Chapter Nine

Teaching Speaking
A. Prof. Bushraa Sadoon Al-Noori

Teaching Speaking
The Goal

• The goal of Teaching Listening is communicative efficiency

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How to Help Developing Communicative Efficiency?

• By using activities that combines:

•Language input
• Structured output
• Communicative output

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Language Input

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Language Input Forms

• Teacher talk

• Listening activities

• Reading passages

• Language that is heard and read outside the class

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Language Input Types

• Content oriented: it focuses on the information no matter what

topic it is. It also include strategies’ description and their use

• Form oriented: It focuses on ways of learning language (teacher

pronunciation-grammar-linguistic competence-pause length)

Note that the teacher uses both (Content and form) oriented input and the
degree of usage depends on students level 7
Structured output

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Structured Output
• It focuses on the correct form

• Students have options for responding with the condition that the
response is the same in structure or form to the one used by the
teacher

• It is often used when there is a transition between the presentation

stage and practice stage

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Communicative output

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Communicative Output
• Main purpose is to complete a task
Examples: obtaining informations, developing a travel plan, and creating
a video.

• Students can use any strategy (grammar, structure, or communication)

They want

• Accuracy is not important

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“language is a tool not an end itself” in Communicative output

Because there is an information gap that students try to fill in

order to complete tha task

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Three-stage Procedure of
Learning

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1. Eliciting Stage:

• Teachers learn not to talk too much, this helps students to build
confidence and stimulate them.

• Students must use proper stress and intonation

• Students must know if the language is formal, natural, or informal

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 Ways of Using Eliciting
Verbal
Asking Use real interaction
Visual aids
questions objects instruction
s
synonyms Cues,
Give and Gestures prompts,
definition antonymou and mimes and
s questions
Fill gaps in
tables, Review key
translation
scales or vocabulary
diagrams
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2. Restricted and Practice Stage:

• Differ from drilling in that it is not repetitive

• Responses are required in a period of 3-5 minutes

• It gives the que and then ask the students

• Various games and activities

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 Simple
Q&A substituti
on

Echo Combing
questions sentences

Restricted
oral
Repetitio
n
practice Chaining
types in
this stage

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3. Developing Oral Fluency
• Teachers decide what would help students achieve their aims

• Decide whether the speaking activities promotes fluency or

accuracy

• The required activity must develop fluency

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 Fluency developing activities
Vocabul
ary Set the Make
Give Organiz
high- items, Stimula scene recordi
Pre- student e time
interest structur te for ng for
teach s time and
topic e, and interest discussi feedbac
to think plan
functio on k
n

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Structured Output Activities
• It focuses on finding a missing piece of information

• Types:
• Information gap activities
• Jigsaw activities

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1. Information gap activities
• Filling the gaps for a schedule or timetable: the first student
holds timetable but with missing information while the
second holds the same one but with different missing
information and they must complete the missing infos.
without looking at each other timetable only by asking
questions.

• Completing the picture: one holds a picture with missing

pieces and the other holds similar one but different missing
parts and they must cooperate to finish it.

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2. Jigsaw Activities:
• Jigsaw activities is more elaborate form of missing information
in which it includes more than two students, each one with a
piece or more of the puzzle

• Example: four students, each hold a piece of the

same jigsaw of a man taking ice-cream
from the freezer to sit in front of the TV. They must
not show their pieces to each others and help each
other to finish it.

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Communicative Output Activities
• Students use all the language they know in situations that
resembles real-life
• Students must work togeather to make a plan

• Types:
• Role plays
• Discussions

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1. Role play activities:

• Each student is assigned a role and put into situations that

resembles real life. The range of language is used must be
suitable for the situation and it also hel students develop
their sociolinguist competence.

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Ways to Succeed
Role play:
Keep small Topical
groups follow-up

Use role
Brainstorm
cards

Set a goal

Give
Prepare students
carefully time to
prepare
Allow
Be a student to
resource work at
their level

Linguistic
follow-up

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2. Discussions

Prepare the students Offer choices

Ways to
Succeed
discussions:

Set a goal or an outcome Small groups

Allow students to participate in

Keep it short
their own way

Topical follow-up Linguistic follow-up

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Strategies for Developing Speaking Skills

• 1. using minimal responses

• 2. recognizing script

• 3. using language to talk about language

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1. Using Minimal Responses

• Some students lack the confidence in their ability to speak

and therefore they tend to listen to what others say without
participating

• The best way to help them is to give them a set of minimal

responses that they can use

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2. Recognizing Script

• Some communicative situations are them same and follow a

set of predicted script such as (invitations, greetings, and
apologies)

• Teachers can help students by giving them those scripts

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3. Using Language to Talk about
Language
• Language learners are sometimes shy when a
misunderstanding in communication occurs or when they do
not understand something and they tend not to correct it

• Teachers can help them by assuring them that it is normal

and encouraging them

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THE END

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