Speaking

1) Before speaking teachers should prepare learners for the task. They may provide 2) necessary language skills, check or give necessary background information for the 3) speaking topic, integrate with other skills and connect the topic with learners lives and Experience. 4) Speaking activities will be more effective and interesting for learners if the themes are Connected with their interests. 5) Speaking activities should be formatted so that learners have a need to communicate. 6) Pair and small group activities involve all learners in communicative practice. 7) Teacher should determine appropriate balance between accuracy and fluency according to The goal of the activity. 8) Speaking activities should be contextualized. Communicative need, pre-speaking, speaking, post-speaking, information gap, problem-solving play, context, contextualized, accuracy, fluency. Learners will: 1) Create a speaking task. 2) Write a lesson plan that includes three stages: 1. a pre-speaking activity that prepares Learners, 2. a speaking activity, 3. a post-speaking activity which integrates speaking activity With Other skills (reading, writing, and listening). For teachers: 1) Individual writing: What are some reasons that learners dont like to speak in class? strategies can you use to make it easier for learners to speak? For university students 1) Individual writing: Do you like to speak in your classes? Why or why not? Why do you Think that some of your classmates dont like to speak during classes? What could your Teachers do to make it easier for them to speak? 2) Learners report their answers. 3) Learners copy the following questions from the blackboard, (What techniques can teachers u make speaking more comfortable for learners? What are some examples of speaking Activities?) And look for the answers during the lesson. 4) Teacher presentation on strategies to make speaking easier. 5) Mixed groups of learners read an information gallery of examples of speaking 6) activities and answer these questions (written on the blackboard): Which activities Are more mechanical? Creative? Which activities require more preparation time? 7) Which type of Activities do you think are most interesting?) 8) Learners report their answers. 9) Small groups of learners prepare a speaking activity (the teacher may assign a topic Or allow learners to choose). 10) Teacher asks learners to look at the questions from activity and give brief answers. 11) Learners write preparation and practice activities for the speaking activity they created In class (homework). Do you think correcting mistakes affects learner participation? Why or why not? How are real life conversations different from classroom conversations? Why do pre-speaking activities make it easier for learners to speak? Do you think that most learners prefer to speak in class discussions or in pair Or group discussions? Why? Outline of Speaking. Information gallery of speaking activities Talebinezahd, M.R. 1999. Effective Questions. English Teaching Forum, vol 37 No 2, April 1999, p. 20, (http://exchanges.state.gov/forum/vols/vol37/no2/p20.htm ) (http://exchanges.state.gov/forum/vols/vol37/no2/p20.htm) Shumin, Kang. 1997. Factors to Consider: Developing Adult EFL Students Speaking Ab English Teaching Forum, vol. 35, no. 3, July-September, (http://exchanges.state.gov/forum/vols/vol35/no3/p8.htm) http://exchanges.state.gov/forum/vols/vol35/no3/p8.htm)

de Porto, Beatriz Chelle. Developing Speaking Skills by Creating Our Own Simulations for th
Speaking, Page 1

Introduction to Teaching Methodology

Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

Courses. English Teaching Forum, vol. 35, no. 3 July-September, 1997, p (http://exchanges.state.gov/forum/vols/vol35/no3/p51.htm) http://exchanges.state.gov/forum/vols/vol35/no3/p51.htm) Florez, Maryann Cunningham. Improving Adult English Language Learners Speaking http://www.ericdigests.org/2000-3/adult.htm

Outline of Speaking

I. Classroom speaking activities are different from real life conversations in many ways: They are often used to check that learners can correctly use a new grammar structure or pronunciation target. In real life, the purpose of speaking is to communicate information. Language is controlled and may focus on use of only one grammar structure. There is an audience that listens to the learner; in real life there is no audience or a small audience. Learners may only use one sentence; in real life multiple sentences that are typically used. The teacher controls what is happening; in real life all participants share control and responsibility for the conversation. The teacher may interrupt and correct learners when they speak; in real life conversation partners dont correct each others grammar or pronunciation.

II. Learners may not speak in classroom activities for many reasons: They can be afraid of making mistakes. They may be shy. They may not be comfortable speaking in front of other people. They might be afraid that they dont understand the information. Classroom speaking activities are often unnatural and unlike authentic communication. They arent interested in the topic or the format of classroom speaking activities. Dominant students may not give them an opportunity.

III. Teachers can use a variety of strategies to help learners feel more more comfortable. They can use pair or group work. They can choose speaking topics that are interesting for learners. Teachers can ask learners to take certain roles Group leader, questioner, reader, speaker, language monitor, etc They can choose not to correct every error They can ask divergent questions which require learners to speak more. A divergent question has many possible answers. Divergent questions usually require learners to speak more. Questions 4), and 5) below are divergent they have many possible answers. The opposite, a convergent question, usually has only one or a few correct answers. Questions 1), 2) and 3) below are convergent they only have a few answers. Convergent questions can often be answered with just one or two words. London is an interesting place, isnt it? Do you think that London is interesting? Would you like to visit Piccadilly Square or Big Ben? What places would you like to visit in London? Why? Would you like to live in London? Why or why not? They can prepare learners before asking them to participate in speaking activity. They can use speaking activities that create a need to communicate.
Introduction to Teaching Methodology Speaking, Page 2

Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

IV. In the pre - speaking stage the teacher prepares learners Checking their understanding of the theme or giving them information about the theme. Presenting social skills and supporting language Disagreeing politely, agreeing, interrupting politely, suggesting asking for repetition or clarification, etc. Assigning and explaining roles for group work and giving supporting language for roles. Presenting language skills that learners need to complete speaking assignment. Integrating speaking with reading, writing, or listening. V. Teachers must create a communicative need that will make learners want to speak. Information gap activities give different information or tasks to individuals or groups of learner. Learners must speak with and listen to each other to get all the information. Information gap activities should be similar to real life speaking tasks. Zig - zag activities. Interviews or dialogs Discussions Problem-solving or decision-making Guessing games

Problem-solving: Surviving the Titanic Imagine that you are a passenger on the Titanic. The ship is slowly sinking in the North Atlantic in water that is 0 Celsius. You and your group have found a place on a lifeboat. There is not much space on the lifeboat and the group can only take five things. What will you take to help you survive? Please choose five things and rate them from 1 (most important) to 5 (least important). Be prepared to explain why your group chose these things. $500 a compass two liters of water a blanket matches candles a diamond ring chocolate bars an interesting book your passports The following phrases might be useful for you as your group discusses choices: To suggest What about .? What about taking our passports? Why dont we? Why dont we take our passports? I think that. would be .. I think that taking our passports would be a good idea. To disagree Yes, but . Yes, but we wont need our passports in the middle of the ocean. Im not sure that . Im not sure that well need out passports in the middle of the ocean. I dont think that . I dont think that well need our passports in the middle of the ocean.
Introduction to Teaching Methodology Speaking, Page 3

Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

 Are you sure that ? Are you sure that well need our passports in the middle of the ocean? Interviews: The Titanic, Yesterday and Today Group 1 Prepare an interview between a newspaper reporter and two survivors of the Titanic. One of the survivors was in third class; the other was in first class. The following information might be useful for you as you prepare: Women in third class who were saved: 25%. Women in first class who were saved: 100%. Men in third class who were saved when the ship sank: 10% Men in first class who were saved: 50%: Group 2 Carry out an interview between the board of directors of the White Star Line, the owners of the Titanic, and Fourth Officer BOXHOLLER, one of the few officers to survive the sinking of Titanic. The board of directors would like to know what happened. The following information might be useful for you as you prepare: The Titanic was thought unsinkable because of 16 watertight compartments; the iceberg made hole in five of them. The Titanic sank in less than three hours. Investigations found that the ship was going too fast in dangerous waters. There was lifeboat space for only half of the passengers and crew. Group 3 Prepare an interview between a newspaper reporter, and Captain Arthur ROSTRON, the captain of the CARPATHIA. The following information might be useful for you as you prepare: CARPATHIA was the first ship to arrive where the Titanic had sunk. CARPATHIA was owned by the CUNARD Line, which competed with the White Star Line, which owned the Titanic. Group 4 Prepare an interview between a magazine reporter, Dr. Robert Ballard and Jean-Louis Michel, who re-discovered the Titanic in 1985. The following information maybe useful for you as you prepare: The expedition used an unmanned submarine called the Argo. The Argo had television cameras. The Titanic had broken into two pieces. The Titanic was found at a depth of 3,810 m. They took 70,000 photographs. They didnt take anything from the Titanic. Problem-solving: A Choice Imagine that you are passenger on the Titanic. You have found a place on the lifeboat, but a woman carrying a baby has asked you to give your place to her. The woman tells you the following information: She is emigrating from Ireland to the United States. She is twenty-two years old. She has tuberculosis and cant be cured. Her husband is dead. He is a factory worker. She never went to school and she cant read or write. Her baby is six months old. With your partner discuss the following question: Will you give the woman your place? Why or why not?
Introduction to Teaching Methodology Speaking, Page 4

Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

Group Discussion: The Movie With your group discuss the following questions. Be sure that every group member has a chance to answer all the questions. Briefly describe the following characters: Cal, Rose, Jack, Roses mother, CALS butler (each member of the group should describe one person). Who was your favorite character? Why? Who was your least favorite character? Why? Which character would you like to be? Why? Do you think that Rose and Jack would have been happy together? Why or why not? Information Gap: The Titanic Learners work in pairs. Each learner has different information. They cant look at each others information, but can ask each other question to get the information they need.

Introduction to Teaching Methodology

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Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

Class First Class

Second Class

Third Class

Price Description $5,000 per Luxury Suite: four bedrooms, two bathrooms, a private dining room person * and smoking room all rooms have a view of the ocean. All meals in the ships first class dining room. $3,800 per Regular Suite: two bedrooms, one bathroom, a living room the living person * room has a view of the ocean. All meals in the ships first class dining room. $1000 per Luxury Cabin: a bedroom and a bathroom shared between two cabins person * small windows provide a view of the ocean. All meals in the ships second class dining room. $750 per Regular Cabin: A small room and a bathroom shared between five person * cabins. All meals in the ships second class dining room. $500 per Private Room: a room with twelve beds, a bathroom shared with person * fifteen other rooms. Meals in the third class dining room. $300 per Dormitory Accommodations: a room with fifty beds, bathrooms shared person * with all other passengers in the Dormitory Accommodations. Breakfast and dinner provided in the third class dining room.

Children under two years of age are free.

The ship also offers the following services for passengers: A medical doctor. Telegraph services Learner B/Ticket Buyer You are immigrating to the United States from England. The Titanic is leaving on April 10. You need to buy a ticket for yourself, your wife and your three-year old son. You have $1,400 for the ticket. Your wife gets seasick easily and shed like to have a window. Your wife is pregnant, the baby is due on April 29 and you are worried that the baby will be born during the trip.

Introduction to Teaching Methodology

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Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

ZIG-ZAG Activity: Icebergs Step 1 Ask learners to count to three (or whatever numbers there are texts or tasks). This 1-2-3 group is their cooperative group. Step 2 Ask learners to work together in groups with their same number. This group: 1-1-1, 2-2-2 or 3-33 is their expert group. Each group should read the text or complete the task and then prepare to present their information or task to their cooperative group. Step 3 Learners return to their cooperative group and share what theyve learned with their group mates. Step 4 The cooperative groups are given a task that requires the information from every group member. (The families of the passengers that died in the Titanic disaster want the White Star Line, the company that owned the Titanic to pay them five million dollars. The families say that the White Star Line was careless. Use what youve learned about icebergs to convince the families that the White Star was not responsible for the disaster.) Group 1 A glacier is a large mass of ice that moves over the land. If glaciers reach the sea, parts of it may break off and fall into the ocean. These parts of the glacier are called icebergs or bergs. There are many icebergs in the Artic & Antarctic regions. Icebergs are very beautiful blue color, but at night they shine and reflect light. Where do icebergs come from? How are icebergs formed? What do icebergs look like?

The Hubbard Glacier, in Alaska

Group 3 Icebergs cause many problems for ships because they are always moving and arent recorded on maps. After the Titanic disaster, 16 countries began a special iceberg patrol. The patrol is called in the International Ice Patrol and it tracks icebergs and tells ships where they are. Ships that come too close to an iceberg can hit the large underwater part of the iceberg. This is what happened to the Titanic. Why are icebergs dangerous for ships? What happened to the Titanic? Could it happen again? Group 2 Icebergs can be very large; up to 150 meters tall and as long as 2.5 kilometers. Seawater is salty and light. The freshwater that makes up icebergs is heavier than the seawater. The icebergs sink so that only the small top part of them can be seen. Usually 90% of the iceberg is under the water and cant be seen. Some icebergs are so large that they can travel 5000 kilometers before they melt completely. Describe icebergs. Why is it difficult to see an iceberg from a ship?

Introduction to Teaching Methodology

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Good teaching is more a giving of right questions than a giving of right answers. Josef Albers

Group 4
GREENLAND

UNITED STATES

ENGLAND

The Titanic sank here.

Glaciers are large, moving masses of ice. They are formed in high mountains or in places where snow falls, but melts very slowly. Very large glaciers cover most of Greenland and Antarctica. These glaciers move slowly to the sea. The Greenland glacier is more than 1.8 million square kilometers in area and 2,700 meters thick. During the summer, small and large pieces of the Greenland Glacier break off and fall into the ocean as icebergs. The iceberg that damaged the Titanic came from Greenland. Give a definition of a glacier. How are glaciers formed? Where do icebergs come from?

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Introduction to Teaching Methodology

Speaking, Page 8

Good teaching is more a giving of right questions than a giving of right answers. Josef Albers