1. ELTM Unit 5 Focus on Speaking
Presented By: Jia Lin (Dana)

2. Unit 5 Objectives Think about the main features of oral communication.
Understand the implications of these features for teaching speaking.
Learn how to design speaking activities in harmony with curriculum objectives.
Know how to assess student performance during speaking activities.
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3. Unit 5 Overview
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4. Warm-up Exercise
Teaching speaking skills is a bit different from teaching reading or listening. Students need a lot of confidence to speak out loud and they also need to be stimulated so that they can think of things to say. From what you know of these two teachers, which of them could probably conduct a more effective lesson in spoken English? Why?
Strict and controlling, the Schoolmaster does not allow mistakes.
Creative and encouraging, anything the students say is okay with the Junior. P
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5. 1 The Nature of Speaking
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6. Key Terms redundancy context dependent hesitation fillers false starts
breakdown
extensive
collocation
...useless repetition
...need to know background
...pause due to uncertainty
...used to pause or gain time
...to begin and then stop
...failure, sth. stops working
...large in amount or degree
...common usages, word combinations
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7. Everyday speech.
Do you speak as perfectly as you write? Try this exercise speaking in Chinese. Your partner will give you a topic (e.g. Spring Festival, pets, cooking) and you must talk continuously about it for 1 minute. Your partner will mark an “X” on a sheet of paper every time you:
- repeat yourself,
- hesitate,
- use fillers (e.g. “er...”, “neige...”),
- or make any other mistake in fluency
or grammar.
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8. Features of everyday speech.
There is no chance to plan what will be said.
There are interruptions and exchanges between speakers (two-way communication).
Non-verbal expressions (facial, body, gestures) emphasize the message.
It is “imperfect,” including hesitation, pauses, fillers, redundancy and false starts.
The social situation and context is very important.
What if a person’s speech is too perfect?
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9. Be aware of techniques. When it’s your turn to speak...
Make sure that your pronunciation is clear and understandable. Choose grammatical structures, words and collocations that support your meaning.
When it’s your turn to listen...
Encourage the speaker to continue. Show understanding as appropriate. Repair any breakdowns in communication (e.g. ask questions).
Don’t forget non-verbal aspects...
Smile, nod and pay attention to body language. The right tone of voice makes your requests sound more polite and keeps the conversation positive!
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10. Other features of speaking.
It is normal to understand a more extensive range of words and phrases than we would use ourselves.
Speakers and listeners need to constantly monitor each other and adjust so as to communicate more clearly.
Speech is context dependent. As the context changes, the conversation may shift.
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11. What do you notice?
Read the conversation on page 212 in your textbook again. In groups, identify the following features of oral communication which are present in this dialogue:
- fillers,
- false starts,
- establishing context, and
- shifts when the context changes.
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12. Key Concepts
Oral communication is a two-way process in which listening plays a key role.
Imperfections such as fillers and false starts are natural and normal elements in speaking.
Responding to what has been said is important in maintaining conversation and avoiding a breakdown in communication.
Shifts in roles and style may occur with changes in context.
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13. 2 A Framework for Teaching Speaking Skills
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14. Key Terms implication PPP model presentation stage practice stage
production stage
accuracy
fluency
...logical result of an observation
...teach speaking in three stages
...introduce new language items
...focus on accuracy (controlled)
...focus on fluency (spontaneous)
...using language correctly
...speaking confidently and smoothly
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15. Speaking activities should...
Begin as soon as students start learning English.
Involve more than a single speaker.
Include spontaneous and unplanned speech.
Not require unreasonable levels of vocabulary or grammatical accuracy.
Encourage awareness of social and non-verbal factors in communication.
Let’s look at some elements that should be incorporated...
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16. Elements of the syllabus.
Topic:
pets
Grammar: ?
Vocabulary:
Pronunciation:
Function:
Conversation technique:
Non-verbal communication:
Cultural information:
What are some possible elements of an oral English class on pets? Discuss in groups.
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17. Elements of the syllabus.
Topic:
pets
Grammar:
like/dislike... because
Vocabulary:
dog, puppy, cat, kitten
Pronunciation:
short/long vowels
Function:
expressing opinions
Conversation technique:
asking about likes/dislikes
Non-verbal communication:
showing size
Cultural information:
preferences
Notice that teaching speaking skills involves more than just vocabulary and grammar!
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18. Communicative functions & topics.
ask for information
sports
shopping TV
smoking
newspapers
describe an event
request/permit
complain/apologize
make/accept/refuse invitations
make suggestions
give instructions
ask/give advice or opinions
Which communicative functions could easily be used with which topic? In groups, brainstorm for ideas.
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19. Conversation techniques & topics.
start/end a conversation
sports
shopping TV
smoking
newspapers
hesitate
draw someone’s attention
interrupt someone
keep the conversation going
check understanding
ask for clarification
invite someone to converse
Which conversation techniques could easily be used with which topics? In groups, brainstorm for ideas.
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20. Implications for teaching.
Almost ANY function or technique in conversation can be matched to a given topic.
The problem is deciding beforehand what to include in the lesson!
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21. The three stages of the PPP Model.
Presentation – new language is presented in a meaningful context using model sentences, dialogues, etc.
Practice – use carefully controlled exercises such as drills or repetition to develop accuracy.
Production – combine new knowledge with old through activities that allow free expression to develop fluency.
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22. Presentation - Practice - Production
teacher-centered
student-centered
teacher-controlled
teacher-coordinated
reproducing language
creating language
class/individual work
pair/group work
attention to accuracy
fluency
Does every class need to follow this order?
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23. Suggested activities.
Activities that are teacher-controlled (for the presentation or practice stages)...
repetition, drills, match, gapped dialogue (fill in blanks), read and act, scrambled dialogue.
Activities that allow students freedom to communicate (for the production stage)...
information gap, prompted dialogue (use cues), make up dialogues, make up stories, interviews, role play, discussion.
Which activities promote accuracy? fluency?
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24. When an activity is successful...
All students participate, not just a few.
Students are motivated, eager to speak and share.
Students’ English is reasonably accurate and fluent. They make use of new expressions.
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25. Find the obstacles.
If the activities are not that successful, then why?
Is it because students don’t like the topic? Don’t like their partners or group members?
Is it because their language is not good enough? They are afraid of making mistakes?
Or is it because they just don’t know what to do?
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26. What you can do.
Make sure the students are prepared for any difficulties with language in the activity.
Let them know what is expected of them. Give clear and specific instructions.
Have a follow-up session after the activity in which you provide feedback, positive reinforcement and correction. c
a, b, e
d, f
Number items “a” to “f” on page in your textbook as being examples of either 1, 2 or 3 shown above.
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27. More than a teacher!
In the PPP model, the teacher serves as a demonstrator during the presentation stage.
During the practice stage, the teacher may be a conductor, organizer and/or monitor.
During production, roles such as stimulator, helper and corrector may be most appropriate.
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28. Key Concepts
Teaching students to speak in a foreign language involves a variety of skills.
When planning lessons, decide which functions and conversation techniques can be emphasized.
The PPP model provides a way to go from control to communication and from accuracy to fluency.
When a class is not 100% successful, don’t despair. Assess what went wrong, make changes and things will go better next time.
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29. 3 Designing Speaking Activities
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30. Key Terms drill cue presentation prompt deductive inductive practice
production
...involves repeating many times
...give a sign or signal as to what to say
...explanation, demonstration
...encourage a comment or response
...explain directly to students
...help students to figure it out
...use new language in a controlled way
...produce language in a less controlled, more expressive and fluent way
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31. Designing speaking activities.
When modifying or adapting the lesson plan in the textbook, what should you as a teacher consider?
You should consider how to:
make the material more relevant to students’ lives.
give students more chances to express themselves.
teach students new things (besides language).
adjust the length of time or number of new items.
tailor the purpose and feedback to the needs of your students.
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32. What should NOT be done at this stage?
Presentation stage.
When presenting a dialogue, the teacher’s voice, taped voices, or the teacher and one or two students can be used.
Following the first presentation (reading), students can read in pairs, translate, answer questions or take part in drills.
The drill should emphasize the use of a new language item (e.g. “could you... please”).
Or, the dialogue could be analyzed and discussed for characteristics such as politeness, formality, connotations etc.
should NOT allow students too much latitude until they understand the forms, teach the forms first and make sure they understand
What should NOT be done at this stage?
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33. Deductive vs. inductive.
In the inductive approach, the teacher helps students to work out the explanation by asking questions and leading them in the right direction.
Students actively search for answers and arrive at conclusions.
In the deductive approach, the teacher explains the new language items, perhaps giving examples or a demonstration.
Students listen passively, then may answer questions to show that they understand.
What are the advantages of each approach?
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34. What should NOT be done at this stage?
Practice stage.
Now that students understand the key structures and vocabulary, the teacher allows them time to practice, using exercises such as:
split exchanges in which one side has all the questions/initiations and the other side all the responses,
information gaps in which students must respond to pictures or maps using the correct forms,
prompted dialogues in which students follow instructions on cue cards or on a flow chart.
should NOT test students (this stage is for learning), should not give them exercises that are too complicated, each exercise should have a clear focus
What should NOT be done at this stage?
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35. Create a prompted dialogue.
customer
repair person
Asks for watch to be fixed. ?
With your partner, create cues for the flow chart.
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36. Sample prompted dialogue.
customer
repair person
Asks for watch to be fixed.
Suggests cause of problem.
Asks how much and how long.
Suggests price and time range.
Returns and pays.
Gives back change.
Expresses thanks, leaves.
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37. What should NOT be done at this stage?
Production stage.
Although the teacher can provide guidance, at this stage students should be allowed to talk without interruption.
Exercises should maximize communication and have a purpose. Dramatic and interesting situations (appropriate to the age of students) tend to stimulate talk.
Information-gap, role-play and discussion activities all work well at this stage.
should NOT review the entire length of material but respond to it in some way, not interrupt or criticize students while they are talking, keep the session positive
What should NOT be done at this stage?
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38. Using information-gaps.
By giving students pictures or cards containing different bits of information, we set up a gap which is resolved through communication.
Remember that a gap exists only when one person has information that the others do not. Information-gap activities were explained in detail in Unit 2.
How would you use the pictures on pages 243 to 245 (Fragment B) in an information-gap activity?
How would you use the information on pages 245 to 246 (Fragment C) in an information-gap activity?
What did you bring for lunch?
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39. Using role-plays.
Make sure students are familiar with the situation and with their own role.
Students should know the language function to use and the purpose of the role-play.
There should be feedback regarding accuracy and appropriacy of language.
Role-plays should provide both challenge and enjoyment.
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40. Steps in a role-play.
First, introduce the new language item and how it should be used.
Second, organize the students into groups and roles.
Third, allow them time to do the role-play.
Fourth, commend them and provide suggestions for improvement.
How would you design a role-play using this picture and the structure “I like...because”?
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41. Key Concepts
In order for your students to have more chances to speak, you may need to modify exercises in the textbook.
Use the PPP model to remind you to include elements of presentation, practice and production in your speaking activities.
Vary the ways in which you present new language items. Use both deductive and inductive methods.
Give students lots of support. Speaking out loud takes courage!
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42. 4 Evaluating Students’ Speaking Performance
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43. Key Terms delay formulate concrete range appropriacy audio-visual
self-assessment
...wait until a later time
...plan or develop (a response)
...definite and specific
...variety within a suitable type
...appropriateness (of language)
...using recorded pictures & sound
...judging one’s own work or progress
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44. How should errors be corrected?
During the presentation and practice stages, you may correct mistakes right away (or you may choose to ignore them if unrelated to the lesson).
During the production stage, it may be better to delay corrections until the activity is completed.
Encourage students to monitor themselves and each other for mistakes and try to formulate corrected statements.
Offer concrete suggestions for improvement. Try to be encouraging.
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45. How to use an error sheet.
Pronunciation
dog
Grammar OK
Appropriacy
he/she
Fluency
GOOD!
Non-verbal communication
What are the advantages of tracking mistakes this way?
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46. Observation sheets.
Action
Number of times
Encouraged others by smiling, nodding or agreeing. XX
Helped others to find the right words. X
Ignored the person talking.
Teachers can also design forms for students to monitor each other.
Observers can be assigned in each group.
How effective do you think this would be with your own students?
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47. Other evaluation schemes.
Audio tape recorders or video recorders can give both teacher and students a chance to hear a performance again and evaluate it.
Allowing students’ to compare current and past performance can help them to see improvement and motivate them.
Self-assessment cards (see page 255) can also be designed to help students monitor themselves.
Keeping your evaluation criteria simple and specific will make assessment easier.
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48. The Junior needs your help.
Although she is good at getting students to talk, the Junior is literally hopeless at evaluating them. Her most frequent comment after a student activity is “Very good. Thanks!”
Can you help her by designing an activity along with evaluation criteria?
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49. Design exercises for each stage.
Unit 9 Saving the earth
Jackie is talking to Yang Pei about a conference which Jackie has just been to.
YANG PEI: What was the conference like?
JACKIE: Very interesting. It was called “Saving the earth” and it was all about the damage that is being caused to the world.
YANG PEI: What did you do at the meeting?
JACKIE: Well, we listened to lectures about pollution, agriculture, nuclear waste, radiation and so on.
YANG PEI: It’s a good idea to hold such conferences.
JACKIE: Yes. If we go on polluting the world, it won’t be fit for us to live in.
YANG PEI: I agree with you. We’ve got to do something about pollution. It’s getting worse.
JACKIE: Yes, it certainly is. If people don’t stop polluting the seas and rivers, there will be no fish left.
YANG PEI: That’s quite true. We’ve got to think of ways of changing people’s habits...
Lesson Plan
Using “If “ and “If... then”
Presentation stage:
Practice stage:
Production stage:
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50. Very good. Thanks! Lesson Plan
Using “If... then”
Presentation: Play the tape. Have students circle all the statements using “if”. Compare to Chinese. Explain “if...then” statements.
Practice: Drill students on use of “if” and “if/then” for expressing possibility. Change sentences into “if” or “if/then” statements.
Production: Role-play a situation in which a teenager’s room is an “environmental disaster” area. Father, mother and cousin try to persuade teenage to clean up using at least 5 “if” and “if/then” statements. Place a check next to each student’s name for every correct “if” or “if/then” statement.
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51. Key Concepts
A positive and encouraging classroom atmosphere is vital to learning to speak in ESL.
When teaching oral communication skills, one of the best things teachers can do is set up effective activities for students to practice and learn.
Understanding and thinking about the reasons behind each teaching method is key to a successful implementation.
When using the PPP method, don’t forget to give feedback. Try to include something positive along with an area in which students can improve.
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52. 5 Appendix: Focus on Pronunciation
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53. Key Terms intelligible accurate near-native favoritism attainable
phonetic alphabet
discrimination
...speech that is easily understood
...correct pronunciation
...similar to a native speaker
...favoring one above another
...sth. that can be achieved
...system of pronunciation symbols
...(ability to) recognize the differences between two or more things
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54. Goals for ESL pronunciation.
Although accurate, near-native pronunciation is the ideal, being intelligible is a more realistic and attainable goal.
Regularly incorporating a few minutes of explicit pronunciation practice into speaking classes can help to minimize certain pronunciation problems.
Try not to get caught up in favoritism toward a particular language variety, such as American vs. British. (How many people do you know that speak “standard” putonghua?)
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55. Suggestions for teachers.
Although pinyin is occasionally useful, it’s better to use the International Phonetic Alphabet from the beginning.
Students need to learn to make discriminations between sounds that are not found or are not meaningful in Chinese (e.g. “v” and “w”).
Find pairs of words that are commonly confused and show the difference between these “sound-alikes” (e.g. “walk” and “work”).
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56. Aspects to include. Sounds and sound combinations.
Word stress and shifts of stress within a word.
When to emphasize words in a sentence, such as using strong and weak forms.
Rhyme and rhythm.
Pitch and intonation and how they are used to convey meaning.
Filler words that can be used when hesitating (e.g. “uh”, “um”, “oh”, “well”).
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57. Ways to learn pronunciation.
Repeat and imitate either the teacher’s pronunciation or the recording’s.
Practice speaking during natural conversation.
Compare and practice pairs of words in which one sound is different (e.g. “thick” and “sick”).
Learn about the articulatory organs and proper positions for each sound.
Practice reading poems, tongue twisters or texts out loud.
Which of these methods helped you? Which do you think would help your students?
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58. Key Concepts
Think about what helped you to learn more correct pronunciation and use some of these techniques with your students.
Identify problem sounds and words and focus attention on them during brief periods in class.
Resist the urge to over-correct. Pronunciation becomes worse when a person is nervous.
Remember that intelligible pronunciation is the primary goal.
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59. Unit 5 Evaluation Questions
What was the most useful thing you learned in this unit?
How has learning about a three-stage approach to teaching speaking changed your ideas about ELT?
What points should you keep in mind when designing speaking activities?
How can you apply what you learned in this unit in your teaching?
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60. Additional Reading
Activities for teaching speaking skills... How to Teach English (Jeremy Harmer) 88-94
How to correct speaking errors... How to Teach English (Jeremy Harmer) 94-95
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61. It’s time for YOUR questions.
Are there still any areas of difficulty?
Do you have questions about any points in the presentation?
Thank you for your participation.
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