1. Teaching Speaking Submitted to: Dr. SuzaneArafat
Prepared by: Abeer Aqtash
TEFL 2
Module 9
Second semester 2015

2. Table of Contents Successful oral fluency practice.
The function of topic and task.
Discussion activities
Other kinds of spoken interaction.
Role play and related techniques.
Oral testing.

3. UNIT ONE: SUCCESSFUL ORAL FLUENCY PRACTICE

4. Characteristics of a Successful Speaking Activity:
1.Learners talk a lot. 2.Participation is not limited. 3.Motivation is high. 4.Language is of an acceptable level.

5. Problems with Speaking Activities
1.Inhibition. 2.Nothing to say. 3.Low participation. 4.Mother –tongue use.

6. How to help to solve these problems…?
1.Use group work. 2.Base the activity on easy language. 3.Choose an interesting topic and tasks. 4.Give instruction or training in discussion skills. 5.Keep students speaking the target language.

7. UNIT TWO: THE FUNCTION OF TOPIC AND TASK

8. Types of Oral Fluency Activities
1.Topic-based 2.Task-based

9. Topic: A good topic is one to which learners can relate using ideas from their experience and knowledge. Task: A task is essentially goal-oriented: it requires the group or pair to achieve on objective that is usually expressed by on observable result. Which is Better: Task – centered activity: more to talk, more participation more motivation and enjoyment. Topic – centered discussion: go into things more deeply without the pressure of having to reach a decision.

10. UNIT THREE: DISCUSSION ACTIVITIES

11. Suggested Class Activities:
1.Describing pictures. 2.Picture differences. 3.Things in common. 4.Shopping list. 5.Solving a problem.

12. UNIT FOUR: OTHER KINDS OF SPOKEN INTERACTION

13. Kinds of interaction in classroom:
1.Interactional talk 2.Long turns 3.Varied situations, feelings, relationships.

14. UNIT FIVE: ROLE PLAY AND RELATED TECHNIQUES

15. Techniques in role playing:
1.Dialogues 2.Plays 3.Simulations 4.Role play

16. UNIT SIX: ORAL TESTING

17. Do we have to test oral proficiency?

18. Testing Oral Fluency: For: Against:
It is difficult to design tests to get learners improvise speaking.
Judging is not easy only if recorded.
No obvious criteria for testing: is it fluency or accuracy?
Some testers will be stricter in applying criteria if it is found.
Each pupil should be tested individually and separately.
Language tests should include speaking.
Speaking should take priority in any language test.
Pupils will have time developing speaking in oral tests.
Students who speaks well but write badly will be discriminated; it is based on writing.