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English for Young Learners - Teaching Speaking

I like chocolate too. Potatoes are okay. S2: (Turns over a picture of an apple). I like apples. (Turns over a picture of broccoli). I don't really like broccoli. And so on. The students take turns asking about their preferences using the pictures provided.

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ENGLISH FOR YOUNG LEARNERS TEACHING SPEAKING
TEACHING SPEAKING TEACHING SPEAKING AUDIOLINGUAL METHOD DRILLS WITH CHORAL RESPONSE DIALOGUES USING PUPPETS USING FISHBOWL TECHNIQUE COMMUNICATIVE LANGUAGE TEACHING GAMES CONCENTRATION GAME
BACKGROUND  Children talk while they play.  Play is vital and important aspect of a child's development and language is a part of that play. It is important to consider the role of play in first language acquisition because it is a subtle reminder that play is also important in children's second language
Classroom Techniques and Activities  When teaching speaking, it is especially important to select activities which match the objectives of your program.  The specific techniques and task that you choose should be based on the aims of the program coupled with the learners' stages of development
AUDIO LINGUAL METHOD  It based on the notion that one can learn language by developing habits based on the patterns of language.
Drills with choral response  Drills aimed at getting learners to practice using the patterns that occur in language. For example:  Drill 1 Children listen and repeat the sentences spoken by the teacher. Teacher : This is a yellow dress. Students : This is a yellow dress Teacher : This is a blue dress Students : This is a blue dress
 Drill 2 Teacher : This is a red dress Students : This is a red dress Teacher : This is a yellow dress Students : This is a yellow dress Teacher : Blue Students : This is a blue dress Teacher : Red Students : This is a red dress Teacher : Jacket Students : This is a red jacket etc.
 Choral response is also used when children repeat the lines of a poem or song. Sentences with substitutions can be slipped right into the young learner curriculum in the form of songs, chants, and finger-plays.  Drills can be dull and boring for the learners, try to personalize the content to the learners in your classroom.
 You can make your own choral response activities by employing the steps as follow: a) Decide the topic for your speaking activity b) Design the substitution drills, start from drill 1, then move to drill 2 c) Personalize the content to the learners in your classroom, bring in pictures of food items as you pretend to eat different things or hold up pictures of an apple and say, I like apples. Then have the students repeat your sentence, continue it by holding another pictures d) Another insightful activities are by using song and have repetitive language and language substitutions
DIALOGUES  Dialogues provide learners with grammatically controlled scripts that they can use in real life. Dialogues can very easily be scripted and turned into child- friendly role-plays.
Using puppets to introduce dialogues  Young learners are often aware that children feel more comfortable talking with a puppet than with an adult.  The use of puppets is very appropriate in the young learners’ classroom.  A child who developmentally is too shy to speak to an adult in front of his peers, may feel very comfortable when the same adult is holding a puppet and speaking to the child as the puppet.  Puppets also make the language learning activity
 Puppets can be set as a role in a dialogue and played by teacher and student or student-student. The real and make-believe conversations for the young learners can be as followed: a) say thank you when somebody give a hand for them b) say thank you when somebody give them something c) say thank you when somebody give them a compliment d) introducing self in one occasion e) apologize to someone else when they do the wrong thing f) request something to teacher or friend
Using fishbowl technique to introduce dialogues  The teacher can either invite a student to do the activity with him or can model the activity using 2 or more puppets.  The teacher models the activity that the children are expected to do while everyone in the class watches as if the teacher and the student were in a fishbowl.
 The activity can be as follow:  T : Where is the math book? S : It is on the table T : Where is the pencil case S : It is under the table
COMMUNICATIVE LANGUAGE TEACHING  CLT is an approach and a philosophical orientation that connects classroom based language learning with the language that learners need in order to communicate outside of the classroom.  The activity can be authentic because it represents the type of authentic play, outside the classroom, that a young learner might engage in depending upon her interests and stage of development.
 It is necessary to consider the type of language that children need in order to communicate in specific situations.  For instance, if children are going to role play finding a pair of lost socks, they would need to know the interrogative where. They might also need to know prepositions such as in, on, under, etc.  Another instance would be when children are playing board games. They will need to be able say first, next, last as in spaces on the game and whose turn it is to play.  If the children are talking about a birthday party they had or went to, they will need to know the past tense.
 In CLT, the focus is on getting the message across and helping children acquire fluency.  In some cases, the language will need to be adjusted to meet the language level of the young learner.  In other cases, the communicative task will require language that the children have not yet learned.
Games in CLT  Play is a purposeful activity and games are a part of playing  Games offer the advantages of both ALM and CLT
Concentration Game  Provide some picture of things that students familiar. Then, set the topic into Asking about your preferences or opinion toward something.  Gives the pictures to the students and ask them to say whether they like the thing in the picture or not.  For example: S1 : (Turns over a picture of a chocolate candy bar). I like chocolate. (Turns over a picture of potatoes). I don't like potatoes.
English for Young Learners - Teaching Speaking