Teaching

Speaking
Presented by:
Cherry Pie Abella
BEED IV
Speaking is considered the most basic
and the most important.
Learning to speak is more than knowing
the rules of grammar. One must know
what to say about something, how to
say it, to whom, where, and when to say
it. The key word is appropriateness.
Speaking requires a lot of real-time
exposure to varied situations for
functioning effectively in society.
Activity 1
Tell whether you agree or disagree on the following
statements:

1. Oral language is the foundation of early literacy
development.
2. It is all right to correct a students error in grammar
on the spot.
3. The most effective way to cultivate ones skill in
speaking is through pattern practice.
4. Students can easily talk about a topic he is familiar
with.
5. If a student cannot express himself in the target
language, he can always use the mother tongue.
The Nature of the Oral
Communication Process
Communication involves the use of
verbal and non-verbal media. For a
speech act to take place, there are four
important elements needed:
1. The sender or source
2. A message
3. A receiver
4. Response or feedback
The Process of Oral Communication
The sender or source is the speaker or
communicator and the medium used to send
message comes in all forms such as story, poem,
music, etc.
The receiver reacts or responds to the message
by means of feedback.

An important variable that could affect
communication is NOISE.
Psychological Noise affects how the sender
expresses his message and how the receiver
reacts to it.
Physical Noise affects the intelligibility and clarity
of the message.
Barriers to Effective
Communication
Mispronunciations
Different meanings attached to a word.
Denotative meaning is the dictionary
meaning of a word while connotative
meaning is the personal meaning attached
to a word.
Psychological factors
Delivery of the message
Situation or setting
Successful Oral Fluency
Practice
Characteristics of a Successful Speaking
Activity
More learner talk
Even participation
High motivation
Acceptable language
Problems with Speaking Activities

1. Inhibition. Learners are often inhibited to
speak in a foreign language, worried about
making mistakes, fearful of criticism or
losing face, or simply shy of the attention
their speech attracts.
2. Nothing to say. Learners often complain
that they cannot think of anything to say.
3. Low or uneven participation.
4. Mother-tongue issue.
What a teacher can do to help solve some of the
problems:

Use group work. This increases the amount of
learner talk in the limited period of time.
Base the activity on easy language. The level of
language needed for discussion should be lower
than that used in intensive language learning
activities.
Make a careful choice of topic and task to
stimulate interest.
Give some instruction or training in discussion skills.
Keep students speaking the target language.
Activity 2
True or False

1. Motivation is high when learners are eager to speak
because they are interested in the topic and have
something new to say about it.
2. Language is of an acceptable level when it is
grammatically correct and pronunciation of words is
accurate.
3. Learners complain that they cannot think of anything to
say because they lack the necessary vocabulary to talk
on the topic.
4. The use of the mother-tongue by students should always
be allowed so that they can express themselves well
during the discussion.
Oral Communication Strategies
Discussion Activities

Describing pictures
Picture differences
Things in common
Problem solving activity
Consensus seeking activity
Moral dilemma issues
Humanistic activities
Language Games

Relaying and carrying out instructions
Story construction game

Student centered interaction modes:

Dyadic or pair work
Small group discussion (SGD)

Role play and related techniques

Dialogue
Plays
Simulation
Role play
Thank
You!