MATERIAL FOR MINEDU

EXAM
SPEAKING SKILL
EXPRESSING COHERENT AND COHESIVE IDEAS

COHERENCE

It means the connection of ideas at the idea level, and cohesion means the
connection of ideas at the sentence level. Basically, coherence refers to the
“rhetorical” aspects of your writing, which include developing and supporting
your argument (e.g. thesis statement development), synthesizing and
integrating readings, organizing and clarifying ideas. The cohesion of writing
focuses on the “grammatical” aspects of writing

Coherence is based more on the logic of the ideas and how they are
presented rather than on the language that is used to express these ideas.

Coherent

 When you are answering questions you should organize the information
logically, starting at the beginning, describing /explaining and concluding

COHESION

It refers to the degree to which sentences (or even different parts of one
sentence) are connected so that the flow of ideas is easy to follow.

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USING COHESIVE DEVICES

 Your ideas should be in logical order but also connected by cohesive

devices.

 For example, if you were telling a story about your educational background
it could look like this.

 I started school at 5 years old. I went to secondary school when I was 12.
I left that school at 18. I went to university for three years. I graduated with
honors. I had training. I work in my chosen field.

 Introducing cohesive devices will make it sound more natural and explain
the order of events in a logical sounding way.

 Firstly, I started school at 5 years old, then I went to secondary school

when I was 12. However, I left that school at 18. After that, I went to
university for three years, where I graduated with honors. In addition to that,
I had further training. Now, I finally work in my chosen field.

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 Take a look at the cohesive devices below, the words and phrases here will
help you to organize your ideas.

NONVERBAL AND PARAVERBAL SOURCES

The nonverbal component refers to the message we send through our body
language.

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The paraverbal component refers to how we say what we say - the tone,
pacing and volume of our voices

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SOME CONSIDERATIONS ABOUT NONVERBAL AND

PARAVERBAL SOURCES

Time needs to be devoted to confidence-building, creativity and other

dramabased activities which help learners to produce natural language and
to use expressions and gestures to reinforce meaning.

 Non-verbal communication, like phonology, should be taught from beginner

level. Crash courses in natural language production are unlikely to work. An
awarenessraising approach is appropriate.

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 Gesture and expression, in particular, add an extra dimension to language,
and certainly add to the cultural component that verbal communication
carries. An awareness of non-verbal cues also helps to avoid some of the
misunderstandings which are the inevitable but annoying consequence of
cultural interpretation of meaning.

INTERAACTIVE WITH DIFFERENT SPEAKERS EFFECTIVELY

Effective speaking means being able to say what you want to say in such a
way that it is heard and acted upon

1. CHOOSING YOUR WORDS: Consider,

✓ Your audience. The words you choose will be different if you are
talking to 200 people at a conference, a trusted colleague, your
boss, or your children. You need to think about your audience’s
overall level of understanding of the subject, and also the type of
language that you use.
✓ Shorter sentences are easier to process and understand. Using
shorter sentences also creates urgency.
✓ Simpler words are also easier to understand. If you cannot
explain something in simple terms, you have probably not
understood it yourself. This is particularly important if your
audience are not all native speakers of the language

YOUR VOICE. It voice can reveal as much about your personal history as
your appearance. The sound of a voice and the content of speech can provide
clues to an individual's emotional state. It is important to get used to the
sound of your own voice. Most people are more relaxed in a private situation,
particularly at home, where there are no pressures to conform to any other

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social rules and expectations. This is not the case in public situations when
there are all sorts of influences exerted upon the way people speak.

Slow down: It is a natural reaction to want to get it over as fast as possible

and this often causes people to stumble over their words. Speeding up also
occurs when you are nervous and usually makes you more difficult to
understand. 2.2.- Keep your head up

Pause occasionally: Let the end of a sentence or the end of a paragraph

give you a chance of a small, two or three second rest. Pauses can be useful
for emphasis.

VOCAL PRODUCTION The following three core elements of vocal

production need to be understood for anyone wishing to become an effective
speaker:

 Volume - to be heard.

 Clarity - to be understood.

 Variety - to add interest.

Body Language: This includes how you stand, your facial expressions, the
way you use your hands to emphasize your speech, and even whether and
with whom you make eye contact.

COMMUNICATIVE IDEAS FLUENTLY

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When you are fluently able to speak you can talk at a normal pace, pause
occasionally for emphasis and self-correct.

 Some students find themselves speaking too fast or repeating words and
phrases, which is something you should avoid doing.

 You should aim to practice speaking in English as often as possible and for
those of you already living in the UK (or another English speaking country)
take the opportunity to talk to friends or colleagues. You can ask them to ask
you questions to help you practice and they can also give you some feedback!

 Some questions they could ask you

 What did you do last night? / or at the weekend?
 Did you see the latest episode of .... (insert TV show name) what did you
think of it?  When was the last time you went to the cinema?
 Are you going on holiday this year? Where are you going?
 Have you read any good books recently?
 Did you see/read about... (insert news story) what did you think about
that?
 You should answer with full sentences and avoid repeating the question
back to them

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USING LANGUAGUE ACCORDING TO THE CONTENT, FORM
AND CONTEXT

TEACHER´S ROLE

Prompter: help the students and the activity to progress by offering discrete
suggestion. It is when students are not sure about how to do a task, teachers
often play the role as a prompter. During the speaking tasks, learners might
demonstrate a kind of struggling when they try to express themselves. In this
case, the teacher usually gives hints, suggests phrases or vocabulary.
However, the teacher should be careful when he/she gives prompts to
students during oral tasks because the primary purpose of prompting is to
give the right amount of motivation and encouragement.

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Feedback provider: when students are in the middle of a speaking activity
over correction may inhibit them and take the communicativeness out of the
activity. This is when teachers give feedback after the oral activity. But
encouraging responses may drive students to carry out the oral tasks with
self-confidence which will in turn improve their speaking ability.

Participant: Teacher should be good animators when asking students to

produce language. Teachers participate in discussions or role-plays
themselves. So they introduce information to help the activity along. This is
when teachers participate in discussions not as teachers but as peers of L2
learners. The teacher usually assigns students to perform a speaking activity
and from time to time intervenes to give feedback or corrects mistakes only
when necessary. This role enables teachers to understand difficulties learners
face during speaking activities. When giving any task to the students, the
teachers can actually do the task themselves so that they can anticipate the
difficulties that the students might encounter and better equip them with the
strategies for that task. As a participant, the teacher can also make sure that
students participate and are involved in the task. On the other hand, he/she
shouldn’t dominate the discussion.

Resource: Students might ask how to say or write something or what a

word or phrase means. They might want to know information in the middle
of an activity about that activity or they might want information about where
to look for something-a book or a web site for example. This is where we can
be one of the most important resources they have.

Assessor (in the matter of instant correction or more drawn-out grade

giving): one of the things that students expect from their teacher is an

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indication of whether or not they are getting their English right. So we have
to act as an assessor, offering feedback and correction and grading studentsin
various ways. Teacher offers feedbackon performances, handing out grades,
saying whether students can pass to the next level, etc. Students need to
know how and what they are being assessed. We should tell them what we
are looking for and what success looks like so they can measure themselves
against this.

Tutor: When students are working on longer projects, such as pieces of

writing or preparations for a talk or a debate, we cana ct as a tutor, working
with individuals or small groups, pointing them in directions they have not yet
thought of taking. This is a combination of prompter and resource. It implies
a more intimate relationship that that controller or organizar. Do not intrude
either too much.

Observer: we will want to observe what students do (especially in oral

communicative activities) so that we can give them useful group and
individual feedback. Teacher do not only observe students in order to give
feedback. They also watch in order to judge the success of the different
materials and activities that they take into lessons so that they can, if
necessary, make changes in the future.

Controller: they are in charge of the class and of the activity taking place in
a way that is substantially different from a situation where students are
working on their own in groups. Controllers take the roll, tell students things,
organize drills, read aloud, and in various other ways exemplify the qualities
of a teacher-fronted classroom

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FLUENCY

Fluency is the flow and efficiency with which you express your ideas,
particularly when speaking. A few grammar mistakes may appear here and
there in the explanation, but it should be delivered in a way that is easy to
understand and shows how comfortable you are with the language.

 an academic or even professional setting, this is one of the skills to focus

on for an oral presentation or debate. The way you explain your topic or prove
your point – smooth, clear and concise without too many pauses or hesitations
– is as important as the content of your presentation.

 Outside of the classroom, fluency can help you socialize with native English
speakers and avoid misunderstandings.

 To improve your fluency in English, practice speaking every day by

engaging in a conversation with someone. Every now and then, throw in the
new word or phrase you have just learned. But remember, don’t let the fear
of making grammar mistakes hold you back.

 If you speak fluently it means you speak easily, quickly and with few
pauses.

ACCURACY
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 MATERIAL FOR MINEDU
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 Accuracy, on the other hand, demonstrates your ability to use the necessary
vocabulary, grammar and punctuation correctly, such as verb forms (past
tense, present tense, and so on), articles (a, an, the) and prepositions (in, on,
from, at).  If you speak English with a high level of accuracy it means you
speak correctly, with very few mistakes.

DON’T FORGET THERE ARE THREE PHASES

✓ Pre- speakng
✓ While speaking
✓ Post speaking

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SUMMARY
SPEAKING PROCCESS

1. Pre- speaking – before speaking

The teacher introduces the topic using pictures, poster, questions,

flascards, audios, videos, ilustrations, etc.
✓ Predict content
✓ Generating interest
✓ Activating prior knowledge.

2. While speaking – during speaking

The teacher asks different questions their students such as: literal ,
inferential and critical questions.

3. Post speaking – after speaking

Students creates their own activities of what they learned.

Examples: Make dialogues or role play.

SUB SPEAKING SKILLS

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Expressing coherent and cohesive ideas
COHERENT is the connection of ideas in a clear way.
✓ It focuses on expressing ideas with sense and clarity.
✓ It’s inferential.
COHESIVE refers the words that link an idea with another in order to get
better understanding.
✓ It focuses on expressing ideas with sense and clarity.
✓ It’s inferential.

Using nonverbal and paraverbal sources

NONVERBAL refers to the message we send through our body language.
✓ Gestures.
✓ Facial expression.
✓ Spatial distance
✓ Eye contact
PARAVERBAL refers how we convey the message through:
✓ The tone.
✓ The volumen of our voices.
✓ Pitch.
✓ Pacing or the rhythm of our voices.

Interacting with different speakers effectively

It means being able to say what you want to say in such a way that it is
Heard and acted upon.
✓ It focuses on choosing words or sentences and phrases.( shoter
sentences are easier to process and understanding and use simpler
words are also easier to understand.)
✓ voice
✓ Slow down( natural reaction)
✓ Pause occasionally.

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✓ Vocal production
✓ Body languague

Comunicating ideas fluently

It’s when the learner can speak at a normal way or a normal pace without
pause occasionally and repettion.
✓ Don’t worry about making mistakes

Using language according to the content, form

and context.
CONTENT includes semantics (meaning of words)
FORM includes phonology (sounds) and syntax (Word order)
CONTEXT refers to the situation where they are interacting.

TEACHER’S ROLES

Prompter is when the teacher helps their students in the developing

activities and he or she offers suggestions. It si when the SS are not sure
about how to do a task.
Particpant is when the teacher is good animators and participate in
discussions or role- play themselves.
Feedback provider is when the teacher give feedback about a activity
that ss have done in order to improve students’ learning process.
Resource is when the teacher give some tips or meanings to students
when they don’t undertand words and phrases.
Assessor is when the teacher gives indications of task of whether or not
they are correct.

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Tutor is when the teacher helps to the students in a Project that they are
doing. Also he or she takes to get the goal.

Observer is when the teacher observes diferente activities of their

students in order to give feedback and jugde the success of the different
activities or materials.

Controller is when the teacher is fronted classroom and says organize

drills, read aloud, etc.

ACCURACY

It is when the teacher is good animators and participate in discussions or

role- play themselves.

FUNCTIONAL APPROACH
It focuses on the function of the practical process such as :
✓ Dialogues
✓ Role-play
✓ Interview
✓ Debate.

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INDUCTIVE APPROACH
✓ It involves moving from specific to general.
✓ It’s a bottom up approach.
✓ It involves moving from literal to inferential.
✓ It invollves moving from easy to difficult.
✓ It invollves moving from sentences to grammar structure.

DEDUCTIVE APPROACH
✓ It involves moving from general to specific.
✓ It’s a top down approach.
✓ It involves moving from inferential to literal.
✓ It invollves moving from difficult to easy.
✓ It invollves moving from gramar structure to sentences.

SEMI CONTROLLED
It’s when the teacher proposes an activity, then he or she makes it to half of
the activity and the rest the students do it.

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