AETA's workshop on Teaching speaking

1. What and How to Teach Speaking
Ihsan Ibadurrahman

2. Checklist for speaking activity
 Is there a balance between fluency and
accuracy
 Is the topic interesting enough
 Do students speak all the time?
 Is the language at the right level?
 Are all students involved?
 Is there a link to other language skills?

3. Accuracy V.S. Fluency
 Accuracy
Accuracy is the ability to produce correct sentences using correct grammar
and vocabulary. Teachers who concentrate on accuracy help their students
to produce grammatically correct written and spoken English.
 Fluency
Fluency is the ability to read, speak, or write easily, smoothly, and
expressively. In other words, the speaker can read, understand and respond
in a language clearly and concisely while relating meaning and context.
Language teachers who concentrate on fluency help their students to
express themselves in fluent English. They pay more attention to meaning
and context and are less concerned with grammatical errors.
[taken from: http://teflworldwiki.com/index.php/Accuracy_vs_Fluency]
What are some example activities of each?
Which one would you favor more? Accuracy or Fluency?

4. How fast can you speak?
1. Full Name
2. Where from
3. Date of birth
4. Cell phone number
5. Hobbies
6. Favorite movie
7. Favorite song
8. Something unique about yourself
9. Your holiday plans
10. What you have been busy with lately

5. Principles of teaching speaking
 1. Use techniques that cover the spectrum of learners’
needs.
 2. Provide intrinsically motivating techniques.
 3. Encourage the use of authentic language in
meaningful context.
 4. Provide appropriate feedback and correction.
 5. Capitalize on the natural link between speaking and
listening.
 6. Give students opportunities to initiate oral
communication.
 7. Encourage the developments of speaking strategies
such as the ones outlined in speaking microteaching
skills.