TEACHING STRATEGIES:

SPEAKING

Speaking is "the process of building and sharing meaning

through the use of verbal and non-verbal symbols, in a
variety of contexts" .

Underlying Principles

Be aware of the differences between second language and foreign language learning contexts.

Speaking is learned in two broad contexts: foreign language and second language situations. The
challenges you face as a teacher are determined partly by the target language context.

A foreign language (FL) context is one where the target language is not the language of
communication in the society (e.g., learning English in Japan or studying French in Australia). Learning
speaking skills is very challenging for students in FL contexts, because they have very few opportunities
to use the target language outside the classroom. Sometimes foreign language learners traveling in
countries where their target languages are spoken find that they can neither understand native speakers
nor be understood.
A second language (SL) context is one where the target language is the language of
communication in the society (such as English in the UK or Spanish in Mexico). Second language
learners include refugees, international students, and immigrants. Some second language learners
(especially those who arrive in their new country as children) achieve notable speaking skills, but many
others progress to a certain proficiency level and then go no further. Their speech seems to stop
developing at a point where it still contains noticeable, patterned errors. These can be errors in grammar,
vocabulary, pronunciation, or any combination of problems that affect the learners’ ability to communicate
by speaking.
Give students practice both accuracy and fluency

Accuracy is the extent to which students’ speech matches what people actually say when they
use the target language. Fluency is the extent to which speakers use the language quickly and
confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.
In language lessons—especially at the beginning and intermediate levels— learners must be given
opportunities to develop both their fluency and their accuracy. They cannot develop fluency if the teacher
is constantly interrupting them to correct their oral errors. Teachers must provide students with fluency-
building practice and realize that making mistakes is a natural part of learning a new language. Provide
opportunities for students to talk by using group work or pair work, and limiting teacher talk.

Research has repeatedly demonstrated that teachers do approximately 50 to 80 percent of the

talking in classrooms. It is important for us as language teachers to be aware of how much we are talking
in class so we don’t take up all the time the students could be talking.

Pair work and group work activities can be used to increase the amount of time that learners get
to speak in the target language during lessons. One further interesting point is that when the teacher is
removed from the conversation, the learners take on diverse speaking roles that are normally filled by the
teacher (such as posing questions or offering clarification).

Plan speaking tasks that involve negotiation for meaning.

Research suggests that learners make progress by communicating in the target language
because interaction necessarily involves trying to understand and make yourself understood. This
process is called negotiating for meaning. It involves checking to see if you’ve understood what someone
has said, clarifying your understanding, and confirming that someone has understood your meaning. By
asking for clarification, repetition, or explanations during conversations, learners get the people they are
speaking with to address them with language at a level they can learn from and understand.

Design classroom activities that involve guidance and practice in both transactional and
interactional speaking.

When we talk with someone outside the classroom, we usually do so for interactional or
transactional purposes. Interactional speech is communicating with someone for social purposes. It
includes both establishing and maintaining social relationships. Transactional speech involves
communicating to get something done, including the exchange of goods and/or services. Most spoken
interactions “can be placed on a continuum from relatively predictable to relatively unpredictable”.
Conversations are relatively unpredictable and can range over many topics, with the participants taking
turns and commenting freely.

PRINCIPLE OF TEACHING SPEAKING SKILLS INTRODUCTION

• PRINCIPLE #1

TAKE ACCOUNT OF A STUDENT AS A PERSON

1.Be sensitive, sympathetic, and encouraging. Praise the students frequently.

2.Select material that is motivating and within the ability of students. relevant to their age,
interest, experience and knowledge. relate material to the students’ own interests and life.

 PRINCIPLE #2

PROVIDE A GOOD MODEL FOR STUDENTS TO IMITATE

1.Learning to speak English in an acceptable way yourself so that your students habitually listen
to good English and develop a for good English pronunciation, intonation, etc. to learn to vary
their speech according to different context.

2.Using the target rhythms, stress patterns, words, etc. over and over again so that the students
can learn to produce them by imitation.

3.Consciously teaching students correct pronunciation, intonation, etc. in such a way as help
them learn the ‘correct’ forms.

• PRINCIPLE #3

GIVE CLEAR INSTRUCTIONS

1.Make sure your instructions are very clear.

2.Demonstration of what the student needs to do is often the clearest way of helping students
know what they are expected to do.

• PRINCIPLE #4

What is meant by "teaching speaking“ It is to teach the students to:

• Produce the English speech sounds and sound patterns

• Use word and sentence stress, intonation patterns and the rhythm of the second language.

• Select appropriate words and sentences according to the proper social setting, 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 with few unnatural pauses, which is called as
fluency.

HOW TO TEACH SPEAKING

1. Students learn to speak in the second language by "interacting".

2. Communicative language teaching and collaborative learning serve best for this aim.

3. Communicative language teaching is based on real-life situations that require

communication.

4. By using this method in classes, students will have the opportunity of communicating
with each other in the target language.

5. In brief, teachers should create a classroom environment where students have real-life
communication, authentic activities, and meaningful tasks that promote oral language.

6. This can occur when students collaborate in groups to achieve a goal or to complete a
task.

ACTIVITIES TO TEACH SPEAKING

CONVERSATIONS

• Conversation serves many functions. People use conversation to establish relationships

through personal expression, to find out information, and to compare views with others.

• Conversation provides a means for sharing experiences and solving problems.

ACTIVITY TYPES

1.Filling in gaps in dialogues which are typical of different social situations.

2.Structured conversations where speakers are told what they should do.

3.Students substitute personal particulars in existing shell.

In language teaching, the teacher should serve as a model to the students. You should
therefore, be able to produce the vowel and the consonants sounds correctly for the students to
imitate. You can also use taped exercises which can be bought from schools of speech
communication.

Each pronunciation lesson should develop to students the ability to hear sounds
accurately and to produce these sounds correctly and automatically. This means that the
students should produce the sounds and the sounds sequences without conscious effort.

The procedure generally followed is the following:

1. The pupils / students listen to the teacher ( or the tape ) for the individual sound, word or
sentence.

2. Then they hear it in contrast with another sound or sounds.

3. They finally produce the sound contrasts in words and sentences.

 Introduction of Pattern drills

Types of Pattern Drills

In order for language learners to practice listening and speaking there are a number of different
types of pattern drills that can be used. Language teachers may use one or more than one
pattern drill, depending on what patterns learners have to learn. In the following session “T”
represents teacher and “S” represent student.

1. Repetition drill.

This drill is the simplest drill used in learning language patterns. It is used at the very
beginning of language class. Language learners merely repeat what the teacher says or the
tape recorder produces. This may be used for the presentation of new vocabulary and will be
useful for pronunciation class.

Example:

T :I study in the morning

S1 : I study in the morning

T : I study in the afternoon

S2 : I study in the afternoon

T : I work in the morning

S3 : I work in the morning

etc

2. Substitution drill.

Language learners are required to replace one word with another. They may replace a word
of the modal sentence with a pronoun, number, or gender and make some the necessary
change.

Example:

T : john is cold

T : hungry
 S2 : john is hungry

T : in the class

S2 : john is in the class

T : john and marry

S3 : john and marry are in the class

etc

3. Transformation drill.

Language learners are required to change sentences from negative to positive, from
positive to interrogative, or from simple present tense to simple past tense, depending on the
instruction from the teacher.

Example:

T : the book is new

S1 : is the book new?

T : we are in the class

S2 : are we in the class?

etc

4. Replacement drill.

Language learners replace a noun with a pronoun. It is the same drill as the substitution drill but
it involves with a replacement.

Example:

T ; I like the book

S1 : I like it

T : I met the people in Jakarta

S2 : I met them in Jakarta

 T : john will come here

S3 : john will come here

etc

5. Response drill.

Language learners respond to somebody’s sentence. In this drill the answers are
patterned after the questions. This drill may involve “wh” questions or “yes/no” questions.

Example:

T1 : Alice is at school

T2 : where is Alice?

T3 : at school

etc

6. Cued response drill.

In this drill language learners are provide with a cue before or after the question.

Example:

T : what did the man buy? (a book)

S : the man bought a book

T : who will help us? (his brother)

S : his brother will help us

etc

7. Rejoinder drill.

It is similar to the cued response drill. In this drill language learners are given instruction of how
to respond.
 Example:

T : come to my house (be polite)

S : would you like to come to my house

T : your idea is not good (disagree)

S : I disagree with your idea

etc

8. Restatement.

Language learners rephrase an utterance and address it to somebody else, according to the
content of the utterance

Example:

T : tell him where you live

S : I live at raden intan street no 5

T : ask her what she has for breakfast

S : what do you have for breakfast?

etc

9. Completion drill.

Language learners are told to supply a missing word in a sentence or statement.

Example:

T : I bring my book and you bring…….

S : I bring my book and you bring your book

T : I have to solve……own problems

S : I have to solve own problems

etc
10. Expansion drill.

Language learners build up a statement by adding a word or phrase.

Example:

T : mathematics

S : we study mathematics

T : everyday

S : we study mathematics everyday

etc

11. Contraction drill.

Language learners replace a phrase or clause with a single word or shorter expressions

Example:

T : I didn’t mean to kill the bird

S : I didn’t meant it

T : don’t go to thar place

S : don’t go there

etc

12. Integration drill.

Language learners combine two separate statements

Example:

T : which one do you think is true? The earth goes around the sun or the sun goes around the
earth

S : I think the earth goes around the sun

T : I know that lady. She id a wearing a blue shirt

 S : I know the lady wearing a blue shirt

etc

13. Translation drill.

Language learners translate a sentence from their mother tongue to the target language.

Example:

T : saya sangat senang buah-buahan

S : I like fruit very much

T : ada beberapa murid di kelas itu

S : there are some student in the class

Etc.

Intonation:
The focus of pattern drills is on stress and intonation. Stress is the strength of voice placed on a
particular syllable in a word, or on a particular word or words in a sentence. Intonation is the
movement of the voice, between high and low pitch.

Intonation describes how the voice rises and falls in speech. The three main patterns of
intonation in English are: falling intonation, rising intonation and fall-rise intonation.

Falling intonation

Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a
group of words. A falling intonation is very common in wh-questions.

Where’s the nearest post-office?

What time does the film finish?

We also use falling intonation when we say something definite, or when we want to be very
clear about something:

I think we are completely lost.

OK, here’s the magazine you wanted.

Rising intonation

Rising intonation describes how the voice rises at the end of a sentence. Rising
intonation is common in yes-no questions:

I hear the Health Centre is expanding. So, is that the new doctor?

Are you thirsty?

Fall-rise intonation

Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at
the end of statements when we want to say that we are not sure, or when we may have more to
add:

I don’t support any football team at the moment. (but I may change my mind in future).

It rained every day in the first week. (but things improved after that).

We use fall-rise intonation with questions, especially when we request information or invite
somebody to do or to have something. The intonation pattern makes the questions sound more
polite:

Is this your camera?

Would you like another coffee?

8 Word Stress Rules to Improve Your English Pronunciation

1. Nouns and adjectives with two syllables

The rule: When a noun (a word referring to a person, thing, place or abstract quality) or an
adjective (a word that gives information about a noun) has two syllables, the stress is usually on
the first syllable.

Examples:
table /TA-ble/
scissors /SCI-ssors/
pretty /PRE-tty/,
clever /CLE-ver/

Exceptions: Unfortunately, there are exceptions to this rule. It could be that a word was
borrowed from another language or it could be totally random. You just have to learn these
“outsiders” by heart. Here are three words you can start with:
hotel /ho-TEL/
extreme /ex-TREME/
concise /con-CISE/

2. Verbs and prepositions with two syllables

The rule: When a verb (a word referring to an action, event or state of being) or a preposition (a
word that comes before a noun, pronoun or the “-ing” form of a verb, and shows its relation to
another word or part of the sentence) has two syllables, the stress is usually on the second
syllable.

Examples:
present /pre-SENT/
export /ex-PORT/
aside /a-SIDE/
between /be-TWEEN/

3. Words that are both a noun and a verb

The rule: Some words in English can be both a noun and a verb. In those cases, the noun has
its word stress on the first syllable, and with the verb, the stress falls on the second syllable.
If you’ve been paying attention, you’ll see that this rule is a derivation from the prior two sections
and notice some of the same words. However, this is a separate section since those pairs of
words are relatively common in English and they’re likely to cause misunderstanding due to the
same spelling.

Examples:
present /PRE-sent/ (a gift) vs. present /pre-SENT/ (give something formally)
export /EX-port/ (the practice or business of selling goods to another country or an article that is
exported) vs. export /ex-PORT/ (to sell goods to another country)

suspect /SU-spect/ (someone who the police believe may have committed a crime)
vs suspect /su-SPECT/ (to believe that something is true, especially something bad)

There are, however, exceptions to this rule. For example, the word “respect” has a stress on the
second syllable both when it’s a verb and a noun.

4. Three syllable words ending in “er” and “ly”

The rule: Words that have three syllables and end in “-er” or “-ly” often have a stress on the first
syllable.

Examples:
orderly /OR-der-ly/
quietly /QUI-et-ly/
manager /MA-na-ger/

5. Words ending in “ic,” “sion” and “tion”

The rule: When a word ends in “ic,” “sion” or “tion,” the stress is usually on the second-to-last
syllable. You count syllables backwards and put a stress on the second one from the end.

Examples:
creation /cre-A-tion/
commission /com-MI-ssion/
photographic /pho-to-GRA-phic/
6. Words ending in “cy,” “ty,” “phy,” “gy” and “al”
The rule: When a word ends in “cy,” “ty,” “phy,” “gy” and “al,” the stress is often on the third to
last syllable. Similarly, you count syllables backwards and put a stress on the third one from the
end.
Examples:
democracy /de-MO-cra-cy/
photography /pho-TO-gra-phy/
logical /LO-gi-cal/
commodity /com-MO-di-ty/
psychology /psy-CHO-lo-gy/

7. Compound nouns
The rule: In most compound nouns (a noun made up of two or more existing words), the word
stress is on the first noun.

Examples:
football /FOOT-ball/
keyboard /KEY-board/

8. Compound adjectives and verbs

The rule: In most compound adjectives (a single adjective made of more than one word and
often linked with a hyphen) and compound verbs (a multi-word verb that functions as a single
verb), the stress is on the second word.

Examples:
old-fashioned /old-FA-shioned/
understand /un-der–STAND/

Mastering the subject of word stress isn’t easy, as there are many rules and exceptions. While
native speakers do it naturally, English learners have to get there through a lot of practice and
repetition.

These eight rules in this guide might seem a bit overwhelming but they work as references. Next
time you hear a word or look something up in a dictionary, come back to these rules.

Make it a habit to be more aware of what you learn and soon you’ll perfect your pronunciation.
 Rhymes, Songs, Dialogues and Games

Rhymes and Songs

Here's an annotated list of some of the types of nursery rhymes.

 Lullabyes. The very first poems that reach our human ears are often lullabyes, the soft,
repetitive, calming songs parents sing to soothe their babies to sleep. ...
 Clapping Songs. ...
 Finger and Toe Games. ...
 Counting Songs. ...
 Riddles. ...
 Fables.

Lullaby

Are you sleeping

Are you sleeping?

Are you sleeping?
Brother John,
Brother John,

Morning bells are ringing!

Morning bells are ringing!
Ding, dang, dong.
Ding, dang, dong.

Clapping Songs

If You're Happy and You Know It

If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, clap your hands. (clap clap)

If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, stomp your feet (stomp stomp)
 If you're happy and you know it, then your face will surely show it
If you're happy and you know it, stomp your feet. (stomp stomp)

If you're happy and you know it, shout "Hurray!" (hoo-ray!)

If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, shout "Hurray!" (hoo-ray!)

If you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)
If you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!)

Finger and Toe Games. ...

My Toes My Knees

My toes my knees My shoulders my head

My toes my knees My shoulders my head
My toes my knees My shoulders my head
We all clap hands together
My toes my knees My shoulders my head
My toes my knees My shoulders my head
My toes my knees My shoulders my head
We all clap hands together

Counting Songs. ...

Ten little indians lyrics

One little, two little, three little Indians

Four little, five little, six little Indians
Seven little, eight little, nine little Indians
Ten little Indian boys.

Ten little, nine little, eight little Indians

Seven little, six little, five little Indians
Four little, three little, two little Indians
One little Indian boy.
Riddles. ...

What is not human that changes dresses without going to the modiste?

-- -snake

I have two bright lights that shines, it reaches miles and miles apart

-- eyes

Fables.

The Sun and the Wind

The Sun and the Wind had an argument as to who was stronger. They kept arguing with each
other and couldn’t make a decision.

Meanwhile, a traveller was passing by. On seeing him, the Wind said, “The one who is able to
make the traveller remove his coat is the winner.” The Wind decided to try first, and huffed and
puffed and blew as hard as it could, but the traveler just drew his coat tightly around him and
kept walking on. Finally, the Wind gave up and it was the turn of the Sun to show its might. The
sun shone brightly. Gradually, it grew hotter and hotter and the heat was so unbearable that the
traveler finally removed his coat.

The Sun proved his strength and was delighted at winning the argument.

Dialogues

Dialogues are effective devices in learning language because they furnish students
social context in which to practice the language

 Sentences come to life in the context of dialogue because it represents real

communication of ideas from one person to another.

 In addition, words are accompanied by facial expressions, gestures, and other

body motion.
Dialogue involves exploring Ideas, cumulative questioning, responding to the
ideas of others and building more fully collective understanding (Alexander,
2008).

Through dialogue, teachers can elicit students every day, “common sense”
perspectives, engage with their developing ideas and help them overcome
misunderstandings.

When students are given opportunities to contribute to classroom dialogue in

extended and varied ways, they can explore the limits of their own
understanding. At the same time they practice new ways of using language as a
tool for constructing knowledge.

By engaging students in dialogue, teacher’s can:

 Explain ideas
 Clarify the point and purpose of activities
 ‘model’ scientific ways of using language
 help students grasp new, scientific ways of describing phenomena

Someone engaged in dialogue must come to talk prepared to change their ideas
and thinking, as the group knowledge grows. Discussion and dialogue support
learning (Edward-Groves, Anstey and Bull, 2014).

Displaying questions starters or using talk cue cards (Mercer, 2018) can afford
students entry into a class discussion.

Building, exploring and clarifying:

 Could you verify the point about…?
 Would you explain that again?
 I’d like to build upon what {name} because…?
Comparing and searching for alterations:

 Why do you think…?

 What would happen if…?
 Is there another example of…?
Reflecting:

 What made this talk session successful?

 What thinking did I contribute to the group?
 How did this talk session change my thinking?
 The following pointers are given by Dobson on how to teach dialogue most
effectively:

1. Choose dialogue that is appropriate to your teaching situation.

2. Decide how much time you can devote to a dialogue you intend to use.
3. Re-read the dialogue carefully before you present it to your class.
4. If the dialogue you have selected is not accompanied by pattern drills, prepare
some short drills of your own.
5. Before the class begins, write the dialogues on the blackboard and cover k=it with a large piece
of paper or cloth.
6. Read the dialogue to your pupils/students and have them listen carefully.
7. Conduct a choral repetition drill in which the students repeat the dialogue after
you, line by line.
8. After the first repetition you can explain any new words or structures in the
dialogue.
9. Devote the next several minutes to helping the students memorize the dialogue.
10. Check how well they have learned the dialogue.
11. Assign the dialogue as homework.
12. Be sure to check the student’s mastery of the dialogue on the following day.
13. As soon as the students are thoroughly familiar with the dialogue, you can
proceed with manipulation drills (substitution, transformation, etc.) based on the
dialogue lines.
14. Review previously learned dialogues regularly.

Dialogues should serve as a stepping stone to free communication. The following

guidelines are suggested:

1. Begin by altering the dialogue to make it conform to the reality surrounding you
and your students.
2. Refer to the dialogue you have written on the blackboard, and have your
students suggests some more exchange that would be a logical addition to the
conversation.
3. Have your students paraphrase the lines of the dialogue.
4. As an aid to simple paraphrasing, you might use the stick figures, picture, or
puppets you employed earlier in the manipulative drills.
5. Tell each student to compose his own paraphrased version of the dialogue as
homework.
6. Once your students have become adept at this kind of exercise, you can call on
two of them to stand up and ad-lib a paraphrase of the dialogue.
7. For an every closer approximation to free expression, you can call simply outline
a situation similar to the one in the dialogue and have two students perform the
conversation completely on their own.
8. Use the dialogue to stimulate free conversation among your students.

Sample Dialogues

Funny Dialogues Between Teacher and Student

A.

Teacher: Tell me an example of a creature that can live on land as well as

water?
Student: Frog
Teacher: Good. But give me another example, please.
Student: Another Frog..!

B.

Teacher: Hide your answer sheet, the one behind you is copying.
Student: Sir, let him do. I don’t want to fail alone.

C.

Teacher punished John and let him stand outside the class.

John: (Stand outside and laugh).

Teacher: Why you laughing John?
John: I’m an OUTSTANDING student.
Teacher: How you say that?
John: Because I always STAND OUTSIDE the class..!

D.

Teacher: Why do we drink water?

Andrew: Because we can’t eat water, sir.
Teacher: How was your night, Andrew?
Andrew: I don’t know sir because I was sleeping.

E.

Teacher: Why are you late?

Student: Because of the sign madam.
Teacher: What is that sign?
Student: The one which says, “School Ahead, Go slow.”

F.

Teacher: Today’s topic is Photosynthesis.

Student: Okay sir.
Teacher: Tell me, what’s Photosynthesis?
Student: Today’s topic.

G.

Teacher: Jack, What is the chemical formula for Water?

Jack: H I J K L M N O
Teacher: What are you talking about Jack? I just asked you the chemical formula
of water.
Jack: Yes, Madam. I answered for that. Didn’t you remember you taught me the
chemical formula of water is H to O?
Testing: Speaking Skills
Speaking Skills

Are skills that give us the ability to communicate effectively. These skills allow the
speaker to convey his message in a passionate, thoughtful, and convincing manner.

 expression of feelings and ideas clearly in front others

Types of classroom speaking skills

1. Imitative skills
–is carried out for the purpose of meaningful interaction, but for focusing on some
particular element of language form.

2. Intensive skills
– goes beyond imitative to include any speaking performance that designed to
practice some phonological or grammatical aspect of language.

3. Responsive skills
– to respond to a question

The following are the suggested activities to test the students proficiency in speaking:

1. Reading aloud to test pronunciation, stress and intonation.

2. Short talk (with some preparation) on topics chosen from a list or based on picture and
photographs.

3. Conducting an interview.

4. Role simulation (giving instruction, advice, etc.)

5. Role –playing with examiner and student each taking a part.

6. Role –playing in typical situations.

7. Vocational exposition and demonstration (project)

8. Giving appropriate responses in a series of situation.

9. Retelling of a story read aloud by the examiner.

10. Giving appropriate instructions in a series of situations.