Antar Abdellah

What is speaking? Producing comprehendible sounds

 Meaningful communication verbal nonverbal ClarityTone movement eyeheadhandbody Facial expressions objects gestures

 Familiarize Ss with nonverbal features  Enable Ss to practice speaking fluently  Involve Ss in classroom interaction  Train Ss on correct pronunciation  Train Ss on correct intonation, and tone.

 1- A competent teacher  2- classroom atmosphere  3- opportunity for Ss ’ participation  4- clear objectives and ideas  5- knowledge of functional expressions  6- variety of learning activities  7- communication depending on the situation  8- who, to whom, where and why?

 1. T says sentence at normal speed  2. advanced Ss repeat in a natural voice  Chorus repetition  Single repetition  Gently correct  Ss exchange sentences in dialogues in pair or group work.

 Ss repeat several times  Ss may refer to a script  Ss refine their tones  Ss say it without script  Ss improvise

 T gives a statement  S completes to start a story  next S moves on, connected ideas  T occasionally asks a S to recall  T corrects mistakes gently

 T mimes a scene  T indicates situation and place  Ss are aware of the basic vocabulary  Sequence of actions  T mimes, Ss produce sentences describing the scene  Ss mime, other Ss describe the scene.

 T encourages Ss to select a topic (my country, my school, my family…)  T provides Ss with needed vocabulary and resources  Ss prepare a speech at home, written  Ss practice saying the report orally each in turn  Ss say it without the script  Rest of class ask questions

 Similar to a dialogue but more open and informal  Ss develop a script at home  They play roles in the conversation  A lot of students can take place in the conversation  active participation is encouraged

 T selects a scene from the course  Ss train on script  Ss train on correct pronunciation  Ss play the scene in front of the class  Ss say the lines with spirit  T encourages, and does not correct

 An interview is easier than a dialogue  Because there is one person only who does the answering  The class can interview the teacher  Then advanced students can be interviewed by the rest of the class

 Class is divided into groups  Each group is assigned a task to solve  T provides groups with needed vocabulary for solution  Ss work to find a solution for the problem, providing justifications  Groups display their solutions, rest of class ask and the group defends their solution  T corrects gently

 Ss listen to sounds, words, sentences, dialogues and pronounce  Can be done through repetition  Repetition drill can take the form of substitutions:  T: My book was lost S: my book was lost  T: the English S: the English book was lost

 Ss have developed some control over grammar, and functions and increased their competence thro ’ practice  Social formulas; greeting, apologizing …  T should make clear the setting, the action, the emotion, and the function.  A lot of activities can take place in this stage

 - Q & A exchange  Dialogue adaptation  Directed discourse  Oral guessing games  Prepared talks  Informative sentences

 Ss now master the machinery for expression  They are confident and stimulated to participate in wider and interesting topics  Most of the activities done here are in group work with problem solving, role playing, dramatization … etc.  T can give Ss notes including the needed vocabulary for a topic  Ss are encourage to use WH Qs rather than Yes/no Qs.

 Activities in this stage include:  1- Dialogues: open, left to spontaneous reaction.  2- Interview: One interviewee and the rest of the class are interviewers  3- Role-play: situation and conflict  4- problem solving: Ss take a stand to solve the problem  5- Debates: arguments and counter arguments.