This document discusses teaching oral skills to English language learners. It outlines some of the challenges of teaching oral skills, such as lack of student motivation and large class sizes. It then describes various speaking activities that can be used, including discussions, speeches, role plays, conversations, and using audio media. For discussions, it recommends giving students specific roles and clarifying expectations. For speeches, it notes topics can vary by student level. Role plays are suitable for practicing social language. Conversations emphasize analyzing language use. The document concludes by discussing assessing classroom performance and ongoing developments that will impact language teaching.

1. Teaching Oral Skill
ANNE LAZARATION

2. Introduction
The oral skills will stress on a speech production which is
tightly controlled in order to correct formation habit of
linguistic rules.
• Fluent speech contains to reduce forms, such as
contractions, vowel reduction, and elision.
• It is almost always accomplished via interaction with at
least one other speaker.
• The variety of demands are in place at once; monitoring
and understanding the other speakers, thinking about
one’s own contribution, producing that contribution,
monitoring its effect.

3. Teaching Oral Skills
• Teaching a heterogeneous class of learners in an English-
speaking environment.
• The biggest challenges in the classroom are lacked of
motivation, getting students to speak, and the use of the
first language.
• Large classes are often the norm overseas, limiting both
student opportunities to talk and teacher opportunities
to provide feedback.

4. The Oral Skills Class
• Who are the students?
• What do they expect to learn?
• What am I expected to teach?

5. Activities
The major types of speaking activities that can be
implemented;
• Discussions
• Speeches
• Role Plays
• Conversations
• Audio media Oral Dialogue Journals

6. Discussions
Students are introduced to a topic via a reading, a listening
passage, or a video media, and are asked to get into pairs
or groups to discuss a related topic in order to come up
with a solution, a response, or the like.
Example:
• Planning versus Random
• Students need to be reminded that each person should
have a specific responsibility in the discussion whether it
keeps time.
• Students need to be clear about what they are to discuss,
why they are discussing it, and what outcome is
expected.

7. Speeches
• Topics for speeches will vary depending on the level of
the student and the focus of the class.
• The teacher can provide the structure for the speech.

8. Role Plays
• Suitable for practicing the socio-cultural variations in
speech acts.

9. Conversations
• Emphasis on having students analyze and evaluate the
language that they or others produce.
• The most fundamental form of oral communication such as
• One way to approach this activity is to assign the students
to find a native speaker to be friend, roommate, or
colleague and interact with the persons.
• The next step is for the students to transcribe a portion of
their interaction.
• Students are shown an example of a transcript and its
notation before starting.
• Communication breakdown repairs learners who are
required to record an interview with native speakers on a
topic of their choice and then report the results to the class.

10. Audio media Oral Dialogue
Journals
• Emphasized fluency and meaning negotiation rather than
accuracy.
• Practice with fluency and attention to accuracy can be
accomplished at the same time.

11. Assessment
• There are two kinds of oral assessments.
• Evaluation of classroom performance
• Important suggestion

12. Conclusion
• Oral skills are not only necessary for communication in, and
with, the English-speaking world. The most profound impact
on language teaching will come from the never-ending
developments. Various forms of technology not too far in the
future that speech recognition to allow actual oral
communication as language educators, we must remain open
to these new developments in order to provide the best
possible instruction for our students.

13. …Thank You…