© Masoud Dolatshahi

Presented by: Masoud Dolatshahi©

*How to teach speaking with task-based perspective to the intermediate and upper-intermediate teenage learners

© Masoud Dolatshahi

As all people believe that when

someone knows a language s/he can

speak it,

Nunan (2015) says "it would be odd if

they claimed proficiency in the

language on the basis of being able to

read it" .

© Masoud Dolatshahi

If we accept that “Communicative competence” is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately" (Dell Hymes); the importance of speaking and its teaching, is obvious.

© Masoud Dolatshahi

All these clear points about speaking does not mean that teaching it is simple, automated and creative regarding as the real life event. In the EFL classrooms to motivate all student ( who assumed have same level of English ability) to speak and share what they think and know is not so much straightforward .

© Masoud Dolatshahi

During two recent decades, task-

based teaching which involve

student in the learning process

and they are at the heart of the

"class affairs", become more

popular and interesting for both

teachers and students

© Masoud Dolatshahi

Nunan (2013, p. 70) agrees the integrated way to teach a language

"tasks allow learners to practice identifying the key grammar and vocabulary in real-world texts and to develop the skills of reading, writing, speaking and listening in an integrated way, just as in authentic communicative

situations".

© Masoud Dolatshahi

So, I choose a Creating a postcard (or e-postcard) for my class:

Method and Instructing

* My energetic students are 12 boys about 11 to 14 at intermediate and upper levels

*The class has some posters about other countries and their cultures and related words

* It has a computer connected to the internet and software dictionaries ( if it's needed)

© Masoud Dolatshahi

*Whiteboard and colorful markers, paper, glue Newspaper clippings Magazine clippings

Photos ,Inks, Paint.

Warm up: I start with this question how we can send our messages and wishes in proper ways ?

© Masoud Dolatshahi

To prepare an artcraft postcard , 1: I show them some pictures of the postcard and videos about how to make a postcards accompany with a people idea about them, and ask them what is that, when and for whom we use them and start a conversation about what was the last time did you send or post a postcard or an e-postcard….

© Masoud Dolatshahi

2 -Then I explain our task for that session and divide them into 4 groups regarding their age and English abilities.

http://www.wikihow.com/Make-a-Postcard

© Masoud Dolatshahi

3 -While they are preparing, I write some quotas matching the postcards, useful words and phrases and speak with each other about them and ask them to make a postcard with these details : for whom, when (occasions), why , and make some notes to speak about them after the making.

© Masoud Dolatshahi

© Masoud Dolatshahi

4 -Checking the process and give them some feedbacks (how write the address and titles, choose fine words to reflect the relationship of that person) and ask them and give them some points to use English as much as possible.

© Masoud Dolatshahi

Purpose

With this plan, we use all four skills listening, speaking, reading (magazines and newspaper) and writing. As the writing is short so we can practiced the speaking and enrich our vocabularies.

© Masoud Dolatshahi

T o have more communication and interaction, when the students done the job, I ask them to evaluated their postcards and give them feedback. Then ask winner group which themselves select, presents it to their favor group and continue our discussion about how, when and why making and sending postcards.

And for intercultural view we discuss the differences between Iranian postcards and English ones.