Teaching Speaking
Portfolio U2
UNIT 2 - STUDENT TASKS
Student’s
name
REYNA ERENDIRA MONCADA GRACIA
GENERAL INFORMATION
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This document includes the tasks you are required to do for unit 2.
Read the instructions for the tasks carefully before you do them.
When you have finished them, save the task-document in the portfolio.
Then, submit it by the due date following the instructions given in the
Academic Guide.
Task 1: Speaking Genres
 Complete the table by writing purpose participation and planning of the
genres included, these are the possibilites:
transactional –
non-interactive – interactive -
planned – unplanned -
interpersonal
(partly) interactive
(partly) planned
 Finally, add three genres of your own and complete the columns.
GENRE
Purpose
Participation
planning
Supermarket
announcement
University lecture
Non-interactive
non-interactive
planned
transactional
non-interactive
planned
Job presentation
transactional
interactive
(partly) planned
Service encounter
interpersonal
interactive
unplanned
Joke telling
transactional
Partly interactive
(partly) planned
Leaving a voice-mail transactional
message
Casual conversation interpersonal
non-interactive
unplanned
interactive
unplanned
Radio announcement Transactional
Non-interactive
planned
Teaching a class
Interpersonal
Interactive
planned
Story telling
Transactional
Partly interactive
Partly planned
Task 2: My methodology for teaching Speaking
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Reflect upon the different ways that your students express themselves in
English in your classes.
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What activities do you already do with your students that help them in
their oral expression?
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What approach to teaching speaking are you currently using?
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Do you have any new ideas that you would like to try?
 It is important to look at the different types and purposes we may have
for speaking.
 After you have reflected on the questions above
 Continue working with the Word document that includes your tasks.
 Complete the statements:
1. My approach (or approaches) to teaching speaking is a holistic
approach, in which I can combine a few more approaches like
SUGGESTOPEDIA
AND
COMMUNICATIVE
LANGUAGE
TEACHING.
2. I recognize it in my teaching practice because I encourage my
students to learn with their senses and with their perception.
During class also play music to create a relaxed teaching and
learning environment. I love to use visuals like flash cards, power
point presentations etc. Also, role plays are a fundamental
strategy in my lessons which help students to become competent
in the language.
3. I think that the approach I use is useful (or not useful) because…
I certainly believe that my approach is the most reliable approach
in English teaching, especially because students have a lot of oral
practice of L2.
4. The following are speaking activities that I promote in my teaching
context:
Pair and group interaction
Role plays
Tutorials
Presentations
Debates
Videos
5. My role as a speaking teacher is that of: is to provide guidance
and encourage learners to speak and use English not only in the
classroom but also in their daily life.
Task 3: Speaking: students and teachers
 Once you have read Harmer’s excerpt, using your own words write:
1. A definition of reluctant students:
Students with lack of motivation not only in school but also in life.
2. A description of the four techniques Harmer suggests to help
students overcome reluctance:
a) Preparation: it is essential to prepare and plan the lessons.
b) Repetition and its value: because they provide drills and or
memorization dialogues.
c) Big groups, small groups: the importance of interaction in the
classroom.
d) Mandatory participations: teacher is able to asks students to
reproduce the language.
3. The roles teachers should play when teaching speaking:
a) Prompter: asks strategical questions in which the teacher gets
the answers that he or she wants form students.
b) Participant: he/she has an active role in the activities.
c) Feedback provider: teacher provide assertive feedback to
students, providing advice in students errors or limitations.