HOW TO TEACH SPEAKING

PRESENTED BY:
JOHN FERNEY ARREDONDO

TO:
MARTHA JOHANA MORENO BLANCO
CORPORACIÓN UNIVERSITARIA DEL
CARIBE – CECAR
21-04-2018
 HOW TO TEACH SPEAKING
SPEECH PRODUCTION

Speaking is so much a part of daily life that we take it for granted. The
average person produces tens of thousands of words a day, although
some people – like auctioneers or
politicians – may produce even
more than that. So natural and
integral is speaking that we
forget how we once struggled
to achieve this ability.
 HOW TO TEACH SPEAKING
SPEECH PRODUCTION

What then is involved in speaking? The first point to emphasize is that speech prod-
uction takes place in real time and is therefore essentially linear. Words follow
words, and phrases follow phrases. Likewise, at the
level of utterance (that is to say, the spoken
equivalent of sentences), speech is produced
utterance by utterance, in response to the
word – by – word and utterance – by –
utterance productions of the person we
are talking to.
 HOW TO TEACH SPEAKING
Taking this into account, teaching speaking, in a huge grade, is linked to listening. In
a conversation are involved the listening and speaking abilities. So, it will be useful
that learners start developing their speaking skill listening some words and
expressions that they can use later in a conversation. This way, as it is shown in B
(below) learners can listen to some information about some people, filling the gaps
in and then use these schemes to talk about their personal information.
Also, they can begin a conversation imagining situations and using conversation
starters (useful expressions according to the moment), as shown in C (below).
Another useful way to learn speaking in English is to listen to questions and answer
those questions with information about oneself, as shown in D (below).
HOW TO TEACH SPEAKING
HOW TO TEACH SPEAKING
HOW TO TEACH SPEAKING
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PRONOUNCING VOWELS

To understand the pronunciation in English it’s impotant to know a little bit about
the articulators (lips, tongue, teeth and jaw), vowels and diphthongs. Lips, tongue,
teeth and jaw’s movements practices allow learner to develop skills to have a good
level of speaking. For example the pronunciation of (i), as it is indicated in the
following practice:
 HOW TO TEACH SPEAKING
•i
HOW TO TEACH SPEAKING
HOW TO TEACH SPEAKING
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• The same kind of exercises could be develop for pronunciation
practice of:
HOW TO TEACH SPEAKING
HOW TO TEACH SPEAKING
HOW TO TEACH SPEAKING

And many others

 HOW TO TEACH SPEAKING
STRESS AND INTONATlON
When a word has more tan one syllable, one of them will be pronounced with
more prominence than the others. This brings us to another speech sound
phenomenon, that of stress. In English, for example, the nouns parson, wedding
and witness will always be stressed on the first syllable, and the verbs inspire,
provoke and decide will always be stressed on the second. It’s worth noticing that it
seems to be a general tendency in English to mark the difference between these
word classes in this way: nouns have first syllable stress, verbs second. Sometimes
this change of stress marks the class difference between words which are
semantically similar, as in record (noun) and record (verb), or semantically
different, as refuse (noun) and refuse (verb).
 HOW TO TEACH SPEAKING
Stress can also provide prominence to certain parts of speech. If we consider the
next utterance:
The chairman may resign
The words chairman and resign carry their normal stress, but we can add an extra
stress to change the semantics of the utterance – bigger point, bigger stress -.
The chairman may resign (but not body else will).
The chairman may resign (but, then again, he may not).
Here intonation comes to life. Yes, if we understand intonation as the way the voice
goes up or down as we speak to give meaning to the communication intention.
 HOW TO TEACH SPEAKING
ADDITIONAL TASKS

The following activities help learners to make confindence when

speaking to others:

Presentations: standing up in front of

their colleagues and speaking for a
sustained turn is excellent preparation
for real-life speaking.
 HOW TO TEACH SPEAKING
ADDITIONAL TASKS

Stories, jokes and anecdocts: through their

stories learners not only practise an essential
skill, but they can also get to know one
another: we are our stories. Narration has
always been one of the main means of
practising speaking in the classroom,
although this used to take the form of
having learners recount folk tales, or
amusing or dramatic incidents based on a
series of pictures.
 HOW TO TEACH SPEAKING
• Drama, role play and simulation: speaking activities involving a drama element,
in which learners take an imaginative leap out of the confines of the classroom,
provide a useful springboard for real-life language use. Situations that learners
are likely to encounter when using English in the real world can be simulated, and
a greater range of registers can be practised than are normally available in
classroom talk.
• Discussions and debates: discussions can arise spontaneously communication or
you can use techniques for setting up discussions.
 REFERENCE

• Linguistics, HG Widdowson, Oxford University Press, 2009.

• Real Listening and Speaking 1 with Answers, Miles Craven, Cambridge
University Press, 2008
• How to Teach Speaking, Scott Thornbury, Pearson Longman.
• Pictures from Google.