1.

While speaking, we expect our students to be able to: </li></ul><ul><li>Produce the English
speech sounds and sound patterns </li></ul><ul><li>Use word and sentence stress,
intonation patterns and the rhythm of the second language. </li></ul><ul><li>Select
appropriate words and sentences according to the proper social setting, audience, situation
and subject matter. </li></ul><ul><li>Organize their thoughts in a meaningful and logical
sequence. </li></ul><ul><li>Use language as a means of expressing values and judgments.
</li></ul><ul><li>Use the language quickly and confidently with few unnatural pauses, which
is called as fluency. (Nunan, 2003) </li></ul>The above mentioned criteria are also the same
criteria we use to test students ability to speak
2. 16. <ul><li>How do we teach speaking? </li></ul><ul><li>A sample speaking activity
</li></ul><ul><li>Tense: Present Simple </li></ul><ul><li>Think about an activity
</li></ul>Meaning / Function Context Materials 5 mn
3. 17. Teacher Activity <ul><li>What do students need to talk fluently? </li></ul><ul><li>1-
</li></ul><ul><li>2- </li></ul><ul><li>3- </li></ul><ul><li>4- </li></ul><ul><li>5- </li></ul>5
mn
4. 18. <ul><li>Teachers have to provide authentic practice that prepares students for real - life
communication situations . ) Practise speaking in class) </li></ul><ul><li>They have to help
their students develop the ability to produce grammatically correct, logically connected
sentences that are appropriate to specific contexts, and to do so using acceptable ( that is,
comprehensible ) pronunciation . </li></ul><ul><li> Teach Vocabulary </li></ul><ul><li>
Teach Grammar </li></ul><ul><li>Teach Pronunciation / Intonation </li></ul><ul><li>
Equip them with everything they need to speak confidently and fluently. </li></ul>
5. 19. <ul><li>Teachers should create a classroom environment where students have real-life
communication , authentic activities , and meaningful tasks that promote oral language . This
can occur when students collaborate in groups to achieve a goal or to complete a task.
</li></ul>Provide real-life situations

Activities that Promote Speaking Tactics for Speaking

1. 21. <ul><li>Teacher Activity </li></ul><ul><li>Activities that Promote Speaking
</li></ul><ul><li>1- </li></ul><ul><li>2- </li></ul><ul><li>3- </li></ul><ul><li>4- </li></ul>5
mn
2. 22. Discussions <ul><li>After a content-based lesson, a discussion can be held for various
reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find
solutions in their discussion groups. Before the discussion, it is essential that the purpose of
the discussion activity is set by the teacher. </li></ul>
3. 23. Role Play <ul><li>The teacher gives information to the learners such as who they are
and what they think or feel. Thus, the teacher can tell the student that &quot;You are David,
you go to the doctor and tell him what happened last night, and&quot; (Harmer, 1984)
</li></ul>
4. 24. Simulations <ul><li>Simulations are very similar to role-plays but what makes
simulations different than role plays is that they are more elaborate. In simulations, students
 can bring items to the class to create a realistic environment. For instance, if a student is
acting as a president, he/she wears a suit and brings a microphone to deliver his speech.
Role plays and simulations have many advantages. </li></ul><ul><li>Such activities
motivate the students and increase the self-confidence of hesitant students. </li></ul>

In the course of learning a second language, learners will frequently

encounter communication problems caused by a lack of linguistic resources. Communication
strategies are strategies that learners use to overcome these problems in order to convey their
intended meaning.[1] Strategies used may include paraphrasing, substitution, coining new words,
switching to the first language, and asking for clarification.[2][3] These strategies, with the exception of
switching languages, are also used by native speakers.[2]
The term communication strategy was introduced by Selinker in 1972,[4] and the first systematic
analysis of communication strategies was made by Varadi in 1973.[5][6] There were various other
studies in the 1970s, but the real boom in communication strategy scholarship came in the 1980s.
This decade saw a flurry of papers describing and analyzing communication strategies, and saw
Ellen Bialystok link communication strategies to her general theory of second-language
acquisition.[6] There was more activity in the 1990s with a collection of papers by Kasper and
Kellerman[7] and a review article by Drnyei and Scott,[8] but there has been relatively little research
on the subject since then.[6]

1. Communicative Strategies (How can we identify them?)

2. 12. Everything that is done is done with a communicative intent. Students use the
language a great deal through communicative activities such as games, role plays, and
problem-solving tasks. The use of authentic materials. It is considered desirable to give
students an opportunity to develop strategies for understanding language as it is actually
used. Activities are often carried out by students in small groups. Small numbers of
students interacting are favored in order to maximize the time allotted to each student for
communicating.
3. 13. What are the features of truly communicative Activities proposed by Morrow (in Johnson
and Morrow 1981)?
4. 14. Information Gap
5. 15. It exists when one person in an exchange knows something the other person does not.
6. 16. Choice
7. 17. the speaker has a choice of what she will say and how she will say it. If the exercise is
tightly controlled so that students can only say something in one way, the speaker has no
choice and the exchange, therefore, is not communicative.
8. 18. Feedback
9. 19. A speaker can thus evaluate whether or not his purpose has been achieved based upon
the information she receives from his listener. If the listener does not have an opportunity to
provide the speaker with such feedback, then the exchange is not really communicative.
10. 20. Examples of Communicative Activities
11. 21. Featured Communicative Activity: The Role Play
12. 22. 1. Running Dictation
13. 23. 2. Find the liar
14. 24. 3. Predictions
15. 25. 4.The lying game
16. 26. 5. Pass the Bomb
17. 27. FinalThoughts
18. 28. THANKS!