DEVELOPING SPEAKINGSKILL

Programa Inglés Abre PuertasUnidad de Curriculum y Evaluación

Ministerio de Educación

SOME IDEAS ABOUT SPEAKING A FOREIGN LANGUAGE

• The expectation is not native-like speech.• Accents and errors are okay.• Perfect grammar and pronunciation is not

expected.

SPEAKING LESSONS CAN REQUIRE A RANGE OF INDEPENDENCE

No independent production, just repeating texts

No independent production, just repeating texts

Students adapt texts by changing/addingStudents adapt texts by changing/adding

Students create texts

Students create texts

SPEAKING LESSONS: FLUENCY AND PRONUNCIATION

Students repeat and reproduce language

Songs / Chants

Poems / Rhymes

Riddles and Proverbs

Tongue twisters

SPEAKING LESSONS: “ASK AND ANSWER”

• Given short structures to ask questions, students use appropriate vocabulary to answer.• “What do you like to do?” • “I like to play soccer and play the guitar.”

• These lessons include the challenge of negotiating meaning—one student knows something, the other ones do not and want to get the answer.

SPEAKING LESSONS: DIALOGUES

– DIALOGUES incorporate frequently used communicative functions

• greetings, • introducing self and others,• asking for and giving information• expressing likes and dislikes, • making plans for the future, • describing people, places, objects• making/accepting/refusing invitations• expressing obligation, need

– Dialogues could review several “ask and answer” lessons you have taught in the past

SPEAKING LESSONS: SHORT TEXTS

1. Short Narrativesweekend activities, anecdotes such as the most embarrassing / frightening, happiest moment

2. Short Instructions“how to” activities such as making a salad, dance steps, drawings, directions

3. Short Descriptionsdescriptions of objects or pictures, toys, people, places, etc.

SPEAKING

Make a careful choice of topic and task to stimulate interest.

Observe the following stages

1. Preparation / modelling: (I DO)

• motivate,• teach or review essential vocabulary,• structures and pronunciation,• give a model.

SPEAKING

2. Guided/semi guided meaningful practice. (WE DO)

Students carry out different relevant activities guided by the teacher, for example:

• repeat and practice the model in pairs with feedback from teacher;

• replace information in the model with personaldata or;

• create their own version following the model.

SPEAKING

3. Independent practice. (YOU DO)

If a dialogue or “ask and answer”• change roles • change partners• change partners multiple times

If a short text or dialogue• Memorize it and present it to the class

WHAT MAKES A SUCCESSFUL SPEAKING ACTIVITY

Motivation is high because:• the topic is personally relevant;• the task requires the pair to achieve an

observable result, e.g. notes or lists, a drawing, a summary, a personal version of a dialog, etc;

• students know the language needed to fullfill the task: vocabulary, grammar structures and pronunciation.

• Participation is even (all get a chance to speak)

• Learners express themselves in utterances easily comprehensible to each other.

• There is an adequate level of language accuracy and an intelligible pronunciation.

• Students know ahead of time what they are expected to produce and how they will be assessed.

Choose a possible learning outcomeand assessment,then plan the: “I DO, WE DO, YOU DO” sections of the class.

Practice Planning a Sample Lesson

Thank you