LEAD-IN
What does “Teaching Speaking”
mean?
Brainstorm ideas of what “teaching speaking” to ESL
learners is. Make a list.
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“TEACHING SPEAKING" TO ESL LEARNERS INVOLVES:
• Mastering production of the English sounds and sound patterns.
• Mastering usage of word and sentence stress, intonation
patterns and the rhythm of the second language.
• Learning to select appropriate words and sentences according
to the proper social setting, audience, situation and subject
matter.
• Developing the ability to organize thoughts in a meaningful and
logical sequence.
• Learning to use the language as a means of expressing values
and judgments.
• Learning to use the language quickly and confidently with few
unnatural pauses, which is called as fluency. (Nunan, 2003)
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ELT METHODOLOGY. YEAR 3. SESSION 12. TEACHING SPEAKING 2
TEACHING SPEAKING:
AUTHENTIC
INTERACTION
OBJECTIVES:
By the end of the session, you will develop your
awareness of:
• different approaches to teaching speaking;
• various activities which promote authentic
speaking;
• techniques for teaching speaking.
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BEAR IN MIND THE OBJECTIVES OF THE SESSION AND
FILL IN THE FIRST TWO COLUMNS (IN YOUR EXERCISEBOOKS):
I already
know
I want to
know
What outcomes do you expect?
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COMMUNICATIVE PERFORMANCE
VS
COMMUNICATIVE COMPETENCE
• Split into groups.
• Think of the differences between these two
approaches to teaching speaking:
• communicative performance
• communicative competence.
• Share your thoughts with the whole group.
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COMMUNICATIVE PERFORMANCE AND
COMMUNICATIVE COMPETENCE
• Communicative performance: the teaching point is
to be able to communicate some meaning in the
target language (linguistic competence).
e.g. He’s a student. He isn’t a student.
• Communicative competence: the teaching point is
to be able to communicate relevant meaning in a
socially acceptable way.
e.g. I’m a student. I’m not an interpreter yet.
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CATEGORIES OF AUTHENTIC
INTERACTION
• Make a list of situations where you use the foreign
language to exchange with others messages of real
interest to them.
• Study information from HO1.
• Share the information.
• Complete your lists.
• What interaction have you experienced?
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CATEGORIES OF AUTHENTIC
INTERACTION
1. Establishing and maintaining social relations.
2. Reporting.
3. Seeking and giving information (information gap).
4. Story completion.
5. Storytelling.
6. Solving problems.
7. Interviews
…..
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SUGGESTIONS FOR TEACHING
SPEAKING
•Read the tips for teaching speaking (HO 2).
•Express your attitude to these tips :

this suggestion is likely to work with you

you are not sure

this suggestion is not good for you
;
?
•Rank the ideas from most to least popular
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IN YOUR EXERCISE-BOOKS, FILL IN THE
THIRD AND FOURTH COLUMNS:
I already
know
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I want to
know
I have
learnt
I would
like to
learn by
myself / in
my next
class
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REFLECTION AND SUMMING UP
1. What have we done today?
2. What parts of the session have been the most
interesting / challenging / useful for you?
3. Have we met our objectives? What are the outcomes?
4. What activities for teaching speaking would you take to
your “activity bank”?
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HOW MUCH DO YOU AGREE WITH THESE STATEMENTS :
ABSOLUTELY AGREE - 2;
RATHER AGREE - 1;
DO NOT AGREE - 0.
1.
Throughout the session you spoke English; you did your best to
learn or practice English chunks and structures that are new for you
2.
You were willing to discuss new information, strived towards
understanding new ideas and volunteered to answer questions.
3.
You demonstrated enthusiasm when working with other students and
contributed sufficiently to work done in small groups.
4.
When you were asked for help you readily provided it; when you
needed help you asked for it.
5.
You have achieved good understanding of the topic discussed and
are able to relate it to your real-life experience.
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HOME ASSIGNMENT
Provide 2 examples of authentic interaction
during your university classes. Describe the
interaction participants, purpose and the setting.
What skills could you develop through those cases
of interaction?
Submit your report to your Home assignment
section on MOODLe platform.
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