Rhee Dong Gun

Chapter The speaking process The differences between spoken and written language Speaking skills Speaking in the classroom Feedback and correction Summary

The speaking process We speak in many different types of situation  Talking to someone face to face  Talking to someone on the phone  Answer and question  Giving a speech  Chatting to friends  Taking part in a meeting

Why do we speak? We want something We want other people to do something Respond to someone Express our feelings or opinion Exchange information

Speaking is a skill Putting a message together Communicating the message Interacting with other people productive

Interacting -Request and Respond- A : Could you me? B : Yes, of course. A : Would you borrow me a book? B : Of course, no problem

We can indicate how we feel about what they are saying!! Really? Fine. Really! Mm. I see. Uh. OK. Oh!

The differences between spoken and written language *Differences SpeakingWriting Not usually planned or prepared beforehand. Planned Speakers use incomplete or ungrammatical sentences. They can hesitate, repeat themselves, use fillers, for example ‘er..you know.. well....’ Sentences are carefully organized and accurate. Stress, intonation, gestures, and facial expression carry meaning The meaning in a written text is not supported by other means except perhaps typography and surrounding images, as in an advert. You can go back when speaking – points can be revised, repeated, and clarified at any times. Writing is linear, i.e. it goes in one direction without repetition or revisions.

Similarities Do you find it? Both of them vary depending on Whom you are speaking to or writing for and Why.

Speaking skills *Learners need to develop the following skills : Producing connected speech The ability to interact Talking round gaps in their knowledge Speaking in a range of contexts Balancing accuracy and fluency

Speaking in the classroom - In the classroom we need to get our learners to practice both production and interaction. - Speaking activities that concentrate on getting learners to produce sounds, phrases, or grammatical. Controlled activities focus on the learners’ producing language. Less controlled activities focus on developing the learners’ fluency.

Drills -The teacher has a lot of control over what the learners say. -The drills are fixed. So the learners must answer correctly and according to a precise pattern.

1. Substitution Drills Post office

2. Functional-situation drills Teacher : I am so hungry. Learner : You should eat a meal! Teacher : Notebook. Learner : There is a notebook on the table.

Pair work and group work

Type of interactive activities -Information gap activities -Discussion activities -Role plays -Games -Informal interaction

Feedback and correction When learner doing some thing well, trying hard, showing positive attitude towards learning, teacher should give a praise!! Immediate correction Good : Learner can correct the error and use the corrected language for the rest of the activity Bad : Break the flow of communication and embarrass the learner.

Summary Speaking is a complex process. Constructing a message/ Delivering the message using the correct pronunciation, stress, and intonation. Interaction Respond to what other people say/ Using the language appropriate for the situation Learner need lots of practice, encouragement and correction.