1. Teaching Speaking and Teaching Pronunciation

2. Teaching Pronunciation: Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation. Make sure you have these 3 parts in every pronunciation lesson, and you are sure to see success or, shall we say, hear it. 1.Imitation: Use a recording from television, radio or the internet for variety. 2.Explanation: Reviewing the parts of the mouth can help your students clearly understand how to make appropriate English sounds. Print off and give your students a diagram of the mouth. Review the obvious terms for lips, teeth and tongue. 3.Practice: After imitating the sound and learning the correct biology for producing it, now is the time to practice the use of that sound or sound pattern.

3. You can also teach the natural rhythm of English through songs and poetry. Try reading a limerick with your class, or have them write their own.

5. Here are some ideas for focusing on specific pronunciation features. Voicing: Voiced sounds will make the throat vibrate. Mouth Position: Have students use a mirror to see their mouth, lips, and tongue while they imitate you. Intonation: This will take the students' attention off of the meaning of a word or sentence. Linking: To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words. Specific Sounds  Minimal pairs, or words: such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on.  Tongue twisters: are useful for practicing specific target sounds, plus they're fun. Make sure the vocabulary isn't too difficult.

6. Definition of Phonetics and Phonology  Phonetics: Phonetics is the study of sound in speech. Focuses on how speech is physically created and received, including study of the human vocal and auditory tracts, acoustics, and neurology.  Phonology: Phonology is the study (and use) of sound patterns to create meaning. relies on phonetic information for its practice, but focuses on how patterns in both speech and non-verbal communication create meaning, and how such patterns are interpreted. Phonology includes comparative linguistic studies of how cognates, sounds, and meaning are transmitted among and between human communities and languages. Phonetics and Phonology are related, dependent fields for studying aspects of language.

7. Communication and Contextualisation The different categories of communication are: Spoken or Verbal Communication: face-to-faceVerbal Communication Non-Verbal Communication: body languageNon-Verbal Communication Written Communication Visualizations Communication is simply the act of transferring information Contextualise it is means to put the story into context as in to explain what the story is about simple as that. To put in order of events.

8. Pronunciation and perception can make to repetitive practice of rhythm and sound more natural and meaningful through the use of poetry and songs. Pronunciation teaching is experiencing a new resurgence. It has been improved incorporating more meaningful and communicative practice in connected speech rather than practice with isolated sounds. Teachers should avoid abstract material and apply rules on more authentic activities.

9. Videos I.http://www.youtube.com/watch?v=aOxfcHusbqc&index =6&list=PLxKk5M1EjyBqM6mBgkTCSPAp6mtaIjoMghttp://www.youtube.com/watch?v=aOxfcHusbqc&index =6&list=PLxKk5M1EjyBqM6mBgkTCSPAp6mtaIjoMg II. http://www.youtube.com/watch?v=f5RekixAMoMhttp://www.youtube.com/watch?v=f5RekixAMoM Adrian Underhill on Successful Pronunciation 1 (Macmillan) _________________________________________ You can watch video at home.  http://www.youtube.com/watch?v=jF9qTJD25Ig http://www.youtube.com/watch?v=jF9qTJD25Ig  http://www.youtube.com/watch?v=BPmjGHdK5v8 (Teaching Pronunciation: Seven Essential Concepts | The New School) http://www.youtube.com/watch?v=BPmjGHdK5v8

10. Why do People study English? To develop proficiency in SPEAKING. To make social contact. To establish rapport. To express an opinion. To clarify information. To describe things. To complain about something. To tell jokes and anecdotes. To develop proficiency in SPEAKING. To make social contact. To establish rapport. To express an opinion. To clarify information. To describe things. To complain about something. To tell jokes and anecdotes. As teachers when we plan a speaking course we need to consider: Age Listening ability Sociocultural knowledge Affective factors Speaking is a skill. To learn to speak you have to practice a lot. A skill can be “imitated and practiced”. It is a process. It must be: Spontaneous Time-Constraint (answer in real time).

11. Students need a lot of exposure to the target language. They should know the idiomatic expressions and understand the culture. “More than knowing the grammar rules, we must know how native speakers use the language in Context.” Language Charac- teristics Stress and intonation Sounds (phonology) Pauses and fillers Formal or Informal Gestures- Body language Facial expressions AccuracyFluency -Pronunciation -Intonation -Spelling -Vocabulary -Stress and -Grammar -Spontaneous -Short answers -Improvised -Fluent -Mistakes We need to have a balance with accuracy and fluency practices. Contextualize practice. Personalize practice (Talk about their feelings and likes) Maximize meaningful interactions. Provide enough language input. Correct errors at the end.

12. Factors affecting Adult Learners’ speaking skills AGEStudents who begin learning in early childhood through natural exposure achieve higher proficiency than those who begin as adults. Aural MediumSpeaking is closely related to listening. Sociocultural FactorsLanguage is a form of social action, it has rules of what, when, how to say and what is appropriate. Culture also affects nonverbal communication. Affective Factors Emotions Self-esteem Empathy Anxiety Attitude Motivation 1.Grammatical Competence (grammar-vocabulary-mechanics) Speaking Proficiency 2.Discourse Competence (formal-informal- emphasis-turn taking) 3.Sociolinguistic Competence ( appropriate comments, how to respond) 4.Strategic Competence (Know how keep or finish a conversation)

13. It is essential for students to interact using the language, teachers must tailor the instructions carefully. Small Talk: Students must know how to open a conversation, at the beginning they can start having short conversations but they can improve little by little, until they will be able to have a discussion for example. Interactive activities: 1. Teachers must create a need or reason to speak. 2.Extensive exposure to authentic language (audio-videos). 3. A lot of rehearsal during the class with real world situations. 4. Listen to radio reports and retell to a friend. 5.Soap operas, films, documentaries, so they can observe the different intonations, stresses and language usages. Interaction as the Key to Improving Students’ Speaking abilities

14. Designing Speaking Tasks We must consider: Proficiency Level: Too easy or too difficult will demotivate students. A successful Speaking class must have: Maximum foreign talk. Even participation “Equal.” High Motivation. Right Language Level. Teachers must include a variety of Speaking Activities in their plans (free practice). Interactions SS-SS or S=S Different activities for different Learning Styles.

15. Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. Try to involve each student in every speaking activity; for this aim, practice different ways of student participation. Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. Indicate positive signs when commenting on a student's response. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more. Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…“ Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. Provide vocabulary and circulate around the class. Suggestions for teachers

16. Let’s see this video: http://www.youtube.com/watch?v=sljZ1kPK1Dk

17. Info Gap activities Takes place between students. They are excellent activities as they force the students to ask each other questions; these activities help make the language classroom experience more meaningful and authentic. These activities help move the students from working in a more structured environment into a more communicative environment; they are hopefully Example: Shopping Information Gap: What did he buy? How much Was it? And How did he pay for it?

19. Thank You! Cinthya Canton and Aura López