This document provides guidance on how to teach speaking skills to students learning English as a foreign language. It outlines several key reasons for teaching speaking, including giving students rehearsal opportunities, allowing them to practice using the language, and helping them become autonomous users of English. The document then describes how to structure speaking activities, such as developing activities from reading texts or listening exercises, and ensuring activities satisfy the goals of rehearsal and communication. It also provides tips for correcting speaking in a sensitive way without interrupting students. Finally, the document includes examples of two speaking activities - reporting a crime and interviewing a writer/actor - with instructions and role play cards to guide students.

1. How to teach Speaking!
A tutorial for our classmates to teach them how to teach
speaking.
Diego Paredes C.
Osvaldo Espinoza A.
Rocío Vargas A.
Valeria Concha M.

2. Reasons for Teaching Speaking.
- Rehearsal opportunities.
- Ss can use the language.
- Become autonomous language users.

3. How to teach speaking.
Activities must contain and satisfy the three reasons
for using speaking tasks.
Activities may develop from a reading text or after a
listening.
Activities are not the same as Controlled language
practice.

4. How to teach speaking.
Rehearse and achieve a purpose.
“Get the feel” of what communicating in
foreign language really feels.

5. Correcting speaking

6. Correcting speaking
Correct in a different way from the
mistakes made during a study exercise
Do not interrupt while students are
performing something
Teacher may destroy the purpose of the
activity

7. There are not hard and fast
rules about correcting
Some teachers intervene in a quite non-
obtrusive way
Some students prefer to be corrected at the
moment they make a mistake

8. What teachers do during a
speaking activity
Get involved but not too much
Intervene if the activity is not going
smoothly
Correct sympathetically and sensitively

9. Activity 1: Reporting a Crime
Skill involve: Speaking
Time: 30-40 minutes
Number of students: 8 to 20 or more.
Level: Pre-intermediate to Upper-intermediate.
Target language: grammar (could you tell me?)
function (describing appearances)
vocabulary (physical appearance, clothes,
crime)
Before the activity: preparation
1. Copy and cut the role play characters (the
thieves) and the work sheets for student A and B.
2. Remember to bring all the material with you.
(tape, extra copies, back up pendrive…)
Lead in:Write on the board the following questions
What are the most common things that criminals
steal in your country?
Have you ever had anything stolen?
What should you do if a criminal steal your mobile
phone for example?
After the “housekeeping” Ask your student this questions
to introduce them the new activity.
the importance of this stage is to refresh your students
memory with the vocabulary they need to develop this
activity, and push them to start talking in a conversation
without the fear of making mistakes.

10. Role Play Instructions:
1. In pairs, one student get the A worksheet and the other student get the B work sheet.
2. explain to your student the context of the role play.
3. the A student need to choose one thief between the criminals pictures to play the victim´s role.
4. the student with the A worksheet, is the victim, and the student with the B work sheet is the police.
5. the A student start the play pretending being the victim reporting stolen mobile phone
6. the B student need to perform a Police role, asking about characteristics of the thief.
7. the activity conclude with the analysis of the police officer catching the thief from the pictures at the
front of the class.

13. Activity 2: Interviewing a writer/actor
Skill involve: Speaking
Time: 40 - 60 minutes
Number of students: 4 to 20 or more.
Level: Pre-intermediate to Upper-intermediate.
Target language: Present Perfect
Past Simple
Before the activity: preparation
1. Copy role play cards A and B (two sets per
pair). Cut up as Indicated
Lead in:Write on the board the following
questions for discussion in pairs.
1.- Would you prefer to be a famous actor or
a famous writer? Why?
2.- What would you like / dislike about being
famous?

14. Role Play Instructions:
1. Introduce the role play by telling the students that today they are going to
play roles of a famous actor and writer.
2. Tell each pair to decide who is going to go first, and give out the relevant
play cards.
3. Encourage the actors/writers to be creative and let them decide if they want
to be a famous celebrity, a fictitious one or themselves in the future.
4. Check that the journalists write appropriate starter questions.
5. When they are all ready, let them start the role play. Give them 10-15
minutes.
6. Monitor. Note down possible errors for correction in the follow up stage.
7. As the pairs finish, tell them to swap roles and hand out the appropriate role
play cards

17. Bibliography
- Harmer, J. (2003) How to teach English.
Longman.
- Brown, H. Douglas (2001) Teaching by
principles. Longman.
- Anderson, J. (2006) Role plays for today.
Delta publishing.