This document discusses teaching speaking skills and provides suggestions for activities and the teacher's role. It defines teaching speaking as using language to express thoughts logically. Activities that promote speaking are discussed, including acting scripts, information gap games, discussions, debates, role-plays and presentations. The teacher should provide feedback and guidance without dominating, and help students who struggle to maintain fluency. Preparing thoroughly for presentations and practicing public speaking can help overcome fears related to speaking in front of large groups.

1. Nur Laila Khoirina 23030150020
Asy-syifa Arin NA 23030150035
Anisyatus Sa’adah 23030150108

2. 1.
1. What is the importance of teaching
speaking?
2. Mention activities to promote speaking
skills?
3. What is the relationship between listening
and speaking?

3. 1. What is "Teaching Speaking"?
2.Activities to promote Speaking
3.Suggestions for teacher in teaching
Speaking.

4. What is "Teaching Speaking"?
• To use language as a means of expressing values
and judgements and organize their thoughts in a
meaningful and logical sequence.
• To produce the English speech sounds and sound
patterns
• To use word and sentence stress, and intonation.
• To select appropriate words and sentences.
• To use the language quickly and confidently with
few unnatural pauses, which is called as
fluency.(Nunan, 2003)
http://Letsdoit.upol.cz/

5. Activities to promote Speaking
• Acting From a Script
 Playscript : It is important that when student
are working on plays or playscripts. They
should treat it as ‘real’ acting. In other words,
we need to help them to go through the scripts
as if we were theatre directors, drawing,
attention to appropriate stress, intonation and
speed.

6. Acting out dialogues : When choosing
who should come out to the front class,
we should be careful not to choose the
shyest students first. We need to work to
create the right kind of supportive
atmosphere in the class. We need to give
students time to rehearse their dialogues,
they will gain much more from the whole
experiences.

7. Information-gap games: many games depends on an
information gap: one student has to talk to a
partner in order to solve a puzzle, draw a picture
(describe and draw ), put things in the right order
(describe and arrange) or find similarities and
differences between pictures.
• Communication games
Television and radio games: when imported into
the classroom, games from radio and TV often
provide good fluency activities

8. •Discussion
Buzz groups: these can be used for a whole range of
discussions. For example, we might want students
to predict the content of a reading text, or we
want them to talk about their reactions to it after
they have read it.
Instant comment: another way in which we can
train students to respond fluently and
immediately is to insert ‘instant comment’
mini-activities into lessons. This involves
showing them photographs or introducing
topics at any stage of a lesson and nominating
students to say the first thing that comes
into their head.

9. Formal debates: in a formal debate, students
prepare arguments in favour or against
various propositions. When the debate
starts, those who are appointed as ‘panel
speakers’ produce well- rehearsed ‘writing-
like’ arguments, whereas others, the
audience, pitch in as the debate progress
with their own (less scripted) thoughts on
the subject.

10. Unplanned discussion: some discussion
just happen in the middle of lesson; they
are unprepared for by the teacher,
but if encouraged, can provide some of the
most enjoyable and productive speaking in
language classes.
Reaching a consensus: one of the best
ways of encouraging discussion is to
provide activities which force students to
reach a decision or a consensus, often
as a result of choosing between specific
alternatives.

11. •Prepared talks
On prepared talks, student makes a
presentation on a topic of their own choice.
Such talks are not designed for informal
spontaneous conversation; because they are
prepared, they are more ‘writing-like’ than
this.However, if possible, students should
speak from notes rather from a script.
•Questionaires
Students can designed questionnaires on any topic
that is appropriate. As they do so, the teacher can act as
a resource, helping them in the design process. The
results obtained from questionnaires can then form the
basis for written work, discussions or prepared talks.

12. •Simulation and role-play
Students simulate a real-life
encounter (such as business meeting, a
shop, or cafetaria) as if they doing so in
the real world. They can act out the
stimulation as themselves or take on the
role of a completely different character
and express thoughts and feelings they do
not necessarily share.

13. Suggestions for teacher in teaching
Speaking:
• Prompter
Students sometimes get lost, can’t think of
what to say next or in some other way lose
the fluency we expect of them. We can
leave them to struggle out of such situation
on their own, and indeed sometimes this
may be the best option. However, we may
be able to help them and the activity to
progress by offering discrete suggestions.

14. Teachers should be good animators when asking
students to produce language. Sometimes this can be
achieved by setting up an activity clearly and with
enthusiasm. At other times, however, teachers may
want to participate in discussions or role-plays
themselves. That way they can prompt convertly,
introduce new information to help the activity along,
ensure continuing student engagement and generally
maintain a creative atmosphere. However in such
circumstances they have to be careful that they do
not participate too much, thus dominating the
speaking and drawing all the attention to themselves.
• Participant

15. •Feedack Provider
the vexed question of when and how to give
feedback in speaking activities is answered by
considering carefully the effect of possible
different approaches. When students are in
the middle of speaking task, over-correction
may inhibit them and take The
communicativeness out of the activity. On the
other hand, helpful and gentle correction may
get students put of difficult misunderstanding
and hesitations. Everything depends upon our
tact and appropriacy of the feedback we given
in particular situations.

16. • David was a business school student studying at one
of the top MBA programs in the country. Someday he
must presentation in large group but Simply
preparing for a talk would begin to cause an adverse
reaction in his body that included sweating,
increased heart rate, tightness in his chest, sweating,
butterflies in his stomach, and an overall
uncomfortable feeling. what should be done to
successfully overcome his fears?

17. -. The Practice of English Language Teaching
(Fourth Edition)- Jeremy Harmer
- http://Letsdoit.upol.cz/
References:

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