Supawadee599: Speaking Skill

HOW TO TEACH SPEAKING

Heinemann, 1988.

Outside the context of any classroom, all children who are repeatedly exposed to language, in normal circumstances will learn it unconsciously. Most adults can learn a language without studying it. Though they may have more trouble with pronunciation and grammar than younger learners, they may still be able to communicate fluently. Children and adults who learn language successfully outside a classroom context seem to share certain similarities. First of all, they are usually exposed to language which they more or less understand even if, sometimes, they can't produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And communication is mainly an oral business. And finally they have opportunities to use the language they are learning, thus checking their own progress and abilities. All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements which are no doubt worth imitating. Obviously enough within the classroom environment students don't get the same kind of exposure as those who are "picking up" the language. But we should try to work on motivation, language exposure, maximized talking time and we should offer chances to use the language. This module will deal with communicative (or conversational) skills, that is those skills a speaker must possess when he or she wants to communicate something orally.

Communicative (conversational) skills

When we think about speaking, we mean when the students use any and all the language at their command to perform some kind of oral task. The important thing is that there should be a task to complete and that the students should want to complete it. The reasons why it is a good idea to give students speaking tasks which provoke them to use all and any language at their command are mainly three:

1) Rehearsal: when students have free discussions or conversations inside the classroomthey have a chance to rehearse having discussions or conversations outside the classroom. Simply enough, when they meet a new friend from abroad the first conversation will be about introducing oneself, one's own family etc. Having them take part in a role-play at the lost property office allows them to rehearse such a real-life event in the safety of the classroom. It is a way for students to "get the feel" of what communicating in the foreign language really feels like.

2) Feedback: engagement in a speaking task which demands for the use of all and anylanguage at the students' command provides feedback for both teacher and students.

3) Engagement: completing a speaking task can be really motivating and give realsatisfaction. Many speaking tasks (role-play, discussions, debate, problem-solving etc.) are intrinsically enjoyable in themselves and if planned carefully (by the teacher) and completed successfully (by the students) contribute to increasing their self-esteem.

Source: http://www.univirtual.it/corsi/2002_2003/bertin/download/M03.pdf

The example of speaking lesson plan

Unit: Unit: Myself Topic: Personal Information P.6 Oke

http://www.4shared.com/file/QYj2I-pH/speaking_.html

Unit: Myself Topic: Personal Information M.1 P’Kaimook

http://www.4shared.com/file/v09hpIuC/Speaking_.html

Unit: Personal Relationship Topic: Appearance M.2 Ban

http://www.4shared.com/file/ulAsY9gv/___online.html

Unit: Personal Relationship Topic: Telephone M.2 แหวน

http://www.4shared.com/file/bND-Uece/speaking_.html

Unit: Place Topic: Tourist Attraction M.3 Lookyhee

http://www.4shared.com/file/I1ofI1dr/speaking_.html