1. 1 SPEAKING Language Skills Development Alejandra Echague C. Gloria Salazar F.

2. 2 SPEAKING: THE MOST IMPORTANT SKILL The development of this skill is a difficult, long, complex and at times painful process. The development of this skill is a difficult, long, complex and at times painful process. As in all processes, we need to move slowly from easy to more complex language, from short to longer utterances, from concrete and familiar topics to less concrete and predictable ones As in all processes, we need to move slowly from easy to more complex language, from short to longer utterances, from concrete and familiar topics to less concrete and predictable ones As teachers we need to be aware of the problems involved and use different strategies to overcome them As teachers we need to be aware of the problems involved and use different strategies to overcome them

3. 3 SPEAKING: THE MOST IMPORTANT SKILL HOW CAN WE HELP? Make a careful choice of topic and tasks to stimulate interest. Make a careful choice of topic and tasks to stimulate interest. Base the activity on easy language. It is strongly suggested to teach or review essential vocabulary and structures before the activity starts. Base the activity on easy language. It is strongly suggested to teach or review essential vocabulary and structures before the activity starts. Priviledge pair work. Avoid group work initially Priviledge pair work. Avoid group work initially

4. 4 SPEAKING: THE MOST IMPORTAN T SKILL Tasks should include a challenge (negotiating meaning) Tasks should include a challenge (negotiating meaning) Keep students speaking the target language and reward use of English. Keep students speaking the target language and reward use of English. Prefer task-oriented activities ( objetive is usually expressed by means of an observable result) Ex. a drawing, a summary, a personal version of a dialogue, etc. Prefer task-oriented activities ( objetive is usually expressed by means of an observable result) Ex. a drawing, a summary, a personal version of a dialogue, etc.

5. 5 SEQUENCE OF SPEAKING ACTS I. REPEAT AND REPRODUCE. SongsSongs ChantsChants Poems / rhymesPoems / rhymes Tongue twistersTongue twisters

6. 6 SEQUENCE OF SPEAKING ACTS II. PRODUCTION Short interactions related to greetings and routines (spontaneous small talk at the beginning of the class)Short interactions related to greetings and routines (spontaneous small talk at the beginning of the class) Short descriptions of objects or pictures, e.g. toys, people, places, etc.Short descriptions of objects or pictures, e.g. toys, people, places, etc.

7. 7 SEQUENCE OF SPEAKING ACTS Short narratives, e.g. weekend activities, anecdotes (the most embarrassing/ frightening, happiest moment)Short narratives, e.g. weekend activities, anecdotes (the most embarrassing/ frightening, happiest moment) Instructions and directions, e.g. “how to” activitiesInstructions and directions, e.g. “how to” activities

8. 8 SEQUENCE OF SPEAKING ACTS DIALOGUES which incorporate frequently used communicative functions such as:DIALOGUES which incorporate frequently used communicative functions such as: * greetings, * introducing self and others, * expressing likes and dislikes, * expressing obligation, * making plans for the future, * making/accepting/refusing invitations, etc.

9. 9 SEQUENCE OF SPEAKING ACTS ROLE PLAYSROLE PLAYS SPEECHES (Topic Speech)SPEECHES (Topic Speech)

10. 10 CHARACTERISTICS OF A SUCCESSFUL SPEAKING ACTIVITY Learners talk a lot (teacher talk reduced to a minimum)Learners talk a lot (teacher talk reduced to a minimum) Participation is even (all get a chance to speak)Participation is even (all get a chance to speak) Motivation is high (learners are interested in the topic, have something to say about it: it is PERSONALLY RELEVANT!!)Motivation is high (learners are interested in the topic, have something to say about it: it is PERSONALLY RELEVANT!!) Remember the BIA principle!!!Remember the BIA principle!!!

11. 11 CHARACTERISTICS OF A SUCCESSFUL SPEAKING ACTIVITY Language is of an acceptable level (learners express themselves in utterances easily comprehensible to each other, and with an acceptable level of language accuracy)Language is of an acceptable level (learners express themselves in utterances easily comprehensible to each other, and with an acceptable level of language accuracy)

12. 12 PROBLEMS WITH SPEAKING ACTIVITIES INHIBITION (mistakes, criticism, or simply shy)INHIBITION (mistakes, criticism, or simply shy) NOTHING TO SAY (exposition to topic)NOTHING TO SAY (exposition to topic) LOW OR UNEVEN PARTICIPATION (tendency of some to dominate the class. Establish conditions of participation clearly)LOW OR UNEVEN PARTICIPATION (tendency of some to dominate the class. Establish conditions of participation clearly) MOTHER– TONGUE USE. Reward use of target languageMOTHER– TONGUE USE. Reward use of target language

13. 13 SPEAKING Language Skill Development Alejandra Echague C. Alejandra Echague C.