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How to teach speaking

The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically: 1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development. 2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students. 3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.

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HOW TO TEACH SPEAKING Classroom Speaking Activities By Luis Carlos Lasso Montenegro
What are the characteristics of a successful classroom speaking activity ? What are some of the problems in getting learners to talk in the classroom? What can the teacher do to help to solve some of the problems during speaking activities? Reflection Moment… Which activities can the teacher carry out to get students to speak fluently?
What are the characteristics of a successful classroom speaking activity? Students’ motivation is high and oral production becomes customary rather than mandatory. Language is of an acceptable level and learners get across their ideas accurately. Meaningful Interaction Teacher - Student Student- Student Participation is even and everybody gets the chance to make contributions. Learners talk a lot and feel eager to speak in the target language (L2). Well-designed activities according to the learners’ proficiency level & foster oral skills development.
INHIBITION • Students could feel uptight and afraid of making mistakes. • Shy learners are often inhibited about trying to say things. • Fearful of criticism or real-time exposure. LOW OR UNEVEN PARTICIPATION • Only one learner can talk at a time if he/she is to be heard. • Very little talking time in large groups. • The tendency of some “outgoing” learners to dominate, while others speak very little or not at all. NOTHING TO SAY • The speaking activity is not appropriate for the students . •The teacher asks vague or complicated questions. •Incomprehensible input or difficult tasks. What are some of the problems in getting learners to talk in the classroom?
Use Group work It increases the sheer amount of learner talk and also lowers inhibitions. Base the activity on “easy language” so that learners can speak fluently. Give clear instructions about participation or training in discussion skills. Make a careful choice of topic and task to stimulate interest. What can the teacher do to help to solve some of the problems during speaking activities? What can the teacher do to help to solve some of the problems during speaking activities?
Which activities can the teacher carry out to get students to speak fluently?
Thanks for your attention!