G17

Speaking on its last legs
Mourned by
Samir Hassouna
Adel Yussef
Khalid Ali
 Objectives:
By the end of this talk, you will be able to:-
- Develop better insight into speaking skill
and know about the critical situation of this
important skill.
-plan and stage a range of effective speaking
activities, enabling students to engage fully
to improve their speaking abilities.
Excellent!
Speaking Scene:
1) Teachers
Skipping
Bad preparation
What do these teachers have in common?
«I am an EFL teacher and I wish I could «Please help me! I'm

know how I should teach speaking more going to teach
effectively» speaking for a group
of beginners. This
«My business students course will last 16
are good at giving hours within a month.
presentations, but they I find it hard to
can’t have even the choose an appropriate
simplest conversations. course book or
How can I help them materials for these
improve? learners»
«How can I make my students more fluent? What is fluency?

Is it good pronunciation?»
Speaking Scene
2) Contextual appropriacy
(natural disasters)
Speaking Scene
Speaking Scene
3) Students
Students’ fright
Students’ fright
SO, WHERE TO BEGIN?
Speak up
 After understanding learners’ problems in
learning and also keeping in view the learners’
socio-linguistic backgrounds, appropriate and
useful activities can be used in order to
facilitate and improve learners’ speaking
abilities.
Speaking purposes
 There are THREE main reasons for speaking:
• Interaction
• Transaction
• Performance
• Richards (2008)
DESIGNING & ASSESSING
SPEAKING TASKS
Suggestions for teaching speaking
 provide a rich environment that contains collaborative
work, authentic materials and tasks.
 try to involve each student in every speaking activity.
 not correct students' pronunciation mistakes very

often.
Suggestions for teaching speaking
 reduce your own speaking time while increasing
student speaking time.
 Stage and grade speaking activities from controlled

classroom activities then free speaking activities and
at the end get them to public speech.
Staging Speaking Activities
There are FOUR stages to a speaking activity:
1. Preparation (Pre-speaking)
2. Practice
3. Production
4. Feedback
Richards (2008)
Before the lesson
• Decide on your aims: what you want to do and why.
• Try to predict any problems the students might have.
• Work out how long the activity will take and tailor to
the time available.
• Prepare any necessary materials.
• Work out your instructions.

During the activity
• Arouse the students' interest.
• Leave structure or vocabulary students need on the board
• Make sure that students know the aim of the activity.
• Make sure students have enough time to prepare.
• Make the activity more a 'process' rather than a 'product'.
• Monitor the activity with no interruption.
• Evaluate the students' performance to give feedback.

After the activity
• Provide feedback
• Include how well the class communicated.
• Sometimes you can record the activity for discussion.

. Focus more on the possible improvements rather than the
mistakes.
• Note down repeated mistakes and group correct them.

Characteristics of a good speaking task
 Learners talk a lot.
 Participation is even.
 Motivation is high.
 Language is of an acceptable level.
Ur(1996)
The speaking program
“ The speaker of the school.”

Classroom speaking Activities
Controlled activities
- accuracy based activities.
- Language is controlled by the teacher.

Controlled Practice Activities
Stations
Chain question and answer
Whisper drill
Look and Say
Hangman
Picture dictation
Substitution drill
Speed
Team spell
Team Mime
Back To Back
Shout
Slow reveal
Transformation
Classroom Speaking Activities
Creative communication
(freer practice)
- Fluency based activities.
- The scenario is usually created by the teacher
but the content of the language isn't.
Freer Practice Activities
Mystery Picture
Odd One Out
What-am-I?
Find someone who....

Remember…
 Match the activity to the objectives, function and context.
 Introduce the function (instructions, reporting…) and pre-
teach the fixed expressions, target structure, vocabulary,
language of interaction. Include modeling and drilling.
 Monitor, correct, prompt and praise!
 Focus on task achievement.
 Allow time. Ask students to repeat, if necessary.
 Ask students to share their activity with the class to show
 a „model of achievement‟.
Conclusion
 Rather than leading students to pure

memorization, providing a rich environment
where meaningful communication takes place
is desired.
 Learners should be more active in the learning
process by means of interactive speaking
activities.
Take home message:
 Speaking English is the main goal of

many ESL learners and a crucial tool
to improve their English language.
Useful Websites
 busyteacher.org/classroom_activities-speaking
 onestopenglish.com/skills/speaking/teaching-ideas/
 eslgold.com/speaking.html
 eslflow.com/speakingandcommunicativeicebreaker
activities.html
 bogglesworldesl.com/directionsESL.htm
 developingteachers.com/tips/drills.htm
 esl-galaxy.com/speaking.html
 Let’sdoit.upol.cz
 www.eslcafe.com/idea/index.cgi?Speaking

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Speaking on its last legs

«I am an EFL teacher and I wish I could «Please help me! I'm

«How can I make my students more fluent? What is fluency?

 try to involve each student in every speaking activity.

 not correct students' pronunciation mistakes very

 Stage and grade speaking activities from controlled

• Decide on your aims: what you want to do and why.

• Try to predict any problems the students might have.

• Prepare any necessary materials.

• Work out your instructions.

• Leave structure or vocabulary students need on the board

• Make sure that students know the aim of the activity.

• Make sure students have enough time to prepare.

• Make the activity more a 'process' rather than a 'product'.

• Monitor the activity with no interruption.

• Evaluate the students' performance to give feedback.

• Include how well the class communicated.

• Sometimes you can record the activity for discussion.

• Note down repeated mistakes and group correct them.

 Language is of an acceptable level.

“ The speaker of the school.”

- accuracy based activities.

- Language is controlled by the teacher.

Chain question and answer

Look and Say

Odd One Out

Find someone who....

 Rather than leading students to pure

 Speaking English is the main goal of

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