FINAL REQUIREMENTS IN ENGLISH 42

COMPILATION OF STRATEGIES IN TEACHING OF SPEAKING

Submitted by : Hazel Kate Garcia

Submitted to: Jocelyn B. Bacasmot

10 STRATEGIES IN TEACHING OF SPEAKING

1.) Be Approachable and Friendly

2.) Build Confidence
3.) Learn their Names
4.)
 I. BE APPROACHABLE AND FRIENDLY

DESCRIPTION:
A major part of being approachable is to smile. Smiling radiates to other people that you are
nice, and that you're willing to start a conversation with them. ... What if I am serious person
who finds it difficult to laugh or smile? You can still be friendly if you remember to be polite
and kind.

Many students have commented that they felt comfortable to speak in my lessons because
they knew they would not be laughed at or punished. Remember, speaking can be a very
difficult thing for many students. This is not just their English on the line but deeper fears of
unworthiness or ridicule. Be approachable and friendly. Make it okay not to answer and
praise effort. Thank them for contributions throughout and at the end of each lesson.

PROCEDURE:

 Using approachable body language

 Adopt a open posture
 Smile
 Make eye contact
 Take an interest in others
 Practice “drive by compliments
 Know how to respond to cultural biases

STRENGHT :

1. You can make a difference with friendliness.

2. You’ll strengthen your willpower.

3. Good deeds add meaning to your life.

4. It makes you feel good

5. It will likely come back to you.

WEAKNESESS :

 Take you for granted in certain cases.

 May make you feel uncomfortable at times.

SOURCE:

 https://www.fluentu.com/blog/educator-english/speaking-strategies-for-esl-
students/

 https://www.wikihow.com/Be-More-Approachable
 II. BUILD CONFIDENCE

DESCRIPTION:

Positive thinking, practice, training, knowledge and talking to other people are all
useful ways to help improve or boost your confidencelevels. Confidence comes from
feelings of well-being, acceptance of your body and mind (self-esteem) and belief in your
own ability, skills and experience.

Whilst students want to improve, many have survived schooling systems where they were
punished for every small error. Create an adult environment where speaking is encouraged
and mistakes are valued stepping stones towards improvement. Reframe mistakes rather than
correcting them. Repeat and affirm what they say in correct English, within the flow of
conversation.

PROCEDURE:

 Celebrate Success. A person who lacks confidence may shrink from his
accomplishments. ...
 Build Skills. Get him involved in activities that build self-esteem. ...
 Model Confident Behavior. ...
 Be Supportive.
STRENGHT :
1.) Start taking action. ...
2.) Own your success. ...
3.) Monitor your self-talk. ...
4.) Stay away from “Hoover People” (named for the vacuum). ...
5.) Go ahead and fake it! ...
6.) Find your sense of humor. ...
7.) Develop your attitude of gratitude.

WEAKNESESS :

 Being prone to self satisfied boasting

 Tending to be smug and superior
  Abusing relationships, assuming their needs come first in any situation. If this doesn’t
happen, they will become angry and bullying
 Adopting an air of superiority, simply because they have skill or luck in a particular
area of life
 Being blind to their own faults and so are unlikely to change or improve themselves

SOURCE:

 https://www.fluentu.com/blog/educator-english/speaking-strategies-for-esl-
students/
 http://www.self-confidence.co.uk/articles/why-high-self-esteem-is-a-bad-
thing/
 III. LEARN THEIR NAMES
DESCRIPTION:
Do not underestimate the importance of addressing your students by name. Asking
questions to nobody in particular gets no particular response, except with chatty classes.
When you ask someone personally to speak up (bearing in mind the importance of pair work
and preparation first) they will feel more motivated to answer. Learning names always
demonstrates a level of respect and interest in your students.
Tip: I have a very simple technique which consists of asking each student to give me
something memorable about them from a list of cues—memories, songs, places, people
important to them. If you simply ask them to introduce themselves, they will just say their
hometown and what they study or do for a living. Not very memorable. Make sure you get
something more specific, unique and personal. Then I note this next to their name and it
prompts my memory long enough to link face to name for at least the two first classes. By the
end of semester, the initial fact is long forgotten but the person is a live, vivid presence in my
memory. So, learn names early and reinforce often by addressing your students personally. It
is vital that students see you care about them from day one. It makes them much freer to open
up and trust you enough to go beyond their shyness.

PROCEDURE:

 Focus on the other person.

 Ask a question.

 Create an image or association of the person with the name.

 End the conversation by using his or her name again.

 Keep a name file.

 Meet and repeat.

 Spell it out.
 Associate.
 Make connections.
 Choose to care.
STRENGHT :
1.) Remembering and using someone’s name after you meet them shows how that person
has made an impression on you
2.) By remembering their name, and whatever interaction you had with them will feel
more substantial and concrete.
3.) . People appreciate if you use their name when you first greet them.
WEAKNESESS:

 Our ability to recall names is also hindered by what's known as the

"Next In Line" effect, or that instance when we're meeting a new person,
taking in as much as we can but also struggling to organize our own
means of communication and to formulate sentences that are
appropriate for that interaction. New introductions aren't easy, and so
the loss of that person's name is somewhat facilitated

 The scientific explanation for forgetting a name is called the "Baker

Effect," essentially orbiting around the fact that names are arbitrary, not
really providing our brains much to work with as far as mental links go,
and thus rendering us far less capable of creating the ties we need to
recall that name later on.

SOURCE:

 https://www.fluentu.com/blog/educator-english/speaking-strategies-for-esl-
students/
 https://www.bustle.com/articles/83669-why-its-so-hard-to-remember-peoples-
names-according-to-science
 IV. PREPARATION FOR TASK HOMEWORK

DESCRIPTION:

Similar to pair work, getting students to do the groundwork before the main discussion begins
is a great way to ensure they have plenty to say and the guts to say it! I often give my
students a topic and some short introductory reading. They then have to prepare specific
answers to questions. More generally, you can get them to find issues in the news that interest
them for homework. Just make sure you tell them exactly what you want (e.g. five facts, a
brief history). It is vital they bring something concrete to throw into the class discussion.
Again, this will be presented after preparation is complete, so students are well prepared and
not put on the spot. Get students to provide the content! It will then be much easier to
encourage them to tear into it and get talking!

PROCEDURE:

• being engaged and enthusiastic about their courses

• developing good learning habits and cultivate self-discipline

• becoming skilful, independent and resilient learners

• consolidating knowledge and skills

• embedding and deepening understanding

• developing highly effective revision and rote learning skills

• In addition parents will be given guidance on how they can support their child at home
which will:

• strengthen engagement with parents by drawing them into the learning process

• enable students to extend and enrich their learning e.g.: through research, visits, meeting
different • people associated with topics being studied etc.