Teaching Speaking Skill in Secondary school Lesia Khablo Cherkassy district School of Bilozirya №2.

Teaching Speaking Skill

in Secondary school

Lesia KhabloCherkassy district

School of Bilozirya №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 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).

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).

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.

What Is "Teaching Speaking"?

Teaching Speaking Skills

Oral communicati

on

Written communicati

on

Productive skills

Receptive skills

Listening

Speaking

Reading

Writing

Developing Oral Communication

SkillsMain problems: syllabus requirements

language and speech

physiological and linguistic characteristics of speech

ways of creating situations

prepared, unprepared and inner speech

types of exercises.

Language and Speech

Language

PhilologicalLogical

Speech

PsychologicalLinguistic

Speech must be motivated;

Speech is always addressed to an interlocutor;

Speech is always emotionally coloured;

Speech is always situational.

PsychologicalCharacteristics of

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.

The use of contracted forms: doesn’t, won’t, haven’t, can’t.

The use of some abbreviations: lab, bike, math’s, fridge, comp, etc.

The use of conversational tags.

Linguistic Characteristics of dialogue Speech

Prepared and Unprepared Speech

1. Imitative

2. Intensive

3. Responsive

4. Transactional (dialogue)

5. Interpersonal (dialogue)

Types of Classroom Speaking Performance

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.

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.

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.

Interpersonal (dialogue)

• a casual register;• colloquial language;• emotionally charged

language;• slang;• ellipsis, etc.

Teaching Two Forms of Speaking

Teaching Monologue

Teaching Dialogue

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 has no book.

Completion: If I have time I’ll…

The statement level

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.

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” …

The discourse level

Teaching Dialogue

A conversation between 2 interlocutors.

It is always situational and emotionally coloured.

Dialogue is generally unprepared.

1.Receptive.

2.Reproduction:immediate;delayed;modified.

3.Constructive or creative.

3 stages in teaching dialogue

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 - questione.g. – Can I help you?

- How can I get to the hotel?

4 main dialogue structures:

Organizing Communicative Activities

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; Provide the vocabulary beforehand and diagnose problems.

Suggestions For Teachers in Teaching Speaking

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.

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

4. http://itesij.org

References