The document discusses the importance of speaking skills in secondary education, defining speaking as an interactive process of meaning construction involving verbal and non-verbal symbols. It outlines methods for teaching speaking, including various types of speaking performance (imitative, intensive, responsive, transactional, and interpersonal), as well as strategies for organizing communicative activities in the classroom. The conclusion emphasizes that effective speaking skills are crucial for students' academic success and personal development.

1. SKILL
IN SECONDARY
SCHOOL
SHERILYN E. NUESCA

2. WHAT IS SPEAKING?
Speaking is an interactive
process of constructing
meaning that involves
producing and receiving and
processing information
(Brown, 1994. Burns & Joyce,
1997).
Speaking is "the process of
building and sharing
meaning through the use of
verbal and non-verbal
symbols, in a variety of
contexts“
(Chaney, 1998, p. 13).

3. WHAT IS "TEACHING
SPEAKING"?
 PRODUCE THE ENGLISH SPEECH SOUNDS AND SOUND PATTERNS.
 USE WORD AND SENTENCE STRESS, INTONATION AND THE RHYTHM.
 SELECT APPROPRIATE WORDS AND SENTENCES ACCORDING TO THE AUDIENCE, SITUATION AND
SUBJECT MATTER.
 ORGANIZE THEIR THOUGHTS IN A MEANINGFUL AND LOGICAL SEQUENCE.
 USE LANGUAGE AS A MEANS OF EXPRESSING VALUES AND JUDGMENTS.
 USE THE LANGUAGE QUICKLY AND CONFIDENTLY.

5. TEACHING SPEAKING
SKILLS
Oral
communication
Written
communication
Productive skills
Receptive skills
Listening
Speaking
Reading
Writing

6. DEVELOPING ORAL
COMMUNICATION
SKILLS
MAIN
PROBLEMS:
 SYLLABUS REQUIREMENTS
 LANGUAGE AND SPEECH
 PHYSIOLOGICAL AND LINGUISTIC
CHARACTERISTICS OF SPEECH
 WAYS OF CREATING SITUATIONS
 PREPARED, UNPREPARED AND INNER
SPEECH
 TYPES OF EXERCISES.

7. LANGUAGE AND
SPEECH
LANGUAG
E
• PHILOLOGICA
L
• LOGICAL
SPEECH
• PSYCHOLOGIC
AL
• LINGUISTIC

8. PSYCHOLOGICAL
CHARACTERISTICS OF
SPEECH
• SPEECH MUST BE MOTIVATED;
• SPEECH IS ALWAYS ADDRESSED TO AN
INTERLOCUTOR;
• SPEECH IS ALWAYS EMOTIONALLY COLOURED;
• SPEECH IS ALWAYS SITUATIONAL.

9. LINGUISTIC CHARACTERISTICS
OF DIALOGUE SPEECH
1. THE USE OF INCOMPLETE SENTENCES (ELLIPSES) IN
RESPONSE:
E.G. WHERE DO YOU LIVE? - IN CHERKASSY.
HOW MANY BOOKS DO YOU HAVE? – ONE.
2. THE USE OF CONTRACTED FORMS: DOESN’T, WON’T,
HAVEN’T, CAN’T.
3. THE USE OF SOME ABBREVIATIONS: LAB, BIKE, MATH’S,
FRIDGE, COMP, ETC.
4. THE USE OF CONVERSATIONAL TAGS.

10. PREPARED AND UNPREPARED
SPEECH

11. TYPES OF CLASSROOM SPEAKING
PERFORMANCE
• 1. IMITATIVE
• 2. INTENSIVE
• 3. RESPONSIVE
• 4. TRANSACTIONAL (DIALOGUE)
• 5. INTERPERSONAL (DIALOGUE)

12. IMITATIVE TYPE
• Keep them short (a few minutes of a class
hour only).
• Keep them simple (preferably just one point
at a time).
• Make sure students know why they are
doing the drill.
• Limit them to phonology or grammar points.
• Make sure they ultimately lead to
communicative goals.
• Don't overuse them.

13. RESPONSIVE TYPE
T: How are you today?
S: Pretty good, thanks, and you?
T: What is the main idea in this essay?
S: The United Nations should have more
authority.
S1 So, what did you write for question number
one?
S2: Well, I wasn't sure, so I left it blank.

14. TRANSACTIONAL
(DIALOGUE)
T: What is the main idea in this essay?
S: The United Nations should have more
authority.
T: More authority than what?
S: Than it does right now.
T: What do you mean?
S: Well, for example, the UN should have the
power to force a country like Iraq to destroy its
nuclear weapons.

15. INTERPERSONAL
(DIALOGUE)
• a casual register;
• colloquial language;
• emotionally charged
language;
• slang;
• ellipsis, etc.

16. TEACHING TWO FORMS OF
SPEAKING
Teaching
Monologu
e
Teachin
g
Dialogu
e

17. 3 STAGES IN
TEACHING
MONOLOGUE
• WE ARE PROUD
OF…
• PUPIL 1: WE ARE
PROUD OF OUR
COUNTRY.
• PUPIL 2: WE ARE
PROUD OF OUR
SPORTSMEN.
• PUPIL 3: WE ARE
PROUD OF OUR
SCHOOL.
 eg. a) give it a name:
 We write with… - It is
a pen.
 b) say the
opposite:
 I live in… - I don’t live
in … .
 He likes to play… - I
don’t like to play…
 Substitution: I
have a book (a
pen, a ruler)
 Extention: I have
an interesting
book;
 I have an
interesting book
at home
 Transformation:
He has a book; he
The statement level

18. THE UTTERANCE
LEVEL
• Teacher: She cut her finger.
• Pupil: Who cut her finger?
• Class: Ann.
• When did she cut it?
• Yesterday.
• What did she cut it with?
• With a knife.
• Why did she cut her finger?
• Because the knife was sharp.
• Pupil: yesterday Ann cut her finger. She cut it
with a knife. The knife was sharp.

19. THE DISCOURSE
LEVEL
 PUPILS ARE ASKED TO SPEAK ON A PICTURE, FILM
 COMMENT ON A TEXT THEY HAVE READ OR HEARD
 MAKE UP A STORY OF THEIR OWN.
THE TEACHER SUPPLIES THE PUPILS WITH “WHAT TO SPEAK
ABOUT.”
E.G. “THE FARMER’S TREASURE” …

20. TEACHING DIALOGUE
A conversation between 2
interlocutors.
It is always situational and
emotionally coloured.
Dialogue is generally unprepared.

21. 3 STAGES IN TEACHING
DIALOGUE
1.RECEPTIVE.
2.REPRODUCTION:
IMMEDIATE;
DELAYED;
MODIFIED.
3.CONSTRUCTIVE OR CREATIVE.

22. 4 MAIN DIALOGUE
STRUCTURES: 1. QUESTION - RESPONSE
 EG. -WHEN DID YOU VISIT YOUR DENTIST?
 - LAST WEEK.
2. STATEMENT - QUESTION
 E.G. – WE ARE GOING TO TRAVEL TO CRIMEA.
 - WHAT KIND OF TRANSPORT WILL YOU CHOOSE?
 3. STATEMENT - STATEMENT
 E.G. – I’D LIKE TO GO TO THE CINEMA ON SATURDAY.
 - I ADVISE YOU TO VISIT THE CINEMA ON MONDAY OR TUESDAY.
4. QUESTION - QUESTION
E.G. – CAN I HELP YOU?
- HOW CAN I GET TO THE HOTEL?

23. ORGANIZING COMMUNICATIVE
ACTIVITIES

24. SUGGESTIONS FOR TEACHERS IN
TEACHING SPEAKING
• PROVIDE MAXIMUM OPPORTUNITY TO STUDENTS TO SPEAK;
• TRY TO INVOLVE EACH STUDENT IN EVERY SPEAKING ACTIVITY;
• REDUCE TEACHER SPEAKING TIME IN CLASS;
• INDICATE POSITIVE SIGNS;
• DO NOT CORRECT STUDENTS' PRONUNCIATION MISTAKES VERY;
• INVOLVE SPEAKING ACTIVITIES NOT ONLY IN CLASS BUT ALSO OUT OF
CLASS;
• CIRCULATE AROUND CLASSROOM TO ENSURE THAT STUDENTS ARE
ON THE RIGHT TRACK;

25. CONCLUSION
Teaching speaking is a very important
part of language learning. The ability to
communicate clearly and efficiently
contributes to the success of the learner in
school and success later in every phase of
life. It makes students more active in the
learning process and at the same time
makes their learning more meaningful and
fun for them.

26. REFERENCES
1. BROWN, G. AND G. YULE. 1983. TEACHING THE SPOKEN
LANGUAGE. CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS.
2. BURNS, ANNE. 1998. TEACHING SPEAKING. ANNUAL REVIEW
OF APPLIED LINGUISTICS 18, 102-123.
3. GREEN, F.E. CHRISTOPHER AND J.LAM. DEVELOPING
DISCUSSION SKILLS IN THE ESL CLASSROOM. METHODOLOGY
IN LANGUAGE TEACHING. NEW YORK: CAMBRIDGE UNIVERSITY
PRESS. 225-234