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“Speaking Skill” “Speaking Skill” ( based on Jim Scrivener) By: Karina Concha. Claudia Garcés.

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Presentation on theme: "“Speaking Skill” “Speaking Skill” ( based on Jim Scrivener) By: Karina Concha. Claudia Garcés."— Presentation transcript:

1 “Speaking Skill” “Speaking Skill” ( based on Jim Scrivener) By: Karina Concha. Claudia Garcés.

2 Jim Scrivener English language teacher and writer who also tutors on initial training, Diploma and specialist teacher development programmes. English language teacher and writer who also tutors on initial training, Diploma and specialist teacher development programmes.

3 Lesson paradigms In 'Learning Teaching,' Jim Scrivener proposes a teaching sequence model which he calls 'ARC.' He suggests that any teaching sequence could potentially have three elements to it: In 'Learning Teaching,' Jim Scrivener proposes a teaching sequence model which he calls 'ARC.' He suggests that any teaching sequence could potentially have three elements to it:ARC

4 Teaching sequence model 'ARC.' 'Authentic use' means exposure to or practice of real language use 'Authentic use' means exposure to or practice of real language use 'Restricted use' means controlled practice of language 'Restricted use' means controlled practice of language 'Clarification and focus' means drawing our students' attention to form. 'Clarification and focus' means drawing our students' attention to form.

5 “These elements of the lesson can appear in any order in the lesson, depending on aims, level and focus.” “These elements of the lesson can appear in any order in the lesson, depending on aims, level and focus.”

6 Three example lessons Talking about my room (Using here is / there are / is there…? / are there…?) Talking about my room (Using here is / there are / is there…? / are there…?) Parents (Using adjectives which describe character / comparatives) Parents (Using adjectives which describe character / comparatives) Teenage advice (Using: should) Teenage advice (Using: should)

7 “Scrivener proposes five different ways to reach students to learn Communicational English….” “Scrivener proposes five different ways to reach students to learn Communicational English….”

8 Teaching Speaking Conversation and discussion classes Conversation and discussion classes Communicative activities Communicative activities Role – play, real – play and simulation Role – play, real – play and simulation Fluency, accuracy and communication Fluency, accuracy and communication Different kinds of speaking Different kinds of speaking

9 1.- Conversation and discussion classes. In this lesson the teacher and the Ss talk together. In this lesson the teacher and the Ss talk together. “Students learn to speak by speaking” “Students learn to speak by speaking” Main aim: The learners have the chance to become more fluent and confident. Main aim: The learners have the chance to become more fluent and confident.

10 Organizing a discussion lesson Topics and Cues Topics and Cues Structuring talk Structuring talk Avoiding the talk-talk loop Avoiding the talk-talk loop Open questions Open questions Playing devil’s advocate Playing devil’s advocate

11 Topics and Cues Give students a topic and a cue. Give students a topic and a cue. Topic: A subject of discussion or conversation. Topic: A subject of discussion or conversation. Cue: A signal, such as a word or action, used to prompt another event in a performance. Cue: A signal, such as a word or action, used to prompt another event in a performance. There might be little or no explicit “teaching” of grammatical or vocabulary points. There might be little or no explicit “teaching” of grammatical or vocabulary points.

12 Structuring Talk. To structure the talk in turns. To structure the talk in turns. All students must have the chance to participate. All students must have the chance to participate. Teachers’ participation become reduced. Teachers’ participation become reduced.

13 Avoiding Talk- Talk Loop. Ask students one clear question and then shutting up. Ask students one clear question and then shutting up. Repeatedly adding new comments or new questions can confuse the class. Repeatedly adding new comments or new questions can confuse the class.

14 Open Questions Wh questions. Wh questions. Playing Devil’s Advocate * To interrupt students with one useful intervention. * To interrupt students with one useful intervention.

15 Fluency and confidence Fluency and confidence Put students in a “safe” situation to encourage students to try to use the language. Put students in a “safe” situation to encourage students to try to use the language. Use the knowledge that students already know. Use the knowledge that students already know.

16 Activities that lead to fluency and confidence. Learners repeat sentences you say Learners repeat sentences you say At the start of the lesson, learners chat with you about their weekend plans. At the start of the lesson, learners chat with you about their weekend plans. Learners look at a list of hints and tips for making business presentations. Learners look at a list of hints and tips for making business presentations. Learners listen to a recording and practice repeating words with the same difficult vowel sound. Learners listen to a recording and practice repeating words with the same difficult vowel sound.

17 Learners work in pairs and agree their list of the best five films of all time. Learners work in pairs and agree their list of the best five films of all time. Learners liston to and study a recording of a social conversation. Learners liston to and study a recording of a social conversation. Learners prepare a monologue about their hobbies and then give a five-minute speech to the whole class. Learners prepare a monologue about their hobbies and then give a five-minute speech to the whole class. Learners learn by heart a list of useful chunks of language they can use in conversations. Learners learn by heart a list of useful chunks of language they can use in conversations.

18 Problems in Organizing Discussions. Kind of questions. Kind of questions. The subject must be relevant and interesting. The subject must be relevant and interesting. Motivation. Motivation.

19 Ways to start a lively discussion. “To give learners a good opportunity to speak and encourage as many to speak as possible.” “To give learners a good opportunity to speak and encourage as many to speak as possible.” Ways.... Ways.... Small talk at the start of the lesson. Small talk at the start of the lesson. Controversial questions. Controversial questions. Compare and contrast different points of view. Compare and contrast different points of view.

20 A few keys to getting a good discussion going. Frame the discussion well. Frame the discussion well. Preparation Time. Preparation Time. Dont interrupt the flow. Dont interrupt the flow. Specific problems are more productive than general issues. Specific problems are more productive than general issues. Role cards. Role cards. Buzz groups. Buzz groups. Break the rules. Break the rules.

21 Using material to generate discussion. Real world. Real world. Role cards. Role cards.

22 Devising a discussion activity. Group work Group work Topic Topic Anticipated problems Anticipated problems Task Task

23 2.- Communicative Activities Repeating sentences that you say Repeating sentences that you say Doing oral grammar drills Doing oral grammar drills Reading aloud from the coursebook Reading aloud from the coursebook Giving a prepared speech Giving a prepared speech Acting out a scrited convrsation. Acting out a scrited convrsation. Giving instructions so that someone can use a new machine. Giving instructions so that someone can use a new machine. Improvising a conversation so that it includes lots of examples of a new grammar structure. Improvising a conversation so that it includes lots of examples of a new grammar structure. One learner describes a pincture in the textbook while the others look at it. One learner describes a pincture in the textbook while the others look at it.

24 3.- Role-play, Real-play and simulation ► Role play: Learners are usually given some information about a “role” Learners are usually given some information about a “role” They are often printed on role cards. They are often printed on role cards. Learners take a little preparation time in order to act out small scenes using both their own ideas and any ideas and information from the role cards. Learners take a little preparation time in order to act out small scenes using both their own ideas and any ideas and information from the role cards.

25 Task examples: Task examples: Writing role cards: There are 3 cards that set out particular viewpoints in order to encourage a small group discussion. The fourth and the fifth cards are missing. Write them. E.g.: Writing role cards: There are 3 cards that set out particular viewpoints in order to encourage a small group discussion. The fourth and the fifth cards are missing. Write them. E.g.: -You believe that meat eating is natural for humans and that vegetarians are missing out on an important part of their diet -You have been vegetarian for 6 years because you believe it is healthier. -You like the taste of meat, but don’t eat it for moral reasons, as you feel it is wrong to kill animals. Comments: The extra cards can represents vegan, a religious, a chief, etc. Role- play gives you the possibility of introducing some more bizarre or interesting variations to a discussion. Role-plays can also be set in specific contexts, providing a starting point for speaking practice and also practice of specific language items.

26 Adding a missing role card: Here are some role cards. What do you think the missing card might have on it? Adding a missing role card: Here are some role cards. What do you think the missing card might have on it? -You are a store detective. You can see a suspicious-looking person who appears to be putting something into her bag. Go over and firmly but politely ask her to come to the office. -You bought a sweater from this shop yesterday, but you have brought it back because it is too small. You want to go to the assistant to return it and get your money back, but before you do, you start looking at other sweaters and comparing them with the one that is on your bag. -You are a shop assistant. You’ve just noticed a customer coming in who was very rude yesterday. She wanted to buy a sweater, which was the wrong size, but she insisted was right. Finally, she bought the sweater and stormed out of the shop. You hope she isn’t going to cause more trouble. Comments: This role-play provides scope for use of functional language, as well as practising “shop” vocabulary in a useful and interesting way.

27 Running a role-play: Guidelines Make sure the students understand the idea of role-play. Make sure the students understand the idea of role-play. Make sure the context or situation is clear. Make sure the context or situation is clear. The have to understand the information on their own card. Allow reading/dictionary/thinking time (help if necessary). The have to understand the information on their own card. Allow reading/dictionary/thinking time (help if necessary). Give them time to prepare their ideas before they start but when the activity starts, encourage them to improvise rather than rely on prepared speeches and notes. Give them time to prepare their ideas before they start but when the activity starts, encourage them to improvise rather than rely on prepared speeches and notes.

28 ► Real-play: A powerful variation on role-play is real-play. A powerful variation on role-play is real-play. Situations and one or more of the characters are drawn not from cards, but from a participant’s own life and world. Situations and one or more of the characters are drawn not from cards, but from a participant’s own life and world. One of the learners plays him/herself, but in a context other than the classroom. One of the learners plays him/herself, but in a context other than the classroom. The real-play technique allows learners to practise language they need in their own life. The real-play technique allows learners to practise language they need in their own life. Particularly useful for business and professional people. Particularly useful for business and professional people. Rather than a set of role cards, the most useful tool of real- play is a blank framework. Rather than a set of role cards, the most useful tool of real- play is a blank framework. E.g.: (involving 2 people) Who are the 2 people?, Where are you?, What are you talking about?, Why are you talking?, etc. Who are the 2 people?, Where are you?, What are you talking about?, Why are you talking?, etc.

29 ► Simulation: A large-scale role-play. A large-scale role-play. Role cards are normally used, but there is often quite a lot of other printed and recorded background information which may come at the start of simulation or appear while simulation is unfolding, causing all participants to take note of the new data and possibly readjust their positions. Role cards are normally used, but there is often quite a lot of other printed and recorded background information which may come at the start of simulation or appear while simulation is unfolding, causing all participants to take note of the new data and possibly readjust their positions. The intention is to create a much more complete, complex world, say, of a business company, TV studio, government body, etc. The intention is to create a much more complete, complex world, say, of a business company, TV studio, government body, etc.

30 4.- Fluency, accuracy and communication. Working main on Working main on Accuracy Fluency Accuracy Fluency Figure 1 Accuracy/Fluency Switch

31 There are activities in which you are working on both accuracy and fluency in relatively equal measure, but many everyday language-teaching lesson stages are focused on more than the other, and at any one moment, in any one activity, it is probable that you will be aiming to focus on accuracy rather than fluency, or fluency rather than accuracy. There are activities in which you are working on both accuracy and fluency in relatively equal measure, but many everyday language-teaching lesson stages are focused on more than the other, and at any one moment, in any one activity, it is probable that you will be aiming to focus on accuracy rather than fluency, or fluency rather than accuracy. It is important to be clear about what is involved in accuracy-focused work as compared with fluency- focused work. Concern about different aims and consequently different classroom procedures of two. It is important to be clear about what is involved in accuracy-focused work as compared with fluency- focused work. Concern about different aims and consequently different classroom procedures of two.

32 Task example: Student views on speaking tasks: Here are some things you may hear your students say. Take sides. Rehearse your arguments and replies to some or all of the comments Student views on speaking tasks: Here are some things you may hear your students say. Take sides. Rehearse your arguments and replies to some or all of the comments -But I don’t want to talk to other students. They speak badly. I just want to listen to you speak. -I speak a lot, but what is the point if you never correct me? I will never improve. -You should be teaching us, not just letting us talk. That’s lazy teaching. -I don’t need to speak. teach me more grammar. I will speak later. -There’s no point doing this task if we use bad English to do it. -This is just a game. I paid a lot of money and now i have to play a game. Comments: When focusing on accuracy a greater use of instant correction, may be appropriate. When focusing on fluency, instants correction may be less appropriate and could interfere with the activity aims. Be clear about whether your main aim is accuracy or fluency, and adapt your role in class appropriately.

33 Running a fluency activity If the main aim is to get the students to speak, then one way to achieve that would be for you to reduce your own contributions. If the main aim is to get the students to speak, then one way to achieve that would be for you to reduce your own contributions. The less you speak, the more space it will allow the students. The less you speak, the more space it will allow the students. It could be useful to aim to say nothing while activity is underway, and save any contributions for before and after. It could be useful to aim to say nothing while activity is underway, and save any contributions for before and after. In an activity mainly geared towards encouraging fluency, you are likely to monitor discreetly or vanish. In an activity mainly geared towards encouraging fluency, you are likely to monitor discreetly or vanish.

34 Activity route map Activity route map Stage Teacher involvement 1.- Before the lesson: Familiarise yourself with the material and activity. 2.- In class: Lead-in/prepare for the activity. Teacher centre-stage 3.- Set up the activity (give instructions, make groupings, etc.) Teacher centre-stage 4.- Run the activity: students do the activity (in pairs or small groups), while you monitor and help. Teacher out of sight, uninvolved 5.- Close the activity and invite feedback from the students. Teacher centre-stage again 6.- Post-activity: do any appropriate follow-on work. ?

35 Ideas for correction work after a fluency activity Write up a number of sentences used during the activity and discuss them with the students. Write up a number of sentences used during the activity and discuss them with the students. Write a number of sentences on the board. Give the pens/chalks to the students and encourage them to make corrections. Write a number of sentences on the board. Give the pens/chalks to the students and encourage them to make corrections. Invent and write out a story that includes a number of errors you overheard during the activity. Hand out the story the next day and the students, find the errors and correct them. Invent and write out a story that includes a number of errors you overheard during the activity. Hand out the story the next day and the students, find the errors and correct them. Write out 2 lists headed “A” and “B”. On each list, write the same 10 sentences from the activity. On one list, write the sentence with an error and on the other, write the correct version. Divide the students into 2 groups and hand out the appropriate list to each group. The groups discuss their own list and try to decide if their version is correct or not. If it is wrong, they correct it. Write out 2 lists headed “A” and “B”. On each list, write the same 10 sentences from the activity. On one list, write the sentence with an error and on the other, write the correct version. Divide the students into 2 groups and hand out the appropriate list to each group. The groups discuss their own list and try to decide if their version is correct or not. If it is wrong, they correct it.

36 Scaffolding Doesn’t interfere too much with the flow of conversation Doesn’t interfere too much with the flow of conversation Offers useful language feedback Offers useful language feedback Actually helps the speaker to construct his conversation. Actually helps the speaker to construct his conversation. “Scaffolding” refers to the way a competent language speaker helps a less competent one to communicate by both encouraging and providing possible elements of the conversation (Teacher → Young child). Teacher/listener is not aiming to contribute any personal stories or opinions of her own; the aim of her own speaking is solely to help the speaker tell his story.

37 Scaffolding techniques: Showing interest and agreeing. Showing interest and agreeing. Concisely asking for clarification of unclear information. Concisely asking for clarification of unclear information. Encouragement echo. Encouragement echo. Echoing meaning. Echoing meaning. Asking conversation-oiling questions. Asking conversation-oiling questions. Asking brief questions. Asking brief questions. Unobtrusively saying the correct form of an incorrect word. Unobtrusively saying the correct form of an incorrect word. Giving the correct pronunciation of words in replies without drawing any particular attention to it. Giving the correct pronunciation of words in replies without drawing any particular attention to it. Unobtrusively giving a word ore phrase that the speaker is looking for. Unobtrusively giving a word ore phrase that the speaker is looking for.

38 Task example: Identifying scaffolding techniques: Which scaffolding techniques can you identify in this short transcript of a lesson at elementary level, where a learner wants to tell his teacher about a TV story he saw concerning the rather unlikely sport of “extreme ironing”. Identifying scaffolding techniques: Which scaffolding techniques can you identify in this short transcript of a lesson at elementary level, where a learner wants to tell his teacher about a TV story he saw concerning the rather unlikely sport of “extreme ironing”. S: It is like sport… S: It is like sport… T: Uh-huh T: Uh-huh S: …but is with “eye ron”. S: …but is with “eye ron”. T: With an iron? T: With an iron? S: Yes, is “eye ron” sport. They…er… S: Yes, is “eye ron” sport. They…er… T: What do they do? T: What do they do? S: Er, yes. It is like sport ex…ex… S: Er, yes. It is like sport ex…ex… T: An extreme sport? T: An extreme sport? S: Yes. They use “eye rons” in extreme place…. S: Yes. They use “eye rons” in extreme place….

39 5.- Different kinds of speaking How can we teach speaking? Is it enough to give learners communicative activities that require them to speak or is it possible and necessary to teach specific skills? So far, we haven’t really taken into account that there may be “skills of speaking” that also need to be studied and practised. In order to answer these questions, we need to consider what is involved in successful speaking, and particularly consider the nature of different "genres”.

40 Task examples: Defining “genre”: What does the word “genre” mean? Why might “genre be an important consideration when teaching language? Defining “genre”: What does the word “genre” mean? Why might “genre be an important consideration when teaching language? Comments: In everyday life, people speak in several ways. There are 2 different genres. A genre is a variety of speech that you would expect to find in a particular place, with particular people, in a particular context, to achieve a particular result, etc. A genre is often characterised by specific choices about style, manner, tone, quantity, volume, etc. Varieties of speech genre: Make a list of about 10 distinctly different real-life types of speaking. E.g. making a public speech. Varieties of speech genre: Make a list of about 10 distinctly different real-life types of speaking. E.g. making a public speech. Comments: Some possible answers: -Giving an academic lecture -Telling a joke -Greeting a passing colleague -Making a phone enquiry -Chatting with a friend…etc.

41 Analysing a genre: Analysing a genre:

42 Why is genre important? When you make a decision as to the exact words to say, probably you first have to make a bigger decision as to the generally appropriate way of talking to them. Will you adopt a hip street-talk style? A very formal one?, etc. When you make a decision as to the exact words to say, probably you first have to make a bigger decision as to the generally appropriate way of talking to them. Will you adopt a hip street-talk style? A very formal one?, etc. A learner of a language needs to learn not just words, grammar, pronunciation, etc., but also about appropriate ways of speaking in different situations, which may significantly different in the target language culture compared with their own. A learner of a language needs to learn not just words, grammar, pronunciation, etc., but also about appropriate ways of speaking in different situations, which may significantly different in the target language culture compared with their own. Successful speaking involves fluently communicating information or opinions in clear unambiguous manner in an appropriate way for particular context. Successful speaking involves fluently communicating information or opinions in clear unambiguous manner in an appropriate way for particular context.

43 Factors involved in speech acts: Factors involved in speech acts:

44 Bibliography Scrivener, J. (2005). Learning Teaching: A guidebook for English language teachers, UK: Macmillan Publishers Limited. Scrivener, J. (2005). Learning Teaching: A guidebook for English language teachers, UK: Macmillan Publishers Limited.

45 Speaking References. Frank, C., Rinvolucri, M. and Berer, M. Challenge to Think (1982), OUP Frank, C., Rinvolucri, M. and Berer, M. Challenge to Think (1982), OUP Klippel, F. Keep Talking (1984), CUP. Klippel, F. Keep Talking (1984), CUP. Ur, P. Discussions that Work (1981), CUP Ur, P. Discussions that Work (1981), CUP


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