The document discusses techniques for teaching speaking skills effectively in a second language classroom. It notes that the goal should be communicative efficiency. While variety of activities and interaction are beneficial for students, traditional speaking classes often lack preparation, explicit teaching of skills, strategy development, feedback and follow-up. The document provides suggestions for how teachers can structure speaking activities, including focusing on pronunciation, stressing intelligibility, providing preparation and multiple practice opportunities, and giving feedback to help students improve. It also discusses characteristics of successful speaking activities like pair/group work and keeping students actively speaking in the target language.

1. ProfessorProfessor : Cesar Narvaez: Cesar Narvaez

3. SPEAKING

4. GOAL AND TECHNIQUES
The goal of teaching
speaking skill is
communicative efficiency.
The goal of teaching
speaking skill is
communicative efficiency.

5. A GOOD SPEAKING CLASS

6. A GOOD SPEAKING CLASS

7. PROS AND CONS OF
SPEAKING CLASROOM
 Little preparation for
practicing specific skills
 Lack of explicit teaching
of key areas of speaking
 Little attention to
knowledge, skills,
strategy development
 Little feedback on
performance
 Little or no follow-up
Variety of activities
 Students enjoyed
interacting
 Opportunities to
practice speaking
 Some
opportunities
present outcomes

8. Second Language
Speaking Competence

9. CORE COMMUNICATION
SKILLS
Is the premier applied
interpersonal communication
skills course. In CORE , you
learn six talking skills and five
listening skills for resolving
conflicts, making decisions,
solving problems, and
negotiating more effectively.
These practical
communication skills
strengthen your relationships
and increase your personal
and professional
opportunities.

10. HOW COULD A TEACHER HELPHOW COULD A TEACHER HELP
I practice a lot on my own by copying recordings I hear, but
when I try to speak to native speakers I fail terribly!
On the oral presentation I feel a litle
nervous.it remains me that a good speakers
includes so many meanings, such as a
proper tone, compatible body gestures and
so on. Many people are not accustomed to
use body language when they speak maybe
the traditional character
The rhythm and accent in sentences are very
interesting. It can also help us to speak clearly
But sometimes I do not know when we speak which word
should be stressed which word should not.

11. Go back to the key program elements you
listed for your students.
How could you use/adapt this cycle to teach these elements?

12. 1. Focus Attention on Speaking
2. Provide Input/Guided Planning
3. Conduct Speaking Tasks
4. Focus on Language Skills and Strategies
5. Repeat Speaking Tasks
6. Direct Learner´s reflections on Learning
7. Facilitate Feedback on Learning

13. 1. Help learners to master pronunciation …………………………….
2. Focus on pronunciation in context …………………………………….
3. Stress intelligibility ………………………………………………………..
4. Focus on both ……………………………………………………………...
5. Always work …...………………………………………....

14. 6. Provide preparation and scaffolding.
7. Provide explicit guidance.
8. Give multiple opportunities.
9. Provide feedback and speaking strategies.
10. Be aware of affective factors

15. • It takes place in ‘real time’
• Speakers worry about producing utterances
• with many errors or oddities in them
• Pronunciation that is not intelligible
• The effects of the Affective Principles
•  language ego, self-confidence, risk-taking

16. CHARACTERISTICS OF A SUCCESSFUL
SPEAKING ACTIVITY
Learners talk a lot. All get a chance to speak.
Motivation is high
Language is comprehensible.
Students speak the target language.

17. The way in which a classroom is
organized can have a significant influence
on language learning processes.
WAYS OF ORGANIZING SPEAKING
ACTIVITIES
Pair work
Open or public pair work
Group work
Whole class activity

18. Activities to Promote
Speaking
• Information gap activities• Information gap activities
• Role plays• Role plays
• Brainstorming• Brainstorming
StorytellingStorytelling
purposes such as solving a problem
or collecting information.
getting students to speak is role-playing
students can produce ideas in a limited time
students can briefly summarize a tale or story
they heard from somebody

19. TeacherTeacher learnerslearners atmosphereatmosphere
correctioncorrection
activitiesactivities