1. Teaching Speaking
Lesson 5

2. OVERVIEW Focus on the area of ‘speaking for young language learners.’
Consider what children do when they speak in the target language.
Look at how we can help them ‘speak naturally’ through meaningful and purposeful activities that will enable them to successfully communicate with their classmates.
Present a variety of activities, where the
emphasis is on speaking.

3. Considerations to be taken into account when Teaching Speaking
In classroom discussions and activities, young learners need lots of time to process information in the target language.
We need to give language learners time to say things, even if it means pausing for longer than normal.
When young learners speak in the target language, they need to think about what they want to say, encode this into the new language, and then verbally produce this language in a way that listeners will understand.
Learners try to make their meaning clear and make special points and details explicit as they produce sounds and utter words, phrases and sentences.

4. 1.Speaking is known as one of the productive skills as language is created by speakers after they have prepared it in their heads.
2. In classroom discussions and activities, young learners need lots of time to process information in the target language.
3. We need to give language learners time to say things, even if it means pausing for longer than normal.
Considerations to
be taken into Account
when teaching
speaking
5.Learners try to make their meaning clear and make special points and details explicit as they produce sounds and utter words, phrases and sentences.
4. When young learners speak in the target language, they need to think about what they want to say, encode this into the new language, and then verbally produce this language in a way that listeners will understand.

6. Suggestions for encouraging the use of the spoken language in the Young Learners EFL classroom
Encourage learners to talk to each other as often as possible in fun and meaningful activities.
Have learners engage in a range of speaking activities, such as telling jokes, asking for directions, providing information, carrying out surveys and making presentations.
Encourage learners to use intonation and expression to support their spoken words. If they get stuck on a word or phrase, have them use body gestures or facial expressions to help get their message across.

7. CONT……
Help young learners develop confidence in speaking English. Let them know they should not worry if they make mistakes. Promote the idea that mistakes help us learn.
Allow your students to hear many different English speaking voices in your classroom. Use video and audio tapes and, whenever possible, welcome visitors to the class. Give your students plenty of models to copy.
Make sure that when students are working in pairs or groups or whole class activity, the students listen to the person who is speaking at the time.

8. Preparing our Students to Speak English in Class
wants to do more than just get learners to speak in the target language.
gives learners the opportunity to practice using the language in real types of situations in the classroom.
wants learners to communicate through their new language in a natural way, including such normal speech patterns as hesitations, ums and ahs and mistakes.
doesn’t push learners to speak before they are ready; in other words, respects their silent period (take in and understand a great deal of the language before they start using it in speech).
encourages them to show their understanding through various listening activities.

9. Encouraging YLs to Use Language in Natural Ways through Meaningful Interactionx
Good morning.
How are you?
I am fine, thanks.
Hello.
Hi.
Teachers should stop and listen to what young learners say in their native language on a day to day basis.
If they did so, they would find out that young learners do not speak in complete sentences very often.
Instead, they often use single words and short phrases.
We should check for the formality or informality of YLs speech.
It is likely that their interaction is informal, but very successful.
We should aim for this type of successful interaction in helping these children speak conversational English.

10. Encouraging 'real' Communication
You look happy today!
Write neatly!
Is that a new jacket?
You can do it!
That’s great!
It is important to remember how valuable verbal praise and support is for our young language learners.
They need to feel that their attempts at the target language are appreciated and that the teacher can see they are doing their best.
We should help students succeed in their classroom discussions and interactions by making them aware of chunks of language that can help them, such as:
Could you repeat that, please?
What does (word) mean?

11. Modeling the Language for Young Learners
We can prepare our young language learners to take part in dialogues if we model what they can say in situations and give them opportunities to practice. By modeling language before an activity, no matter how simply, we can do the following:
clarify to children what they need to do;
remind them of the language they need to use;
give them a clear example of how to express themselves (by clearly pronouncing the words and using the appropriate intonation and expression).

12. There are several ways the teacher can model the language:
Model both parts of a dialogue
Say both parts of the dialogue you want students to take part in. Change the position of your body so you look as though you are taking the roles of different people.
Use a puppet
Many teachers of young children use puppets to help model dialogues in the language class. Make sure you can manipulate and use the puppet easily and that you can make the children believe the puppet is talking.
Use a child to model the dialogue with you
Ask a child from the class to come forward and model the dialogue with you. Tell that child what to say and then practice with him or her before you perform for the class.
Ask two children to model a dialogue
Have two children come forward and practice a dialogue that you would like them to model for the class. However, if the children are not confident you may find this confuses the rest of the class, so pick your students carefully.
Use a video or audio model
Use a video or audio recording to model a dialogue you would like the students to use. However, make sure the dialogue is clear and not too fast for them to understand.

13. Cont…. After Modeling During the activities
Give students the chance to practice the language (as a class and in pairs or groups) through guided examples.
Focus on the pronunciation of the language as well as intonation and expression.
Provide feedback and encourage them to listen (and learn from) each other.
Allow students to speak more freely.
Do not interrupt their conversations (unless absolutely necessary).
If certain problems arise (involving pronunciation or the use of structures), these can be dealt with later in a follow-up exercise.

14. Activities that Encourage Students to Use Conversational English
Surveys
Chants
Role-plays
Remember that these activities are not to be presented in isolation.
They should be part of a theme-based lesson or lessons with lots of developmental activities that allow for the introduction and recycling of target language.

15. 4.1 Surveys
Excellent for language practice as they can allow your learners to use the language you have recently introduced in class in a quick, easy and fun way.
Are extremely flexible and can be used with virtually all themes.
Can be used to practice a huge variety of language - structural forms and vocabulary items as well as the use of intonation and expression.
When conducting a survey about fruit, one might focus on the following types of questions:
Which is your favorite fruit,
bananas? (Use one word with rising, and therefore questioning, intonation. Because this type of question is often used, it can be valuable to introduce to your students.)
Do you like (apples)?
How about (oranges)?
Is the (apple) your favorite fruit?
How much do you like (bananas)?
It is best to create a survey sheet so that all the information students need is there, including the space to write results.

16. 4.2 Using chants and rhymes
Using chants or rhymes allows children to build their confidence by speaking aloud within a group. Chants can be great ways to practice new vocabulary and/or structures while getting the rhythm and flow of the language.
I went to the zoo and I saw...
This chant helps students review and recycle vocabulary items they have learned in class. This version reviews the names of zoo animals.
Have children sit in a circle. Student A (SA) says, I went to the zoo and I saw a tiger.
Other children follow in turn, repeating the previous animals and adding others to the list. SB: I went to the zoo and I saw a tiger and an elephant.. SC: I went to the zoo and I saw a tiger, an elephant and a monkey.. SD: I went to the zoo and I saw a tiger, an elephant, a monkey and a snake ....
The chant continues until one of the students can't remember the entire list.

17. 4.4 Family Rap
When we ask children to create something about themselves, it can be highly motivating.
Family Rap gives learners a great opportunity to write a rap about themselves and their families.
Have students share their verses using a rap-like rhythm. Here are some examples:
There are three in my family, My father, my sister and me. What about you? There are five in my family, My grandma, my mother, my sister, my brother and me.
What about you? There are four in my family. My father, my mother, my brother and me. What about you?

18. 4.5 Using drama, role-play and puppets
Gives learners a great opportunity to speak English while taking on the character of another
Useful approach for children who are rather shy
Even practicing simple dialogues can be less threatening if roles are assigned

19. Encouraging Young Learners to Speak through Games
You can play great games with learners that will encourage them to practice and review the target language that has been introduced in class. Keep the atmosphere friendly and supportive.
Questions, quizzes, and riddles .- It's important for students
to ask and answer lots of questions and to have fun while they are
doing that. Consider the following activities:
What's behind my back?
What is it?
What am I ?
I spy with my little eye
True or false

20. 5.1 What's behind my back?
Review flashcards based on the theme you've been studying.
Hide one of the cards behind your back.
Have students hold up their hands and take turns guessing what card you are holding.
If a student gets it right, have the others give a round of applause.
Children can also play this game in pairs.
APPLE

21. 5.2 What is it?
Describe something linked to a theme you have been teaching.
Encourage the children to ask questions, and use gestures, as well.
Help students expand their vocabulary as they ask questions and try to figure out answers.
After playing as a class, children can play in pairs or in groups.
You might want to provide them with a page of pictures of familiar words that they can use.
2.It’s round.
4. It’s red.
1. What shape is it?
3. What color is it?

22. I spy with my little eye ... something that starts with ‘m'
This game can be done as a whole class activity or in groups or pairs.
A student looks around the class (or at a picture that everybody can see) and chooses one thing.
He/she does not tell anyone what it is.
Others ask questions and guess what it is based on the letter or color.
I spy with my little eye ... something that starts with ‘m'
Is it a map?

23. 5.5 True or false
3.Uhm,,,Bono
1.My favorite music is rap music.
Have students write three statements about themselves – two true statements and one false statement.
In groups of four, students read aloud their statements.
The others try to decide which statement is false.
Have students ask each other questions to get more information.
Students will have to give pretend answers when responding to questions about their false statements.
It can be fun for group members to try to trap them with difficult questions.
4. False. Bono isn’t a rap singer.
2. Who’s your favorite rap singer?

24. Card games, board games, and team activities (Go fish)
SA continues asking about cards she has in her hand until she receives a negative
answer.
SA (to SC): Do you have a tiger card? If SC does not, then SC responds, Go fish, and gestures for SA to pick up one card from the remaining cards in the middle of the table to add to her hand.
SB (to the left of SA) then takes his turn. He should remember what was asked earlier. If he has a tiger card, he can confidently ask SA, Do you have a tiger card?
SA then hands over her tiger card(s). The game continues until players have put down all sets of four cards and all the cards from the middle of the table are gone. The player with the most sets of cards wins.
Provide a set of 32 cards (four sets of eight cards) to groups of four students. Review vocabulary words they have been studying.
Deal out six cards to each player and put the remaining cards face down in the middle of the table. Players pick up their cards and take turns asking questions. (The goal is to collect all four cards of each set. When a student gets four matching cards, these are placed on the table in front of him or her.)
SA chooses one of the cards she is holding and asks any of the other three players about that card.
SA (to SB): Do you have a monkey card?
If SB has a monkey card (or two or three of them), SB responds, Yes, I do, and hands over the card(s).
* SA = Student A / SB = Student B

25. Picture Charades Played with two teams.
The teacher can put together word cards or pictures of vocabulary items for the students to review.
Teacher shows Student A (SA) from Team A the name of an object (or a picture of it). SA draws that object on the blackboard (without saying anything to his teammates).
Members of Team A look at the drawing and guess what it is. A student with a stopwatch records how many seconds it takes for Team A to correctly guess the item. This time is recorded.
SB from Team B draws an object and Team B guesses what it is. The team that guesses the objects in the least amount of time wins the game.