does not need a prior review.

2. For VAGUE questions, it’s easier for our students to understand if we’d take the effort on rewording key words in the questions in the

simple form. This is not an easy task as it seems, chances are we

might change the question’s point or we might take it only on our

pure understanding.

3. Before finalizing what you will say in class, take time to sit for a

while and ponder in mind how will you start the class right. Always

foresee students Korean students are not that well exposed to

English, so do not presume they would always understand you

when you speak to them at first.

Ready relevant supporting ideas to your lecture (ideally 3)

4. Always arrange your ideas from the most to least important, bear in

mind the time given us, 50 minutes is not much time. Take note of

the lessons we need to deliver in each term, taking much time on

one single topic is not advisable.



Although we need to deliver a quality lecture it must go with the

quantity too. ESL-learning gives our students not ample time to

learn. Teachers’ task is to deliver English knowledge as much as we

can the best we could.

MAINTAINING CONSISTENCY

-As for the motivation, we’re acquainted to always establish a good rapport

with the students. True enough, but this should come also with establishing

the topic already at once. Remember again the time.

It’s not wrong to ask our students “How’s your day today?” or “Good

morning/afternoon, how have you been?” But try to picture yourself doing

and saying this to your students from the morning till the afternoon everyday

Monday to Friday. The point is ESL-learning is a new era form of learning;

therefore it should go with transformation of the way we’re used to. Instead

of the normal greeting our students, try to hit them with questions related to

the topic that day.

A. How?

1. Introduce your topic in not more than 3 sentences, make it short

and sweet. Bear in mind the motivation should ideally last for

only 5 minutes or else you won’t be able to get to your main

lecture topic.

a. For the READING COMPREHENSION classes, you may use the

pictures in the book, or find other related pictures conveying

the idea you want your students to pick up.

The use of experiences may also work at times, but you

should consider, there are some students who wish to keep

their personal experiences private, meeting these students

would make it harder to deliver the class lesson. A good way

to answer this situation is write “simple words” related to the

topic on the board, and then draw the students to speak on

those words. Do not use words that would require them to

use their dictionary this is more irritating to students who

does not want to share.

2. When explaining the lesson proper for BG. GROUP it very helpful

to draw a diagram on the board while you’re discussing. Then

after your finish go over the diagram and let them follow your

hand as your reiterate your point of discussion. Use simple and

short syllabic words in the diagram.

a. BEFORE EXPLAINING

-Select a point of your topic that is easily supported



-Organize the flow of your lecture in your mind

-Make sure you have enough reasons when students asked

for more explanations

b. WHILE EXPLAINING

-Make a clear statement of your topic

-State clear and short reasons for your topic, students still

have deficiency in listening to English. Speaking in long

complex sentences only creates a rigid learning condition to the

students. TEACHERS! We’re not here to show how excellent

speakers we are here to guide students and make them

competent in English.

-Use concrete examples, like pictures, situations, etc. In doing

this let’s be selective and considerate, Koreans are conservative

people. Do not use offensive pictures that in our culture areopenly acceptable, it may not be for them.

-Use transitions or signal words when explaining. Signal words

help the student to easily follow what we say in class. It’s best to

also give them a copy of the simple yet useful transitions during

the first day of the term.

MAKING A GOOD SYNTHESIS

-To make our students understand the discussion in class and be able to draw

responses from them must always be our main goal. At the same time we’re

trying to help students recognize the speaker’s attitude and tone when they

hear people talking. Let’s make them understand English speaking should

come with the proper tone and attitude of the speaker. We can only do this if

we their teachers are doing so.

A. How?

1. Read the lesson and take down notes of key words you can use

when you’re already giving your lecture in class. We have been taught

that an efficient lecturer or speaker speaks without looking into his or

her prepared speech. Well this is not true in the case of teaching

Koreans. The concept of an efficient teacher in Korea is a teacher who

brings a lot of materials in class, such as notes to confer to when he

she is lecturing. You might find this odd, but it’s true try to observeyour students eyes when you’re speaking and you seemed lost their

eyes would be directed to your books. It is not a shame to prepare and

note where you can look into when you have forgotten your next word.

Even professors of todays’ use cue cards in class.



2. To synthesize the lesson do not do away with the main characters in

the lesson, when you want to cite added examples use the same

characters, it would be easier to the students to follow you.

SUMMARIZING THE WHOLE CLASS LECTURE

-The main purpose of summing-up the class is to leave the students a great

impression of the topic making them remember the lessons longer. We don’texpect students to remember all, but for them to appreciate the class is to

give an EXCELLENT SUMMARY of the topic. The rationales why we need to

give the most effort in this part is Korean students are very much attracted to

learn English when they get to like their teachers. One way to make your

students like you is not to show off your speaking ability in the manner we

know here in the Philippines. Impress your students by making them

understand you and making them catch up with you.

A. How?

1. Paraphrase key points of your lecture, support your summary with

one example.

2. Use transitions signaling you’re already summarizing the class. Once

you’re done and there’s still time left, give the students a preview of

the next lesson. You might find this odd, as you observe students they

have a very short memory retention of the English language especially

on the latter part of the class, so to be able to finish all your lesson in

45 minutes time if you can leaving you and the students to talk about

the next lesson although they might not be any more interested will

make you daily lesson well done, at the same time, the next day when

you ask them about the next lesson they might as well something from

what they can remember of the very short 5 minutes preview the day

before!

speaking training (guide to esl-teachers)

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