teaching speaking skill in secondary school
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Teaching Speaking Skill in Secondary school. Lesia Khablo Cherkassy district School of Bilozirya № 2. What is Speaking?. 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). - PowerPoint PPT PresentationTRANSCRIPT
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Teaching Speaking Skill
in Secondary school
Lesia KhabloCherkassy district
School of Bilozirya №2
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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).
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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"?
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Teaching Speaking Skills
Oral communicati
on
Written communicati
on
Productive skills
Receptive skills
Listening
Speaking
Reading
Writing
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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.
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Language and Speech
Language
PhilologicalLogical
Speech
PsychologicalLinguistic
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Speech must be motivated;
Speech is always addressed to an interlocutor;
Speech is always emotionally coloured;
Speech is always situational.
PsychologicalCharacteristics of
Speech
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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
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Prepared and Unprepared Speech
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1. Imitative
2. Intensive
3. Responsive
4. Transactional (dialogue)
5. Interpersonal (dialogue)
Types of Classroom Speaking Performance
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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.
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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.
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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.
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Interpersonal (dialogue)
• a casual register;• colloquial language;• emotionally charged
language;• slang;• ellipsis, etc.
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Teaching Two Forms of Speaking
Teaching Monologue
Teaching Dialogue
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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
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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.
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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
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Teaching Dialogue
A conversation between 2 interlocutors.
It is always situational and emotionally coloured.
Dialogue is generally unprepared.
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1.Receptive.
2.Reproduction:immediate;delayed;modified.
3.Constructive or creative.
3 stages in teaching dialogue
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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:
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Organizing Communicative Activities
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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
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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.
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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