From Theory to Practice (2)

1. TC2ENT364 T
Teaching English Speaking & Listening
Dr. Hala Fawzi
From Theory to Practice (2):
Developing Speaking Activities

2. In today’s class…
Developing speaking activities
Language input
Structured output
Communicative output
Types of activities
Fluency-based ,accuracy-based,
communicative-based, appropriacy-
based.
Practical class activity to
connect the pieces

3. Main goal of
teaching speaking
skills
To communicate
effectively
classroom activities
are designed to get
learners speak and
listen to one another

4. A balanced approach to develop activities
that combines:
language input
structured output
communicative output
To reach the goal of teaching speaking…

5. Language input

6. Language input
Students need language
input to start producing
language.

7. Language input
Movies on TV or the web, social media, online games, etc.
Family/friends/relatives/community/clubs.
Others?
What forms of language input students receive outside the
classroom in Bahrain?
What forms of language input students receive inside the
classroom in Bahrain?
Teacher Talk (TT)
Listening activities
 Reading passages
Watching videos selected by the T
Posters/expectations posted on walls

8. Content oriented input (focuses on information)
Example: a simple talk about the weather.
Language input may be:
Form oriented input (the focus is on ways of using the
language)

9. Language input may be:
T guides SS to vocabulary, pronunciation, and grammar
(?????? competence);
T guides SS to appropriate things to say in specific contexts
(???? competence),
 T guides to turn-taking, and other social aspects of
language use (sociolinguistic competence) and
 T guides SS to ask for clarification and repair
miscommunication (strategic competence).
(linguistic competence)
(pragmatic competence)

10. Note: Google and read/know
about strategic competence in
oral communication.

11. How do you present the lesson? How much
content oriented and form oriented?
 Combine content-oriented and form-oriented
input.
 The amount of input provided depends on
students' listening proficiency and also on the
situation.
Language input

12. Structured output

13. Structured output
Focuses on correct form or structure that the T
has just introduced.
Designed to make SS comfortable producing
specific language items recently introduced.
SS have options for responses, but all of the
options require them to use the specific form or
structure that T has just introduced.
Good structured output practice activities can be
found in textbook exercises.

14. Structured output
instructor modeling
the practice stage
presentation stage
Used as a transition between the presentation stage
and the practice stage “…form an effective bridge
between instructor modeling and communicative
output because they are partly authentic and partly
artificial.”
What is the criterion of success here? Using a specific form (accuracy)

15. Communicative output

16. “Activities allow SS to practice using all of the language
they know in situations that resemble real settings. “
SS main purpose is to complete a task, e.g., obtaining
information, developing a travel plan, or creating a video.
To complete the task, SS may use the language that the T
has just presented, but they also may draw on any other
vocabulary, grammar, and communication strategies
they know.
Accuracy is not a consideration unless the lack of it
interferes with the message.
What is the criterion of success here? Getting the message across (fluency)
Communicative output

17. Which of the following are communicative tasks?
 One student reads the instructions and the other fixes the machine
 Students read a prepared speech
 Students obtaining information from a bank
 Developing a travel plan
 Students read a story and look at the picture
 Creating a video
 Role play/discussion
Communicative output

18. T’s need to combine structured output
activities, which allow for error correction and
increased accuracy, with communicative
output activities that give students
opportunities to practice language use more
freely.
Structured output
& Communicative output

19. Types of Speaking Activities

20. 20
*** Types of Speaking Activities
• Meaning (Communicative-based). The focus on expressing meaning
easily (usually follow form focused activities.)
Fluency-based
• Form. Help beginners to understand the correct form of speaking,
including use of grammar, vocabulary, pronunciation(
pronunciation-based can be on the use of stress/intonation)
Accuracy-based
• Sociolinguistics and pragmatics. T focuses on social
behavior in different cultures, topics in specific
contexts/occasions with different people, etc.
Appropriacy
Any of these types can come in any stage in the lesson

21. Types of Activities
Learners mark the stress on recently taught words.
The students do an information-gap activity
practicing ‘How much/How many…?’
The class chooses from a list which topics are
suitable to present at the morning assembly.
The teacher encourages peer correction of tenses
during group work.
The students do a problem-solving activity in
groups.
The teacher focuses on social behavior in different
cultures.
Accu.
Accu.
Appro.
Appro.
Flue.
Accu.

22. Examples
Simple memorized phrases
Repetition drills: (T varies the speed of the drill.
Starts slowly and increases the speed as SS learn
skill)
Substitution drills:
Begin: T teaches one phrase and then begins to
substitute words
I like candy. I don’t like like chicken. etc.
Advanced: “My mother is a person who likes to
grow flowers.” “My mother is a person who......”)
Accuracy
Class Activity (1)
Categorize the activities
(3 minutes)

23. Examples
give SS a topic. Provide partners or groups
questions to ask each other
SS are practicing and repeating simple forms and
also adding extra information
Topic: Animals. (Which animal is your favorite?
Why do you like that animal? What kind of animal
would you like to be?” “Why?”)
Fluency
Source: http://bbutm.weebly.com/uploads/1/3/2/9/13290838/techniquesteachingspeakingnotes.pdf
Class Activity (1)
Categorize the activities
(3 minutes)

24. 1. Organized
2. Relaxed
3. Specify the focus of the activity
4. Decide SS’s abilities when using grouping (same or different)
5. Keep them alert. Don’t lose them after the warmup.
6. Careful planning for the instructions (one by one/Do not speak at the same time)
7. Check if they understand the instructions. If not, go back and make sure they do
understand.
8. Do not overcomplicated the language of instructions.
9. Practice the target language before they practice it in groups (repetition first/give a
model/SS repeat/later, give a prompt.)
10. Make the drill more meaningful (Be creative and enthusiastic)
11. Think about the language they need (language for the task). Surround them with the
language needed (On the walls/tables)
Class Activity (2)
Video Reflection
15 minutes
https://www.youtube.com/watch?v=LF7zsz8fi64

25. Structured and/or Communicative output
activities
Class Activity (3)
Buzz groups
15 minutes

26. Use your mobiles!
https://www.pinterest.com/pin/509117932860781378/

27. Resources
Brown, G. and G. Yule. (1983). Teaching the Spoken Language. Cambridge: Cambridge
University Press.
Burkart, G. (1998). Spoken language: What it is and how to teach it. In: Burkart, G. (1998). Modules
for the professional preparation of teaching assistants in foreign languages. Washington, DC:
Center for Applied Linguistics.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston:
Allyn&Bacon.
Flose, Keith S. (2014). The Art of Speaking. Michigan: Michigan University Press.
Kayi, Hayriye. (2006). Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11. http://iteslj.org/Techniques/Kayi-
TeachingSpeaking.html
Teaching Speaking. A Comprehensive TEFL Workshop. Notting Hill College 2010.
http://bbutm.weebly.com/uploads/1/3/2/9/13290838/techniquesteachingspeakingnotes.pdf