This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of activities like role-plays, drills, chants, and disappearing dialogues. The document emphasizes that the teacher plays a crucial role in organizing effective speaking lessons and motivating student participation.
“I’ D LIKE TO MAKE AN APPOINTMENT” – EDO LESSONS
• In your opinión, What are the strategies used by teachers / students?
• Which of these videos reflect your teaching practice?
•
How to develop Speaking Skills?
To develop this skill, the students need intense practice.
Speaking practice is usually done in pairs and in groups.
How Do We Teach Speaking?
Produce the English speech sounds and sound patterns.
Use Word stress, intonation patterns and the rhythm of the second language.
“I’ D LIKE TO MAKE AN APPOINTMENT” – EDO LESSONS
• In your opinión, What are the strategies used by teachers / students?
• Which of these videos reflect your teaching practice?
•
How to develop Speaking Skills?
To develop this skill, the students need intense practice.
Speaking practice is usually done in pairs and in groups.
How Do We Teach Speaking?
Produce the English speech sounds and sound patterns.
Use Word stress, intonation patterns and the rhythm of the second language.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
Teaching Speaking
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
More informaton : http://www.nclrc.org/essentials/speaking/spindex.htm
This is totally about how we teach pronunciation. If you have any problem please discuss with me in comment session. if you likes.my work is beneficial for you please give me likes.
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Have you ever had a learner who has been taking classes for a while and yet still bemoans the fact that English speakers eat their words or that listening is too difficult? This is quite a common complaint and can lead to frustration for learners of even higher levels. But what can we, as teachers, do about it? How can we try to help them? We have listening in our lessons and the learners seem to get the majority of the questions right each time, so surely they are ok at listening, right? This webinar looks at why this might not actually be the case and what might be causing the learners' problems in the first place. We'll look at some aspects of listening that are often neglected in class, such as the importance of pronunciation and priming, before I suggest some activities and approaches to teaching listening that aim to help the learners develop their skills, rather than simply practice them.
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The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
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In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
12 activities to integrate pronunciationPaul Emmerson
Pronunciation is the ugly sister of language teaching, coming way behind vocabulary and grammar. It deserves a higher profile. Here are 12 short, easy activities to try in class.
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How to teach speaking in an efl class ii carolina terry
1. “How to Teach Speaking in
an EFL Class”
Presenter: Carolina Terry
Academic Supervisor
Ministry of Education
January 31, 2008
ICPNA San-Miguel
2. PRESENTATION OUTLINE
• Theoretical Presentation
A) Teaching stages for speaking
B) Techniques for practicing speaking
C) Teacher roles in a speaking lesson
• Putting it into practice
• Set of questions
3. Why are Speaking Exercises Important
in EFL?
Conversation exercises are meant to introduce a
specific communicative function (ordering food,
making a phone call, asking for prices, etc).
They present new grammar structures in a
situational and communicative context.
They introduce new vocabulary in context.
They make good pronunciation models.
4. How to teach Ss to speak in English
For an effective speaking lesson, teachers need to
be aware of, knowledgable about, and familiriarized
with the teaching stages of a speaking activity as
well as the teaching techniques used for fostering
speaking in class. Also, the teacher role is crucial
to the effectiveness of the activity.
5. Teaching Stages for a Speaking Activity
a) Pre-communicative stage
b) Practice Stage
c) Communicative interaction or production stage
What about
feedback and
reformulation?
6. During the pre-communicative stage,
Introduce the communicative function
Highlight the fixed expressions
Point out the target structure
Provide Ss with the necessary vocabulary
Provide Ss with the language of interaction
7. During the practice stage,
Correct Ss if necessary
Prompt Ss if necessary (do it lexically)
Ban (monolingual) dictionaries
Aim for intelligibility
8. During the communicative interaction,
Encourage language negotiation
Take note of any aspects that may hinder
communication (pronunciation, vocabulary, grammar)
Respect Ss ‘wait’ time
9. Feedback
Give Ss feedback on their pronunciation, grammar,
vocabulary and ask Ss to repeat the task if
necessary
10. Putting it into practice
Look at the conversation in your handout and
identify the three main speaking stages:
11. Putting it into practice
Part A Pre communicative.
Part B Practice (controlled).
Part C Practice (semi controlled).
* Part D Teacher creates a communicative
task (if necessary).
12. Putting it into practice
Fill in this chart
Communicative function
Fixed expressions
Target structure
Language of interaction
13. Putting it into practice
Communicative function Asking for directions
There’s one on...
Fixed expressions Thanks a lot!
I think it’s on...
Is there a...?
Target structure On the corner of...
It’s on....
Excuse me,
Language of interaction Can you say that again, please?
Let me see if I got it right
Sorry, I don’t know
14. Putting it into practice
Look at these examples of
some of the most common
teaching techniques for
getting Ss to practice
speaking in class.
15. Role-plays
Role-plays: Ss are given a specific role and have to
make a conversation.
A: You’re a tourist in Lima downtown. You need to find
you way to the nearest ATM. Ask a pedestrian for
directions.
B: You live in Lima. You’re stopped by a tourist. Give
him/her directions
For more ideas visit:
http://www.eslpartyland.com/teachers/listening/roletelephone.htm
16. Drills
Drills: Ss imitate and repeat words, phrases and
even whole utterances.
(Teacher or recorder)
Excuse me, Is there an ATM near
here?
(Chorus) Yes, there’s one behind the
the cathedral.
(S1) Yes, there’s one behind the
cathedral.
(S2) Yes, there’s one behind the
cathedral.
(S3) Yes, there’s one behind the
cathedral.
For more ideas visit:
http://www.developingteachers.com/tips/drills.htm
17. Chants
Chants: Ss ‘sing’ rhythmically specific target forms.
Giving directions
(Prepositions, Commands, and Classroom Vocabulary)
Turn to the left and then to the right
there you’ll find the place you want
Go straight on
Don’t cross the street
There’s a bank in the front
For more ideas visit:
http://www.songsforteaching.com/chantsraps.htm
18. Flow-diagram conversations
Flow-diagram conversations: Ss perform the
dialogue, following the arrows.
A: Stop B
B: Listen A
B: Answer A
A: Ask for directions
B: Give directions
A: Thank B
For more ideas visit:
http://english.unitecnology.ac.nz/resources/units/titanic/flow.html
19. Picture and Word Cues
Picture and word cues: The script of a dialogue is
represented in the form of drawings or word
prompts.
Bank Excuse me
Where I think
Corner Is there a?
Around here Thanks a lot
There’s one Ok
20. Picture and Word Cues
What happened?
For more ideas visit:
http://www.eslhq.com/forums/worksheets/esl-worksheets/
21. Disappearing Dialogue
Disappearing Dialogue: Students repeat the whole
dialogue and then teacher erases one sentence at
a time.
Tourist: Excuse me
Pedestrian: Yes?
Tourist: Is there a movie theater near here?.
Pedestrian: Yes. There’s one on the corner of
Bloor Street West and Albany Avenue.
Tourist: Thanks a lot!.
.
For more ideas visit:
http://esl.about.com/library/speaking/bldialogues_restaurant.htm
22. Paper Conversations
Paper conversations: Students write their own
conversations personalizing information and then
read them out.
Student A : Excuse me, is there a restroom near here?
Student B : Yes, there’s one inside the gas station.
Student A : How do I get there?
Student B : Walk down the street and turn right at the traffic light.
Student A : Hum, so, I go straight ahead and make a right
at the traffic light.
Student B : That’s right!
Student A : Ok. Thanks a lot!
Student B : You’re welcome. .
23. Putting it into practice
Look at the conversation from your handout
again and choose one of these teaching
techniques in order to make your students
practice . Explain your choice.
Role-plays, drills, chants, paper
conversation,
disappearing dialogue, flow-diagram
conversations,
picture and word cues
24. Teacher roles during a speaking lesson
Organizer: Get Ss engaged and set the activity.
Prompter: Provide Ss with chunks not words.
Observer: Analyze what causes communication breakdowns.
Participant: Do not monopolize or initiate the conversation.
Assessor: Record mental or written samples of language produced by Ss.
Feedback provider: Tell Ss how proficient their performance was.
Resource: Provide Ss with tools to improve their oral performance.
25. Conclusions
The SUCCESS (or FAILURE) of a speaking lesson
depends primarily on the teacher.
ACTIVITY: Plan it in advance.
LANGUAGE: Supply key language.
TOPICS: Vary them, make them meaningful, and
activate Ss’ schemata.
MOTIVATION: Get engaged with what you’re doing.
26. Useful Resources
For the teacher:
http://www.esl-galaxy.com/speaking.html (lesson plans)
http://www.eslgold.com/speaking/phrases.html (audio)
http://www.churchillhouse.com/english/downloads.html (extra material)
http://www.englishclub.com/ (for you and your students)
http://www.englishlearner.com/teachers/index.html (resources)
http://www.tefl.net/esl-lesson-plans/ (worksheets)
http://www.free-english.info/ (grammar exercises)
http://englishconversations.org/ (recordings)
http://www.eslflashcards.com/ (flashcards)
http://www.livemocha.com/?gclid=CMmypOKugJACFQlxOAodUGArtQ (for your English)
http://iteslj.org/games/ (games)
http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html (pronunciation)
27. Useful Resources
For the student:
http://www.englishpage.com/ (grammar exercises)
http://www.theirregularverbs.com/ (irregular verbs)
http://www.manythings.org/ (practice your English)
http://translation2.paralink.com/lowres.asp (translator)
http://www.geocities.com/yamataro670/readinglab.htm (reading)
http://www.esl-lab.com/ (listening)
http://m-w.com/ (dictionary)
http://www.english-at-home.com/ (study at home)
http://www.english-forum.com/00/interactive/ (quizzes)
http://www.englisch-hilfen.de/en/exercises_list/zeitformen.htm (tenses)
28. Some Food for Thought
The task of the excellent teacher is to
stimulate “apparently ordinary” people
to unusual effort. The tough problem is not
in identifying winners: it is in making winners
out of ordinary people.
-K. Patricia Cross
29. Set of questions
We are going to have 6-8 minutes to answer any
questions or comments you may have on the
current presentation.
THANK YOU FOR YOUR ATTENDANCE!!!
☺☺☺☺☺☺☺☺☺