how to teach speaking

2. • To develop teachers’ ability to
teach speaking
• To develop students’ oral
proficiency

4. No Communication
No Interaction
No Negotiation
No Transaction
No Information Exchange

6. •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).

7. - First Part:
Despite its importance, for many years, teaching speaking
has been undervalued.
Second Part:
English language teachers have continued to teach speaking
just as a repetition of drills or memorization of dialogues.
Why teaching speaking is not good?

8. TEACHING
STRATEGI
ES THAT
PROMOTE
SPEAKING

9. Work in pairs and answer the
following questions:
What is discussion?
How can you apply discussion in
class?
Why is this strategy effective ?
Discussion

10. ROLE PLAY
Look at the picture and suggest what Role Play Strategy is .
Is there a difference between role play and repetition?
Tell us about the tasks or exercises you can use Role Play

11. SIMULATIONS
• Simulations are very similar to
role-plays but…………………………..
• In simulations, students can bring
items to the class to create
………………………….
• If a student is acting as a president,
he/she wears a suit and brings a
microphone to ……………………..
• Such activities motivate the to……

12. • Students are supposed to be working in (pairs –groups- individually )
• One student will have the information that other partner (does not
have-has) and the partners will share their information.
• Information gap activities serve( no-many- some )purposes such as
solving a problem or collecting information.
• These activities are effective because(nobody - everybody )has the
opportunity to talk extensively in the target language.
INFORMATION GAP

13. • On a given topic, students can produce …….in
a limited time.
• Depending on the context, either individual
or group brainstorming is ………and learners
generate ideas quickly and freely.
• The good characteristics of brainstorming is
that the students are not ……..for their ideas
so students will be open to sharing new ideas.
BRAINSTORMING

14. •Students can briefly summarize a tale or story
they heard from somebody beforehand,
•They may create/imagine their own stories to
tell their classmates.
•So how can you use it in class?
STORYTELLING

15. 1- This is a very enjoyable, whole-class, free-speaking
activity for which students sit in a circle.
2- For this activity, a teacher starts to tell a story, but after
a few sentences he or she stops narrating.
3- Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed
to add from four to ten sentences.
4- Students can add new characters, events, descriptions
STORY COMPLETION READ AND DISCUSS

16. It was a very hot Friday morning. The weather was very nice
and the streets were almost empty.
Story completion with key words given:
scared
A loud crash injured bleeding
Emergency
services
ambulance hospital
Horrible
experience
1.Using a data-show projector, teacher can
ask their students to look at the picture
and try to imagine what happened .
2.Use the following words to apply this
strategy now.

17. 1. This activity is based on several
sequential pictures.
2. Students are asked to tell the story
taking place in the sequential
pictures by paying attention to the
criteria provided by the teacher as a
rubric.
3. Rubrics can include the vocabulary
or structures (past simple) they
need to use while narrating.
4. Work with your group to apply it
now.
PICTURE
NARRATING

18. 1. Before coming to class, students are asked to
read a newspaper or magazine and, in class, they
report to their friends what they find as the most
interesting news.
2. Teachers can also ask their students to watch a
specific program on a specific channel. Time of
the program should be given well-in-advance.
3. Then, students could be asked to report back
what they have seen and express their views
concerning what was presented in the program
or cartoon film…
REPORTING

19. • Students describe what it is in the picture.
• They discuss the picture with their groups.
• Then, a spokesperson for each group
describes the picture to the whole class.
This activity fosters the creativity and
imagination of the learners as well as their
public speaking skills.
• It could also be used as springboard for a
whole class-discussion
PICTUR DESCRIBING

20. SPEECHES
• Teachers can ask their students to prepare
a speech about one of the topics that were
discussed in class.
• They may also ask them to prepare a
speech about a special event or occasion.
In fact, lots of students enjoy such
activities as they allow them a great deal of
freedom to express their ideas and show
their talents.
• Of course, delivering the speech should be
done in class.

21. ACTIVITIES THAT PROMOTE SPEAKING
• Discussions
• Role Plays
• Simulations
• Information Gap
• Brainstorming
• Storytelling
• Story Completion
• Reporting
• Picture Narrating
• Picture Describing
• Speeches

22. REFERENCES
• Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language
(3rd ed). USA: Heinle&Heinle.
• Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8.
Boston: Allyn&Bacon.
• Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing
House.
• Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge:
Cambridge University Press.
• Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.
• McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a
teacher’s guide. Malden, MA; Oxford: Blackwell.
• Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-Hill.
• Staab, C. 1992. Oral language for today's classroom. Markham, ON: Pippin