•HOW TO

TEACH
SPEAKING

https://www.aulaingles.es/blog/trucos-para-
mejorar-tu-speaking-2/
 GROUP DISCUSSION
Activity 1. In groups (10 minutes)

• Point out 3 specific reasons for teaching speaking.

• Teaching speaking is to teach learners to…. (mention at least 4 aspects that learns might be learning).
• Think of some typical problems that teachers may encounter when teaching or developing the ‘speaking
skills’.
• What are the characteristics of a sucessful classroom speaking activity.
• Out of the other 3 skills (Reading, Listening, & writing) which one has a special connection with ‘speaking’.
What implications does it have?
• what type of strategies can teachers apply to improve aspects such as fluency/accuracy/interaction.
Provide some ideas.
REASONS FOR TEACHING
SPEAKING

There are 3 Good reasons:

1. Sts will have chances to practice real-life
speaking in the safety of the classroom.
2. Both teacher and students can determine how
well students are doing (their progress). It can be
useful to identify language speaking problems.
3. Opportunity to actívate the elements of language
that Sts have stored in their brains. These
activities allow students to become more
autonomous language users (become fluent
without much conscious thought).
 COMMUNICATIVE COMPETENCE

•Lexical competence
•Grammatical •Linguistic markers
competence of social relations
•Semantic •Politeness •Discourse
Competence conventions
SOCIOLINGUISTIC PRAGMATIC competence
LINGUISTIC •Phonological COMPETENCES •Expressions of folk COMPETENCE •Functional
competence wisdom competence
•Orthographic •Register differences
competence
•Dialect and accent
•Orthoepic
competence

▶ an understanding of the
▶ Speaker-hearer knowledge social context in which ▶ The relationship between
of his/her languagecand communication takes place, linguistic contexts and
performance. It is the actual including role relationships, extralinguistic contexts
use of language in concrete the shared information of the
situations participants, and the
communicative purpose of
the interaction.
 Successful
oral fluency
practice
The functions
Oral testing of topic and
task

Role play
Discussion
and related
activities
techniques
Other kind of
spoken
interaction
 SUCCESSFUL ORAL FLUENCY PRACTICE

Speaking seems intuitively

the most important. People
who know a language are https://nikolemitchell.com/speaking/

referred to as ¨speakers¨ of
that language

http://sayaeducationals.com/practice-questions-ielts-
speaking-section/
WHAT ARE THE CHARACTERISTICS OF A
SUCCESFUL ACTIVITY?
 OTHER PROBLEMS
TEACHERS MAY ENCOUNTER

Nothing to
Inhibition
say

Low or
Mother-
uneven
tongue use
participation
 OTHER PROBLEMS
TEACHERS MAY ENCOUNTER
• Sts speak solowly and takes too long to compose utterances.
• Cannot participate actively in conversation.
• Students are not used to speaking in a foreign language, so it
seems an unnatural practice.
• Poor pronunciation.
• Lack of vocabulary needed.
• Lack of communication strategies.
• Limited opportunities outside of class to participate.
• Examination system/curriculum does not emphasized oral
skills.
 WHAT TEACHERS CAN DO TO HELP TO
SOLVE SOME OF THE PROBLEMS

Use group Base the Make a Give some Keep

work activity on careful instruction students
easy choice of or training speaking
language topic and in the target
task to discussion language
stimulate skills
interest
 THE FUNCTIONS OF TOPIC AND TASK
TOPIC
• Learners can relate using ideas from their
own experiece and knowledge
• It should represent a genuine controversy, in
which participants are likely to be fairly
evenly divided
• A topic-centred discussion can be done as a
formal debate or informal as a conversation
TASK
• It is a goal-oriented task and requires to
achieve an objective usually “an observable
result”: notes, lists, jumbled ítems, a drawing,
a spoken summary, etc.
• The result should be attainable only by
interaction between participants (reach a
consensus or find everyone’s opinión)
 DISCUSSION ACTIVITIES

Describing Picture Things in Shopping Solving a

pictures differences common list problem
 OTHER KIND OF SPOKEN INTERACTION
TRANSACTIONAL TALK
• Language is being used primarily for
communicating information
• They are “message” oriented rather tan
“listener” oriented
• Explicitness and directness of meaning is
essential, in comparison with the vagueness
of interactional language
• News broadcast, lectures, descriptions and
instructions.
Long Short
turns turns
INTERACTIONAL TALK
• In which the primary purposes for
communication are SOCIAL.
• Harmonious interactions between
participants rather than on communicating
information.
• Learning conventional formulae of courtesy
(how to greet, take, begin and end
conversations, etc)
• It is culture-linked: how to teach interactional
function
• Greeting, making small talk, telling jokes,
giving compliments, making casual chat, etc.
Role
play
 ROLE PLAY AND RELATED TECHNIQUES

Dialogues Plays Simulations Role play

 Type of activity
Identifying pictures
Discovering identical pairs
Discovering sequences or locations
Discovering missing information
Discovering missing features
Discovering “secrets”
Communicating patterns and pictures
Communcating models
Discovering differences
Following directions
Information exchange
LITTLEWOOD – COMMUNICATIVE ACTIVITIES P 17-63
Type of activity
Reconstructing story-sequences
Pooling information to solve a problem
Conversation or discussion sessions
Processing information
Basing dialogues and role-play on school
experience
Simulation and role-play
Role-playing controlled through cues and
information
Role-playing controlled through situation
and goals
Role-playing in the form of debate or
discussion
Large scale simulation activities
improvisation
EXAMPLE OF FUNCTIONAL ACTIVITIES

IDENTIFYING
PICTURES

Student A:
chooses and
describes a
picture

Student B:
Observes and
guesses
 Discovering sequences or locations
Student A: says a sequence
Student B: Identifies the sequence or says a different one
Find your partner’s location in the map
Student A: chooses a location and describes it
Student B: Listens and identifies the location
 Discovering missing information

Student A: says the location of a Word and defines it

Student B: listens and guesses what the Word is.
They can change roles
Discovering missing features

Student A: describes the

picture Student A
picture
Student B: listens and
identifies
differences

Student B
picture
Problem Solving Activities
 Processing information
Identify the vocabulary and decide what you would take
for a camping trip
 ORAL TESTING
ACCURACY
Refers to the correctness of the language being
produced by the speaker.
Ability to produce grammatically correct
sentences
• It would be practical to do them before
fluency activities.
• Awareness of form: New vocabulary,
grammatical form, pronounce a Word.
FLUENCY
• Ability to get across communicative attempts
without too much hesitation or too many
pauses to cause barriers (Crystal, 1977; Bryne,
1986; Nation, 1991)
• To flow: Meaning and language
• Practice what you already know
WHEN PLANNING BEAR IN
MIND:
SOME STRATEGIES …

• Asking for clarification (what? Pardon me?)

• Asking someone to repeat something
• Using fillers (uh, I mean) to get time to process.
• Using conversation maintenance cues (uh, right, yeah, ok,
hmmm)
• Getting someone’s attention (hey, say, so)
• Paraphrasing for structures one can’t produce
• Using formulaic expressions
• Using mime and non verbal expressions.
FUNCTIONS
FUNCTIONS/TOPICS
COMMUNICATIVE ACTIVITIES (BASED ON
LITTLEWOOD)

Pre-communicative Communicative
Activities Activities

Functional
Structural
Communication
Activities
Activities

Quasi-
Social Interaction
Communicative
Activities
Activities
PRE-COMMUNICATIVE ACTIVITIES

Give fluent control of Prepare students for

linguistic forms communication

Drills
Questions and answer
practice
Pre-communicative Activities
Communicative Activities
 NEXT LESSON
SPEAKING PRESENTATIONS
Speaking presentations (Nov 2nd). This is based on Penny Ur chapter
“Teaching speaking” and the research you do to complement the
information.
Prepare a 5-7 minutes PPP presentation with 5 slides in which you mention:
1-The levels this activity can be implemented to. (CEFR)
2-Kind of activity:
A) Interactional or transactional
B) Long or short talk
C) Interactional or functional
D) Topic or task based
3-Which international examinations we can find these tasks (CEFR)
4-What vocabulary and grammar structures students need to accomplish with this kind of activity
5-Based on the level this activity can be used and the language communicative competence established in the CEFR (available in the virtual course)
mention the linguistic, sociolinguistic and pragmatic competences this activity contributes.

DO NOT FORGET TO MAKE COPIES OF THE TASK FOR ALL YOUR PARTNERS ( YOU DO NOT HAVE TO TEACH, BUT TO
EXPLAIN IT)
See the topics below
 CHECK THE DRIVE AND CHOOSE ONE
ACTIVITY

Picture differences Solving a problem or

Reconstructing
Describing pictures or Discovering Pooling information
story-sequences
Liseth - Luisa differences to solve a problema
Sebastián - Tatiana
Yuly - Tatiana Kevin - Jesús

Role-playing in the
Discovering missing Information
form of debate or
information Exchange
discussion
Angelica - Katherine Samantha - Angelica
Paula
 • Models for
November
9th
integrating skills
 NEXT LESSONS
WRITING MIND MAP
Main-branch 1: (Teaching writing
Penny ur) : 5 sub-branches:
1:UNIT 1: WRITTEN VERSUS
SPOKEN TEXT (create the
necessary sub-branches to include
information about this)
2:UNIT 2: TEACHING
PROCEDURES (create the
necessary sub-branches to include
Writing mind map (Nov 9th). This is information about this)
based on the 2 sets of material read
and the strategies you investigated 3:UNIT 3: TASKS THAT STIMULATE
for the writing activity design. This
WRITING(create the necessary
should include:
Title: how to teach Writing sub-branches to include
information about this)
MAINLY TITLES AND SUBTITLES 4:UNIT 4: THE PROCESS OF
COMPOSITION (create the
necessary sub-branches to include
information about this)
UNIT 5: GIVING FEEDBACK ON
WRITING (create the necessary
sub-branches to include
information about this)
Main-branch 2: (Responding,
correcting, and guiding chapter 7)
6 Sub-branches:
1. Ways of reacting to students’
writing (create the necessary sub-
branches to include information
about this)
2 Ways of correcting students’
work, (create the necessary sub-
branches to include information
about this)
3 Ways of responding to students’
Main branch3: The writing process
work (create the necessary sub-
strategies you researched for the
branches to include information
writing activity design
about this)
4. Peer review, (create the
necessary sub-branches to include
information about this)
5 Training students to self-edit and
self-correct, (create the necessary
sub-branches to include
information about this)
5. Making homework successful
(create the necessary sub-
branches to include information
about this)
 NEXT LESSONS
SPEAKING MIND MAP
Main-branch 1: (Teaching speaking Penny
ur) : 6 sub-branches:
1:UNIT 1: SUCCESSFUL ORAL FLUENCY
PRACTICE (create the necessary sub-
branches (characteristics, problems, what
teachers do) to include information about
this)

2:UNIT 2: THE FUNCTIONS OF TOPIC AND

TASK (create the necessary sub-branches to Main-branch 2: (Communicative activities.
include information about this) Littlewood) 2 Sub-branches:
Speaking mind map (Nov 16th). This is based
on the 2 sets of material read This should 1. Functional communicative activities (3
include: 3:UNIT 3: DISCUSSION ACTIVITIES(create sub-branches to classify the different
Title: how to teach speaking the necessary sub-branches to include activities)
information about this)
2 Social interaction activities (2 sub-
MAINLY TITLES AND SUBTITLES branches to classify the different activities)
4:UNIT 4: OTHER KIND OF SPOKEN
INTERACTION (create the necessary sub-
branches to include information about this)

UNIT 5: ROLE PLAY AND RELATED

TECHNIQUES (create the necessary sub-
branches to include information about this)

UNIT 6: ORAL TESTING (create the necessary

sub-branches to include information about
this)
 •Check the template in
Designing a
the virtual course. It
Speaking
activity.(Nov 16th)
MUST BE in pairs