Professional Practice II – Worksheet 14 - 2022

THE SPEAKING SKILL

References: Gower et al, 1995. “Teaching Practice Handbook”, Heinemann.

Scrivener, J. 2005. Learning Teaching. Gt Britain: Macmillan

Introduction
Every opportunity for speaking in the classroom should be taken. It’s by trying to
communicate that students realize their need for language and by speaking that they
increase their fluency and confidence.
If we want to get students talking we need to take into account these issues:
 Whether the subject is relevant and interesting.
 Whether the students already know about or are provided with information to give
substance to the topic.
 Whether they feel motivated to talk about it.
 Whether they feel that they really want to say something.
At the beginning of the year we should define our objectives to students clearly and
define the core of what students should know from one year to another.
It is also important that students know what they’re going to be able to say and do and
the level expected of them in order to be able to prioritize and set themselves realistic
goals and feel satisfied when they achieve them.

1. Motivating students to speak English

Make speaking English relevant

Students learn best when they’re interested in what they are doing. A substantial part
of our role is to help them to want to speak English. The key word is relevance.
A few initial class activities can make them interested and motivated, depending on the
social and economic situation of your learners. If your teaching situation allows it, these
might be useful examples:
 List all the groups and pop singers they like who sing in English or have English
names.
 Choose and bring in a simple pop song or pop video that they like. Spend a lesson
help them to transcribe and understand it as best as you can.
 Ask students to tell you all the English words they already know or see regularly
around town, e.g. the names of products, advertising, signs, etc. Shop windows
are often a good source.
Extracurricular activities like school trips to meet English-speaking people or to English-
speaking places or events (e.g. a musical, a local museum tour in English rather than
L1, etc.) are generally not at all possible, but if they were, they do make a difference.
Students can suddenly be made to see the relevance of your efforts and that English is
not just a hundred words to learn a term.

Include all aspects of speaking whenever possible.

 Linguistically, it’s impossible to separate speaking from listening. The implication
for the classroom is that students have to do a lot of listening (to us, CDs, videos,
DVDs, and each other): The more they do, the more their interest and desire to
speak will be aroused.
 In their rush to get through the syllabus, the first things teachers tend to forget
from course books are the pronunciation exercises. The message this sends to
students is that pronunciation is not important. But if our aim is to teach students
to speak more in class, then the opposite is true. An increased amount of
pronunciation work is inevitable.
 Use interesting and varied material with topic illustrations and recorded material at
the right cognitive and interest level for your classes. If you use a text book, try to

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 find one with those equal requirements, or create your own material if the text
book does not provide relevant, interesting situations.
 Put up posters, classroom language, an English noticeboard, etc. to surround
students with English.
 Make lessons lively and enjoyable so that the language comes to life. Luckily for us
this is not hard. Given that students have to study a lot of subjects “academically”,
you have the advantage of being able to do something a bit different, i.e. focus on
communication skills and speaking activities.

Give them the words they need.

Students can’t speak or interact in English either with you or each other unless you
specifically teach the phrases they need in order to do so. For example, you can give
them some classroom language and provide lots of input at the pre-task stage and
during the report stage.

They mustn’t be afraid of making mistakes.

The only way we can foster any fluency at school is by being encouraging about
mistakes. Indeed we should welcome them as a sign of effort and learning. Students
can always express more if they know that their mistakes are an acceptable, perfectly
normal part of language learning. Make sure they know.

The classroom atmosphere must encourage students to contribute orally with some
freedom.
The atmosphere in a classroom affects all we do. The ideal class atmosphere is one
which is fun and lively, but also positive and disciplined. To achieve this, we need
to find the right balance of:
 Friendliness, sensitivity and approachability
 Flexibility
 Mutual respect
 Sharing of responsibilities
 Co-operation

It’s asking a lot of students to co-operate and speak English to each other, so they need
to feel comfortable in our classes and relaxed with us and the speaking activities or they
won’t speak.
Allow students some autonomy and choice. The best way to achieve this with energetic
adolescents is to allow them some opportunity to express their own characters and
ideas. Avoid making them feel inhibited or overly self-conscious.

Try to be aware of the individual members of your class.

We need to respond to students both collectively and individually. Speaking a foreign
language requires a great effort from students and they won’t make this effort if they
feel it will go unnoticed. They should all feel that:
 They have the opportunity to speak
 They’re making progress by doing so
 There’s some reward for them if they speak
 You’re really listening to them and can see things from their perspective.
 You care about what they have to say, as well as about their progress and you
genuinely want them to do well.

Give plenty of controlled and guided practice.

Students often welcome the chance to get their tongues round new vocabulary and
grammar structures, expressions and model sentences before using them for real. This
is better done during systems-oriented activities.

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 2. Scaffolding

Scaffolding techniques
 Showing interest and agreeing: nodding, 'uh-huh', eye contact, 'yes', etc.;
 Concisely asking for clarification of unclear information, e.g. repeating an unclear
word;
 Encouragement echo: repeating the last word (perhaps with questioning intonation)
in order to encourage the speaker to continue;
 Echoing meaning: picking on a key element of meaning and saying it back to the
speaker, e.g. 'a foreign holiday';
 Asking conversation-oiling questions (ones that mainly recap already stated
information), e.g. 'Is it?' 'Do you?' 'Where was it?' etc.;
 Asking brief questions (or using sentence heads) that encourage the speaker to
extend the story, e.g. 'And then ... ' 'He went ... ' 'She wanted ... ' etc.;
 Unobtrusively saying the correct form of an incorrect word (but only if having the
correct word makes a significant positive contribution to the communication) ;
 Giving the correct pronunciation of words in replies without drawing any particular
attention to it;
 Unobtrusively giving a word or phrase that the speaker is looking for.

3. Speaking in Primary School

Guided activities:
They follow on directly from controlled practice and usually give the pupils some sort of
choice, but the choice of language is limited. For example, model dialogues which
students can change to talk about themselves and to communicate their own needs and
ideas, tasks which the students carry out using language [structures and /or vocabulary]
which has been taught beforehand.

How can you transform guided activities into more appealing ones?
 Through games, chants, rhymes, songs.

The best speaking activities for children are clearly games. Read the following
articles and find relevant information about the issue.

- Using Games In Teaching English To Young Learners. Julia Khan in Brumfit et

al (ed) 1995. Teaching English to Children Essex: Longman. Paper 11)

a) Mention the characteristics of games. Relate them to concepts in education.

b) Why are games important in the development of children? Why are they important in
learning?
c) Explain the following concepts in the context of games: goals – purpose – interactive
principle – learner-centered – ludic principles.
d) “There are numerous misapprehensions about the use of games in the language
teaching language.” Meet the critics and discuss the following misapprehensions.
 ‘Games are not serious and cannot therefore be treated seriously as part of a
methodology for teaching English’.
 ‘Games can only be decorative extras – time-fillers, perhaps.’
 ‘Games belong outside the classroom.’
 ‘If children get involved and excited in playing games, they will use their first
language and gain no benefit in English.’
 ‘Games are noisy and therefore disruptive.’
e) Suggest possible games for children (Start up your games idea bank)

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- The role of fun and games in teaching young learners. (Rixon, R. in Brumfit et
al (ed.) 1995. Teaching English to Children. Essex: Longman. Paper 3)

As we know, our students adore playing all sorts of games, we can great take advantage
of this and make games fit our educational goals. On the one hand, we should take into
consideration that many activities are absorbing in themselves but have absolutely no
educational value. We should not discard games because of their simplicity: if we use
them appropriately they might prove very effective. Simple games may help children
learn chunks while having great fun.
Stories also provide students with great fun as well as a chance to develop their listening
skills. However, even the greatest tale might turn out to be a great failure if is
inadequately adapted. This could be the case if the story is too long and has no visual
clues the kids may infer meaning from. Again, simple ad repeated chunks of language
will help the story achieve popularity among your kids. If you combine this with
movement success is guaranteed.

Choosing or adapting activities for your situation.

 Remember you can always go outside the classroom to play “Mr. Wolf” or “Simon
says”.
 If, because of any circumstance, you cannot go out of the classroom you can always
find games such as “ I went to the supermarket… or the adapted version as “Simon
says” with commands such as ‘touch your ears’.

 Can you think of games, as well as different possible adaptations, according to

the context in which you will be playing them?

Songs and rhymes.

As usual, being selective is a key feature in teaching; the selection of songs and rhymes
is a good example of this. We sometimes choose traditional chants with such complex
phrases that even native speakers would have trouble in learning. Again, teacher
intervention might solve this problem.

 Can you think of traditional chants and how to modify them to suit our teaching
purposes?

1. What activities are suggested as ‘fun and game’ by the author?

2. What is understood by ‘language pay-off’?
3. Games result in language pay-off in several ways. Describe how each of the
following can be achieved:
 Language learned by heart as part of an activity.
 Language picked up as a result of an enjoyable activity.
 Creative use of language in an activity.
 Language pay-off from conceptual engagement.
 Informal language analysis through puzzles and making activities.
4. Why is the cultural dimension important?
5. Check the appendix of this paper: A consumer’s guide to the activities mentioned
in this paper. Select those which you think would be more interesting / fun and
add them to your ‘resource bank’.

5. The Speaking Lesson

Before the lesson – Planning stage

 Familiarise yourself with the material and the activity.
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 Read through the material and any teacher's notes.
 Try the activity yourself.
 Imagine how it will look in class.
 Decide how many organisational steps are involved.
 What seating arrangements / rearrangements are needed?
 How long will it probably take?
 What language do the learners need to be able to make a useful attempt at the
activity?
 What help might they need?
 What questions might they have?
 What errors (using the language) are they likely to make?
 What errors (misunderstanding the task) are they likely to make?
 What will your role be at each stage?
 What instructions are needed?
 How will they be given? (Explained? Read? Demonstrated?)
 Prepare any aids or additional material.
 Arrange seating, visual aids, etc.
 Most importantly, you need to think through any potential problems in the
procedures. For example, what will happen if you plan student work in pairs, but
there is an uneven number of students? Will this student work alone, or will you join
in, or will you make one of the pairs into a group of three?
 Decide on the expected outcomes of the activity. Ask yourself: when the
activity has finished, what might the students have learned or be better able to do,
i.e. what was the expected outcome of the activity?
Amongst other things, students may be better able to:
• describe objects, their location, decoration, shape, etc. in precise / certain detail;
• listen carefully and decide which information is important;
• ask for further clarification of information;
• name some typical objects and activities associated with the sea, holidays,
beaches, etc.;
• interact effectively and use time efficiently to solve a specific, challenging puzzle.
• interact and have fun in a game
• ….

Stages of the lesson

 Prep and Review Stage

There are two main things you need to do before students do a speaking task: to help
raise motivation or interest and to recycle / activate language that students will
need to do the activity. The blackboard is a very useful tool at this stage.

To help raise motivation or interest, you can:

 Show/draw a picture connected to the topic. Ask questions.
 Tell a short personal anecdote related to the subject.
 Ask students if they have ever been/seen/done/etc.
 Hand out a short text related to the topic. Students read the text and comment.
 Expose students to an example (recording)

To recycle / activate language:

 Write a key word (maybe the topic name) in the centre of a word-cloud on the board
and elicit vocabulary from students which is added to board.
 Recreate situations that will help you elicit the language you need: questions,
statements, specific patterns, etc.

 Activity
a) Setting up the activity and giving instructions
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 Organise the students so that they can do the activity or section. (This may involve
making pairs or groups, moving the seating, etc.).
 Give clear instructions for the activity. A demonstration or example is usually much
more effective than a long explanation.
 Check back that the instructions have been understood (e.g. 'So, Jorge, what are
you going to do first?').
 In some activities, it may be useful to allow some individual work (e.g. thinking
through a problem, listing answers, etc.) before the students get together with
others.
 Decide when it is best to hand out any materials they need to perform the task. Do
they need them to follow and understand your instructions (e.g. role cards) or will
they get distracted (therefore they won’t listen to you)?

b) Running the activity

 Monitor at the start of the activity or section to check that the task has been
understood and that students are doing what you intended them to do.
 If the material was well prepared and the instructions clear, then the activity can
now largely run itself.
 Allow the students to work on the task without too much further interference.
Students should plan, rehearse, hear examples again, pool ideas, get input on
possible structures, phrases, vocabulary, etc. from those examples, from other
classmates, (or you, as a last resort)
 Your role now is often much more low-key, taking a back seat (but don’t sit down!)
and monitoring what is happening without getting in the way. Beware of providing
the students with unnecessary help. This is their chance to work. If the task is
difficult, give them the chance to rise to that challenge, without leaning on you. Don't
rush in to 'save' them too quickly or too eagerly. (Though, having said that, remain
alert to any task that genuinely proves too hard - and be prepared to help or stop it
early if necessary!)
 Allow the activity or section to close properly. Rather than suddenly stopping the
activity at a random point, try to sense when the students are ready to move on.
 If different groups are finishing at different times, make a judgement about when
coming together as a whole class would be useful to most people.
 If you want to close the activity while many students are still working, give a time
warning (e.g. 'Finish the item you are working on' or 'Two minutes').

 Feedback
It is important to have some feedback on the activity. This stage is vital and is typically
under-planned by teachers! The students have worked hard on the task, and it has
probably raised a number of ideas, comments and questions about the topic and about
language. So be prepared to giving encouraging comments and point out all the good
work done. Ask the students to reflect on how well they did the task and what they
found more complicated, more interesting, etc. Briefly answer critical issues and then
go on to the focus stage.
 During the activity, you make a mental note of critical points and now you elicit
further possibilities, correct versions, vocabulary enrichment, etc. Add / correct /
revise, through elicitation and guided discovery.
 If you focus on fluency, you will have made a mental note of main problem areas,
repeated errors or breakdowns in communication and work on those areas.
 Work on accuracy, also consider the same issues as for fluency, but focus on
pronunciation / intonation / grammar / patterns (according to the situation – not on
all of these at the same time!)

6. Sample Activities for Speaking

Adapted from Scrivener, J. 1994 Learning Teaching. Gt Britain: Heinemann.

Picture difference activities

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In pairs, one student is given picture A, one picture
B. Without looking at the other picture, they have
to find the differences (i.e. by describing the
pictures to each other).

Instructions

Planning stage The material consists of two similar but not identical pictures;
(before the there are fifteen differences between the pictures.
class): The task is 'Spot the difference', but each student will only
Familiarise see one of the pictures. Students will work in pairs.
yourself with the Without looking at each other's pictures, they should describe
material and their pictures and compare details, trying to discover as many
activity. Prepare differences as they can.
any materials or Photocopy enough pictures so that you have one 'A' and one
texts you need. 'B' for every pair of students.

In class: Draw a simple picture of a beach on the board.

Prep stage
Prepare
students for the
activity

Ask students where it is. Ask what people do there. If

students are in a country where people take beach holidays,
you could ask for their own opinions. e.g. whether they like
beaches.
Ask students to tell you some things you find at the beach.
Write the words on the board as they come up. If necessary,
add new things to the picture (e.g. ice cream). Make sure that
a number of useful words from the task picture are
mentioned. (NB You don't have to exhaustively 'pre-teach'
everything.)
You could ask students to copy the picture and labels.
Rearrange students into pairs, facing each other. Hand out
Activity the pictures, making sure that in each pair there is one 'A'
and one 'B' picture. Students must understand that they
a) Set up the cannot look at each other's pictures. (Saying the word secret
activity - with a 'hiding-the-picture' mime may help make this clear.)
Instructions Explain the task simply and clearly, i.e. the students must find
what is different between the two pictures by talking and
describing, not by looking.

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 b) Students do As students start doing the activity, walk around
the activity unobtrusively, just to check that they are following the
(maybe in pairs instructions correctly (i.e. they understand the task and are
or small groups doing it in English).
while you After that, you could continue with discreet monitoring or
monitor and maybe sit down and wait for students to finish the task.
help.) If you monitor, you could collect overheard examples of good
or problematic sentences. Don't feel the need to join in or
take an active part in the work; this stage is for students to
work together.

c) Close the Keep an eye on students as they finish (the task will take
activity. different pairs different lengths of time). When about half of
Feedback the pairs have finished, announce that everyone has one
minute to finish. After you stop the activity, ask some
students to report their findings. Then ask the group what
was easy or difficult; help them with expressions or
vocabulary they ask for – and provide encouraging
feedback.

Games
As with any communicative activity the areas of language produced may be predictable
and therefore useful as a guided activity, or less predictable and suitable for a freer
stage. Games are particularly useful with younger learners but are generally popular
with students of all ages, especially if they appreciate how they can help them improve
their English.

Board games
Many commercially available board games lead to interesting speaking activities, though
you do need to check them out and ensure that they represent 'good value' in terms of
how much useful language they generate. It’s also quite easy to create new board games
specially designed for your class and their interests. It is very useful to have one blank
board game template. It is then relatively quick to write in a number of interesting
questions or statements in each square round the board. Learners play the game in
groups, moving their pieces and either giving a monologue or discussing squares they
land on. They generally generate lively small-group discussions. This type of activity
uses a board game to get students discussing in small groups. The game element helps
focus attention, and students may find that it adds something exciting and humorous to
a more serious discussion topic. The activity is adaptable for a wide range of topics and
levels.
Instructions
Photocopy one game board for every four students in your
Planning stage
class. You will need a die for all groups and a counter for
(before the class):
each player (these could be coins). Cut some paper into
Familiarise yourself
a lot of small blank 'cards'. Decide what topic you want
with the material
the students to discuss and prepare a list of interesting
and activity. Prepare
clues or actions to perform. Photocopy and cut up one set
any materials or
for each group.
texts you need.

In class: Obviously, your lead-in will depend on which topic you

Prep stage have chosen. If you are choosing a simple topic, activate
Prepare students for prior knowledge and introduce key vocabulary, through
the activity pictures / active storytelling / etc. You could do this by

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 writing the word on the blackboard and eliciting related
lexis and structures.

Form small groups of four to five students and hand out a

Activity
pack of cards to each group. Students keep the cards face
a) Set up the down. Explain that students should take it in turns to
activity: Instructions throw the die and move their counter around the board.
If they land on a square with a'?', they should take a card,
read it out and respond to the clue.
And so on.
b) Run the activity:
Monitor as usual.
students do the
It may be tricky to decide when it's appropriate to stop the
activity (maybe in
activity. Some teams might really get into the game; others
pairs or small
may race through it faster. The best thing to do is watch and
groups while you
judge when most groups have had the most value from it. If
monitor
any groups finish very quickly, go over and tell them to play
and help.)
another round.

c) Close the activity How could you do this?

and invite feedback
from the students.

Board game (sample)

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 Place the cards here

Snakes and Ladders

Aim
The aim of the game is to be the first player to reach square 100.
Set up
Split the students into groups of 2-4. You will need one dice and one board per group
and one counter per student.
How to play?
Place the counters next to square one. Each child takes it in turn to roll the dice. The
highest roll goes first. The order of play continues in a clockwise direction. If a student
lands at the foot of a ladder or the head of a snake, he or she must make a sentence
using the key words at the top and bottom of the snake or the ladder. If he or she makes
a mistake then he or she should miss a go. Remember players go up ladders and down
snakes!

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91 92 93 play 95 96 slee
p
98 she 100

83 84 85 86 87 88 89
watc it run
h

71 72 73 74 75 77 78 79
he write

61 62 63 65 66 67 68 70
we I

52 53 54 55 56 59
drink we the I

y
41 42 43 44 45 47 49 50
listen
eat

31 33 34 35 36 37 39 40
jump climb

22 24 25 27 28
swim cook I you fly

12 13 14 15 16 17 18 19
we I

1 6 8 9 10
She I fall you fight

Snakes and
& ladders
Speaking activities for intermediate and above levels

Group planning activities

The first example is 'planning a holiday'. Collect together a number of advertisements
or brochures advertising a holiday. Explain to the students that they can all go on
holiday together, but they must all agree on where they want to go. Divide the students
into groups of three and give each group a selection of this material. Their task is to
plan a holiday for the whole group (within a fixed budget per person). Allow them a
good amount of time to read and select a holiday and then to prepare a presentation in
which they attempt to persuade the rest of the class that they should choose this
holiday. When they are ready, each group makes their presentation and the class
discusses and chooses a holiday.
The second example is 'Survival'. Tell a 'lost in the forest' story. Make it dramatic (invent
the details). Include a disaster of some kind, e.g. minibus crashes miles from anywhere,
injuries, etc. Give them the map and the notes. Students must plan what they should
do to have the best chance of survival.

Puzzles and problems

There are many published books nowadays filled with logic puzzles and problems. Many
of these make interesting discussion tasks, maybe following a structure of (a) letting
learners spend a little time individually considering the problem, then (b) bringing
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 students together in a group to try and solve the puzzle together. Alternatively, some
puzzles work well with the same stage a), but then for stage b) having a full class
'mingle' (all learners walking around, meeting and talking), during which learners can
compare their solutions with others.

Real-play
Situations and one or more of the characters are drawn not from cards, but from a
participant's own life and world. Typically, one of the learners plays him/herself, but in a
context other than the classroom. Learners receive guidelines for the interaction.

Ask four questions about your

My 14 birthday party!
th Juana’s birthday party:
All my friends are invited! Where ..?
Who ……?
Place: 550 Rivadavia Street.
What time …?
Date: Saturday 22nd, 10 pm.
Can …?
You can bring CDs, we’ll dance and have fun! When …?
Juana How old…?

Drama
Drama is an excellent way to get students using the language. It essentially involves
using the imagination to make oneself into another character, or the classroom into a
different place. It can be a starting point for exciting listening and speaking work and it
can be utilized as a tool to provide practice in specific grammatical, lexical, functional or
phonological areas.
Success or failure of drama activities depends crucially on the perceived attitude of the
teacher and of the other students; without a certain degree of trust, acceptance and
respect the chances for useful work are greatly diminished.
There are some good drama games such as the following ones:
 Making a picture: the teacher calls out a subject, the students must all together
quickly form a frozen tableau of that scene.
 Interesting situations: students call out any interesting or difficult situation involving
two people and two other students act it out. This technique could, in appropriate
circumstances, be used to real-play. [i.e. act out and explore some of the students’
own real-life problem situations.]
 Acting play scripts: acting out

 More Reading about Speaking

- The role of informal interaction in teaching English to young learners. Meriel
Bloor in Brumfit et al (ed) 1995. Teaching English to Children Essex: Longman. Paper
10.

a) Explain the concept of informal interaction. Why is it necessary?

b) Why should we encourage informal interaction?
c) How can we provide opportunities for interaction?
d) What principles does Bloor mention?
e) Mention some of the topics that are suitable for informal interaction
f) How can the language lesson be extended?
g) Can we really expect from spontaneous interaction between children? What types of activities can be
used to substitute this failing?
h) What may happen at the early stages when the teacher speaks to children in English? What should we
learn from this? Why is it important to teach children to respond politely in English?
i) How can teachers re-establish communication?
j) What does Allwright mean when he says that interaction “must be managed by the learners as well as
by the teacher”?
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