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EMINENT TRAINING
CENTER
TEACHING
SPEAKING
How to Learn = How to Teach

 Learn English like A CHILD studying their mother

tongue
 By listening to other people speaking it, children
pick up the language.

 learn with your ears

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TEACHING SPEAKING:PPP

1. PRESENTATION.
2. PRACTICE
3. PRODUCTION
PRESENTATION
a. presenting new words
b. eliciting the new language
c. explaining the new language
2. PRACTICE
CONTROLLED PRACTICE
(= accurate reproduction)
PRODUCTION
A. HALF- CONTROLLED PRACTICE
(=Immediate creativity)

B. FREE PRACTICE
P1 = PRESENTATION
_____________________________
a.presenting new words

1. Teaching Vocabulary
a. steps
b. techniques
c. games
2. Teaching Voc. in Themes
1. Teaching Vocabulary
a. steps
 a. Steps OF TEACHING VOCABULARY

• 1. introduce the new word ­by pronouncing it clearly a few times

• 2. Ask Sts to pronounce the new word after you.
• 3. Break up polysyllabic ­words
• 4. Ask Sts to repeat the new word again.
• 5. Teach the meaning of the new word.
• 6. Give your Sts a context to practice the new ­word.
• 7. Check your Sts’ understanding the word.
• 8. Write the ­word on the board and point it. Sts repeat it.
• 9. Give any additional information about the word.
• 10. Tell Sts to write the new word down.
b. techniques
B. TECHNIQUES of presenting meaning of a
new word
• 1. Pointing: realia, drawings, pictures, flashcards, posters,
goole images, etc.
• 2. action: miming, total physical response (actions,
commands…)
• 3. substitution: synonyms, antonyms
• 4. naming: contexts, gradable items or enumeration
technique
• 5. definition
• 6. translation
c. games
 GAMES

• CHARADES
• PICTIONARY
• GIVING CLUES
• ALL OF THE ABOVE
• MATCHING
• HOT SEATS
• DETAILS
• SENTENCE RACE
• TRANSLATE RACE
2. Teaching Voc. in Themes
TEACHING VOCABULARY IN THEMES

• 1. CHOOSE YOUR THEME / TOPIC AND WRITE IT

ON THE BOARD
• 2. SEE WHAT YOUR STS ALREADY KNOW
• 3. FIND THE CONNECTIONS AND LABEL THE
CATEGORIES
• 4. EXPAND YOUR MIND
• 5. PUT IT TO GOOD USE
P1 = PRESENTATION
________________________

b. Eliciting
the new language
ELICITATION

 Teacher tries to see if and how well students can produce

the new language.
 If Ss can’t produce the new language at all, move to the
explanation stage.

 If Ss can, but with minor mistakes, move to the accurate

reproduction stage =(controlled practice).

 If Ss can, but they need a bit more controlled practice, move

to the immediate creativity (= half-controlled practice)
A GENERAL MODEL FOR PRESENTING /
INTRODUCING LANGUAGE)

Students perform well

Accurate Immediate
Elicitation Explanation
reproduction creativity

Students perform
badly
 P1 = PRESENTATION

c. explaining the new language

• oral explanation
• on-the-board explanation
ORAL EXPLANATION
TECHNIQUES

1. Orally Explaining Statements

T. return to
Normal isolated
Isolation Distortion
model element

normal
model
ON-THE-BOARD EXPLANATION

a. Teacher shows how the new language is formed.

b. There are two ways to explain grammatical structures:
 Implicitly: T. gives examples
- Ss. Look at the examples
- Ss find out the differences
 Explicitly: T. gives examples
- T. explains the structures
- Ss listen
0N-THE-BOARD EXPLANATION
P2 = CONTROLLED PRACTICE

CONTROLLED PRACTICE
(= accurate reproduction)
 Ss. are asked to practice a certain number of
drills.
 The emphasis will be on the accuracy of what
ss. say rather than meaning.
 Teacher corrects where Ss. make mistakes.
DRILLS

 1. Repetition drills 
 2. Substitution / cue-response drills 
 3. Mutation drills
 4. Transformation drills 
 5. Replacement drills
 6. Expansion drills
 7. Combination drills
 8. Restoration drills
 9. Question-Answer drills 
 10. Completion drills

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 P2 = Controlled Practice

Accurate reproduction techniques =

1. CHORAL REPETITION

• T. models the new language clearly indicating stress,

contraction, rhythm, linking, intonation…

• T asks Sts. to repeat in chorus

• T. stays silent during the chorus.

 Model choral repetition

T : (finishing the oral explanation) Flight 309

goes to Paris… flight 309 goes to Paris…
everybody
(T makes a gesture)

SS : Flight 309 goes to Paris.

T : Again (gesture)

SS : Flight 309 goes to Paris.

 P2 = Controlled practice

Accurate reproduction techniques =

2. INDIVIDUAL REPETITION

T. nominates S. responses T. gives feedback

T. shows incorrectness Ss. acknowledge

 Model individual repetition
T : (finishing choral repetition) Again

SS : Flight 309 goes to Paris.

T : Good… now Juan.

S1 : Flight 309 goes to Paris.

T : Good… Myra.

S2 : Flight 309 goes to Paris.

T : Yeah … (T points to S3)

S3 : Flight 309 go to Paris.

T : Flight 309 go ?

S3 : Oh … flight 309 goes to Paris.

 P2 = Controlled Practice

ccurate reproduction techniques =

3. CUE – RESPONSE DRILLS

T. explains the Choral / individual

T. elicits
new language repetition

Students Cue – response

perform well drill
 Stages for a cue – response drill

Stage 1 = Instruct

Stage 2 = Cue

Stage 3 = Nomination
 Model Cue – response drill
T : (conducting individual repetition) Trang.
S1 : Flight 309 stops in Miami.
T : Good… now can anyone tell me about flight 309 and Miami
(indicating the wallchart)… anyone ?
S2 : Flight 309 stop in Miami.
T : Yes… good… but listen … flight 309 stops in Miami … flight 309
stops in Miami ...stops….stops….. flight 309 stops in Miami …
everybody.
Ss : Flight 309 stops in Miami.
T : Good … Trang again
S1 : Flight 309 stops in Miami.
T : OK….Hoang
S3 : Flight 309 stops in Miami.
T :…
 P3 = PRODUCTION

A. HALF- CONTROLLED PRACTICE

(=Immediate creativity)
 Ss. Try to use what they have just learned to
make sentences of their own.
 Teacher can check if Ss. really understand the
meaning, the use and the form of the new
language.
 If Ss. can produce their own sentences, the
presentation (P1) was a success.
 AN EXAMPLE FOR
HALF- CONTROLLED PRACTICE
(=Immediate creativity)

Do you like to visit…?

NHA HCM
NAME DA LAT HANOI HUE
TRANG CITY
 NHA HCM
NAME DA LAT HANOI HUE
TRANG CITY

CHINH   X  X
NGOC  X  X 
TRANG X X   
TUYET     

Chinh likes to visit Nha Trang, Da Lat and Ha Noi, but he

doesn’t like to visit Ho Chi Minh City and Hue.
 SPEAKING PRACTICE
Information Gaps
Be My Guest ( p. 87) Be My Guest (p. 93)
Ask the hotel employee for to the The guest has plan of the hotel but
following services and the write the services are not marked on it.
their position on the hotel plan. Answer the guest’s questions about
Business centre gym + fitness the location of these services in the
centre + swimming pool + car park + hotel.
bar + restaurant + reception + travel Business centre gym + fitness centre
desk + beauty salon + gift shop + swimming pool + car park + bar +
restaurant + reception + travel desk +
beauty salon + gift shop
gym and
fitness centre
Business
centre Swimming
pool

Lift Lift
A GENERAL MODEL FOR PRESENTING /
INTRODUCING LANGUAGE)

Students perform well

Accurate Immediate
Elicitation Explanation
reproduction creativity

Students perform
badly
Example activities for speaking controlled / half-
controlled practice

1. Repetition
2. Prompted sentence
3. Multiple-Position Substitutions
4. Transformation exercises
5. Chaining
6. Dialogue practice
7. Dialogue creation
8. Songs

9. Tongue Twisters and other

Pronunciation Exercise
P3 = PRODUCTION

FREE PRACTICE B
Example activities for
COMMUNICATION / FREE PRACTICE

1. Ranking exercises
2. Story telling
3. Information gaps
4. Picture description
5. Dialog Creation / Role play /
Drama
6. Chaining recording
7. Strip stories
8. Interviews
9. Topic Free Talk

10.Games
… FOR CONCLUSION

PRINCIPLES IN TEACHING

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 Teaching the students, not the book
 Students need practice, not you
 Don’t emphasize difficulties
 Vary what you do, and how you do it
 Involve students in learning progress

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