This slide will include: element of speaking, student and speaking and classroom speaking activities.

1. SPEAKING
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2. content
A- Element of speaking
A1- Different speaking event
A2- Conversational strategies
A3- Functional language, adjacency pairs and fixed phrases
B- Student and speaking
B1- Reluctant students
B2- The roles of the teacher
C- Classroom speaking activities
C1- Acting from a script
C2- Communication games
C3- Discussion
C4- Prepared talks
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3. 3
C5- Questionnaires
C6- Simulation and role-play
D- Speaking lesson sequences
E- Making records
E1- Getting everyone involved

4. A1- Different speaking event
►Scott Thornbury suggested that various dimensions of different
speaking event in order to describe different speaking genre.
►For example, we can make a distinction between transactional and
interpersonal functions.
►Transactional function has its main purpose conveying information
and facilitating the exchange of goods and services, whereas the
interpersonal function is all about maintaining and sustaining good
relation to people.
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5. A2- Conversational strategies
►Conversational rules and structure:
such as conversational opening (how are you? That’s a nice dog! At last some
sunshine!), interrupting (sorry to interrupt, but…), topic shift (oh, by the way, that
reminds me), and closing (it’s been nice talking to you… well, I don’t want to keep you
from your work… we must get together sometimes) for example.
►Survival repair strategies:
Students need to be able to use repair strategies when listening in interactive
situations. Face to face conversation is to be successful and know how to ask for
repetition by formula expression.
►Real talk:
If students are to be involved in spontaneous face to face conversation
outside the classroom with competence English speakers, They need to be exposed to
more than just the kind of questions that are commonly found in course book.
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6. A3- Functional language,
adjacency pairs and fixed phrases
►A lot of speaking is made up of fixed phrase or lexical chunks) for example:
Catch you later!, Back in a second, can I call you back in a couple of
minutes..
►Fixed and Semi Fixed phrase crop up a lot of in functional exchanges. Thus,
Would you like a…? Shall I get you a …?
►Many functional exchanges work well because they follow a set pattern. One
such pattern is the adjacency pair.
Nice day, isn’t it? Yes, isn’t it (If someone approach you)
D’you fancy a coffee? Yes, please or No, thank you. (lobby
you)
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7. B1- Reluctant students
►Preparation
Planning and rehearsal, making a feature in your heads (trying out a
conversation in your minds), recording presentations, and take part in discussion
for better solution.
►The values of repetition
Allowing the students to improve on what they did before. They can
think about how to re-word things or just get a feel or how it sounds.
►Big group, small group
Students feel reluctant when taking part in front of big group. To
encourage them become more practical should hold a small group dialogues or
discussion in advance.
►Mandatory participation
Counting number styles to form a group discussion. For example, 1-4 is
one group
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8. B2- The roles of the teacher
►Prompter
To stop students feel frustration, give them time to struggle out of such
situations on their own. However, we may help them to make progress in class
activity by offering suggestion.
►Participant
Teachers should be good animators, enthusiastic, creativity, often in
dialogue with the class, empowerment students, patience, and well-disciplined.
►Feedback provider
A teacher’s job to organize speaking activity to make sure students no
doubt exactly what they are supposed to do by giving them a clear and concise
instructions, where appropriate, and demonstrate the activity.
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9. C1- Acting from a script
►Play script
Students treat it as “real” acting, be a supportive film director by
drawing attention to appropriate stress, intonation, the speed, and in advance
rehearsal.
Students need to work on such things: emotion, action, more physical,
gesture, and how to show laughing or crying if possible.
►Acting out dialogue
Provide student time to do rehearsal before the performance takes
place. This makes students more confident, practical, and productive.
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10. C2- Communication games
►Information-gap games
•Solve puzzle, draw a picture (describe or draw)
•put things into right order (describe and arrange)
•find similarity or difference between pictures (seeking to find
solutions)
►Television and radio games
•Short Q&A session (think of objects and tell team what that object
is…)
•Words inspired (Two teams have to do pictures illustrations and
guess…)
•Fast speaking contest (give a free topic and has only 60s to talk
about…)
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11. C3- Discussion
►Buzz group
Students need to predict the content, show-off their reactions, and make
discussion with group members.
►Instant comment
Training student to respond fluently and immediately by adding mini-activity
into lessons.
►Formal debate
Providing students a topic augment, set two groups between supportive and
opposition, set time management for each group, find the best reasonable
group, and Q & A session.
►Unplanned discussion
Provide some of the most enjoyable and productive speaking in language class.
►Reaching consensus
To provide activity which forces students to reach a decision or a consensus or
often as a result of choosing between specific alternative. 11

12. C4- Prepared talks
►Presentation
Provide student time to plan, cluster, taking notes, and rehearse.
►Oral questions
Students will be asking by their teachers or same students for some
answers.
►Feedbacks
Students will be commentated by the teachers or same students for next
session.
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13. C5- Questionnaires
► Questionnaires are useful, by being pre-planned, both of questioner and
respondent have something to say to each other.
► Depending on how tightly designed they are, they may well encourage
the natural use of certain repetitive language pattern-and thus can be
situated in the middle of our communication.
► Students can design questionnaires on any topic that is appropriate. The
teacher can act as a resource, helping them in the design process. The
results from questionnaires can then form the basis written work,
discussion or prepared talks.
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14. C6- Simulation and role-play
► Students get benefit from simulation, they simulate a real life encounter
such as in business meeting, an interview, or general conversation…
They can act out themselves or take the role of completely different
character and express thoughts and feelings.
► Simulation and role play can be used to encourage general oral fluency
or train students for specific situations, especially where they study
English for specific purposes (ESP).
► Simulation and role play have three distinct advantages (1) they can be
good fun and motivating (2) push hesitant students to take
responsibilities to speak out (3) broaden the classroom with the outside
world.
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15. D- Speaking lesson sequences
► Teachers hand out the questionnaires form or write on the board
and has the student think about it.
► Select sample of topic research
► Analyze questionnaires results for discussion then write report.
► Students give and share description to others
► Create the outline
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16. E1- Getting everyone involved
► It suggests to students to have camera or microphone become a central
learning aid so students can work cooperatively together using a wide variety of
language both in the process and the product of making video or audio
recording.
The way avoiding filming making process:
•The group
If more than one video camera is available, we can divide a class into groups
that each member of each group has a function.
•Process
we can ensure participation in the decision-making process by insisting that no
rules (such actor, camera operator, director) are chosen until the last moment.
•Assigning roles
We can assign number of different roles in a real film crew. This include such
jobs as clapperboard operator, script consultant, lighting and costumes.
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17. Thank for your attention!
Q&A Session
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