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

1. Unit: Health
Topic: Medical Service
Matthayomsuksa 3

4. Vocabulary

5. flu

7. recommend

9. symptom

11. terrible

13. fever reducer

15. Structure

16. Have
Have for health problems: we use have to talk
about health problem.
Affirmative Statements
Subject have Noun
has
I have a
You headache.
He has a fever.
She
We have colds.
You
They

17. Negative Statements
Subject don’t doesn’ have noun
t
I don’t a headache.
You
He doesn’t a fever.
She
We don’t colds.
You
They

18. Should
Should for advice: we use should to give advice or say that something
is a good idea.
Statements
Subject should sho Verb
uldn’t
I
You should shoul rest.
He dn’t
She
We
You
They

19. Conversation

20. Pharmacist: Can I help you?
Jay: Hmm…Yes, please. I think I have the flu and I have a
big test this afternoon. What do you think I should take? Can you
recommend something, please?
Pharmacist: What are your symptoms?
Jay: I have a terrible headache, a sore throat, and a fever.
Pharmacist: That sounds like the flu. You could try a non-
prescription pain reliever and fever reducer. Take two tablets
every six hours, with food. That should help. If your fever doesn’t
come down within 24 hours, you should see your doctor.
Jay: Are there any special instructions?
Pharmacist: Yes, you must take these with food. And you can’t
drink any alcohol. Are you allergic to aspirin?
Jay: No, I’m not.
Pharmacist: You’ll be fine then.
Jay: OK, I’ll take those and a package of cough drops, please.
Pharmacist: That’ll be $ 15.50.

21. Activity 1
Help me, please!

22. Direction
-Everyone gets a paper and makes 9 equal squares on the paper.
-Write your friend’s name in each square that write on the top of the right.
-First square, write your close friend’s name in your class.
-Second square, write your funny girl friend’s name in your class.
-Third square, write your funny boy friend’s name in your class.
-Fourth square, write your girl friend’s name who is prettiest in your class.
-Fifth square, write your boy friend’s name who is prettiest in your class.
-Sixth square, write your friend’s name who is neatest in your class.
-Seventh square, write your friend’s name who is joyful in your class.
-Eighth square, write your friend’s name who is the most diligent in your
class.
-Ninth square, write your friend’s name who is healthiest in your class.
-The teacher gives you the symptom’s name in each square.
-Ask your friend whom you write his/ her name in each square to solve your
health problems.

23. 1 2 3
4 5 6
7 8 9

24. headache

25. flu

26. sore throat

27. fever

28. toothache

29. earache

30. cold

31. backache

32. stomachache

33. Activity 2
Doctor fantasy

34. Direction:
1. Make a group of 3 people.
2. Each group supposes that you are a doctor.
3. Then imagines about making up the shape of pill
and give the instruction and the use of pill.
4. After that each group comes to present in front of
the class.

35. PARANOMON
Use of medicine: Paranomon is used for the relief of pains associated with many parts of the
body……………………………………………………………….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
Instruction: The dose in children is 10-15 mg/kg 4 hourly, to a maximum of 100mg/kg/day, and
no patient should receive more
than 4g/day…………………………………………………………………………...
………………………………………………………………………………………………
……………………………………………………………………………………………...
………………………………………………………………………………………………
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