1. Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City
Induction Program for
Beginning for Teachers
October 27-31, 2008, MMSU CTE Social Hall
Teaching Speaking
Ronald Candy S. Lasaten
Tr ainer
2. Teaching Speaking
• Speaking is considered the most basic and the most
important among the four macro skills.
• Being able to express himself / herself in the target
language gives one an edge over others who simply
cannot think of anything to say.
• Learning to speak is more than knowing the rules of
grammar. One must know what to say about something,
how to say it, to whom, where, and when to say it.
• Speaking requires a lot of real–time exposure to
varied situations for functioning effectively in society.
3. Agree or Disagree?
• Oral language is the foundation of early
literacy development.
• It is all right to correct a student’s error
in grammar on the spot.
• The most effective way to cultivate
one’s skill in speaking is through
pattern practice.
4. Agree or Disagree?
• Students can easily talk about a topic
he is familiar with.
• If a student cannot express himself
in the target language, he can always
use the mother tongue.
5. The Process of Oral Communication
Message
Noise
Medium
Noise
Receiver
Sender or Source
Feedback
6. Barriers to Effective Communication
• Mispronunciations.
• Lack of awareness of the
pronunciation of a given word in the
different varieties of English.
• Different meanings attached to a
word.
7. Barriers to Effective Communication
• Psychological factors.
• Delivery of the message.
• Situation or setting.
8. True or False?
1) Motivation is high when learners are eager to speak
because they are interested in the topic and have
something new to say about.
2) Language is of an acceptable level when it is
grammatically correct and pronunciation of words is
accurate.
3) Learners complain that they cannot think of anything
to say because they lack the necessary vocabulary to
talk on the topic.
4) The use of the mother tongue by students should
always be allowed so that they can express themselves
well during the discussion.
9. True or False?
5) Students should use high level vocabulary
during the discussion so that they will be rated
high in oral performance.
6) Students are usually motivated to talk when the
topic is highly interesting and the purpose of
the discussion is clear.
7) Clear instruction on how to go about the
activity should be given to the class.
8) We use negotiation skills in oral communication.
10. True or False?
9) Dialogues taught in class must be
memorized by students.
10) Too many play rehearsals before
performance are time-consuming and
should be discouraged.
11) Role plays and other oral communication
strategies enhance fluency in the language.
12) Group members arrive at a consensus by
having different opinions.
11. True or False?
13) In a dyadic exchange, students pair off
and interact with each other as they carry
out the task assigned to them.
14) Problem solving is based on the principles
of information gap.
15) The success of relaying and carrying out
instructions depends on the correct giving
and interpreting of instructions.
13. Problems with Speaking Activities
•
•
•
•
Inhibition
Nothing to say
Low or uneven participation
Mother-tongue use
14. How to enhance Speaking Skills
• Use group work.
• Base the activity on easy language.
• Make a careful choice of topic and
task to stimulate interest.
15. How to enhance Speaking Skills
• Give some instruction on training in
discussion skills.
• Keep students speaking the target
language.
21. B. Language Games
• Relaying and carrying out
instructions
• Story construction game
• Strip story
• Tongue-twisters
• Jazz Chants
22. Tongue Twisters
Mr. See owned a saw.
And Mr. Soar owned a seesaw.
Now See's saw sawed Soar's
seesaw
Before Soar saw See,
Which made Soar sore.
Had Soar seen See's saw
Before See sawed Soar's
seesaw,
See's saw would not have
sawed
Soar's seesaw.
So See's saw sawed Soar's
seesaw.
But it was sad to see Soar so
sore
Just because See's saw sawed
Soar's seesaw!
A tree toad loved a she-toad
Who lived up in a tree.
He was a two-toed tree toad
But a three-toed toad was she.
The two-toed tree toad tried
to win
The three-toed she-toad's
heart,
For the two-toed tree toad
loved the ground
That the three-toed tree toad
trod.
But the two-toed tree toad
tried in vain.
He couldn't please her whim.
From her tree toad bower
With her three-toed power
The she-toad vetoed him.
23. Jazz Chant
•
I went to Costa Rica one fine day.
I went to Costa Rica one fine day.
– And what did I find?
What did I find?
•
Warm, loving people with hearts so kind,
Warm, loving people with hearts so kind.
•
I have a class in California yes I do.
I have a class in California yes I do.
– And what do I find?
What do I find?
•
Warm, loving people with hearts so kind,
Warm, loving people with hearts so kind.
•
I do, I do, I do, do, do.
I do, I do, I do, do, do.
24. C. Student-centered Interaction Modes
• Dyadic or Pair work
(e.g. Think-Pair-Share)
• Small group discussion
(e.g. Panel Discussion, Brainstorming)
• Debate
25. D. Role play and related techniques
*Dialogues
*Plays
*Simulation
*Skit
*Role play
*Chamber Theater
*Dramatic Monologue
*Readers Theater
*Poetry Recital
*Speech Choir
26. Points to
Remember:
For speaking activity to be successful
the following characteristics should be
present:
–
–
–
–
Learners talk a lot.
Participation is even.
Motivation is high.
Language is of an acceptable level.
27. “The limits of my language
are the limits of my world.”
-Ludwig Wittgenstein
