Teaching and Assessment of Macro Skills

TOPIC: Lesson Design in Teaching Speaking

OBJECTIVES: At the end of the lesson students will be able to:

a. identify the different lesson designs that can be used in teaching speaking;
b. explain how important those lesson designs are in teaching speaking; and
c. apply the given lesson design in teaching speaking.

CONTENT
Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal
symbols, in various contexts” (Chaney, 1998, p.13).

The main issues are:

1. First Part Despite its importance, teaching speaking has been undervalued for many years.
2. Second-part English language teachers have continued to teach speaking just as a repetition of
drills or memorization of dialogues.

How do we teach speaking?

 A sample speaking activity
 Tense: Present Simple
 Think about an activity

 Teachers have to provide authentic practice that prepares students for real-life
communication situations. (Practice speaking in class)
 They have to help their students develop the ability to produce grammatically correct,
logically connected sentences that are appropriate to specific contexts and to do so using
acceptable (that is, comprehensible) pronunciation.

Provide real-life situations

 Teachers should create a classroom environment where students have real-life
communication, authentic activities, and meaningful tasks that promote oral language. This
can occur when students collaborate in groups to achieve a goal or to complete a task.

ACTIVITIES TO PRACTICE SPEAKING

1. Discussions
 After a content-based lesson, a discussion can be held for various reasons. The students may
aim to conclude, share ideas about an event, or find solutions in their discussion group.
2. Role Play
 The teacher gives information to learners such as who they are and what they think or feel.
3. Simulations
 In simulations, students can bring items to the class to create a realistic environment.
 Such activities motivate the students and increase the self-confidence of hesitant students.
4. Information Gap
 Students are supposed to be working in pairs.
 These activities are effective because everybody has the opportunity to talk extensively in the
target language.
5. Brainstorming
 The good characteristic of brainstorming is that the students are not criticized for their ideas
so students will be open to sharing new ideas.
6. Storytelling
 They may create or imagine their own stories to tell their classmates.
 Storytelling fosters creative thinking. It also helps students express ideas in the format of
beginning, development, and ending, including the characters and setting a story has to
have.
7. Interviews
 Students can conduct interviews on selected topics with various people. After interviews,
each student can present his/her study to the class.
8. Story Completion
 For this activity, a teacher starts to tell a story, but after a few sentences, he or she stops
narrating. Students start to narrate from the point where the previous one stopped.
9. Picture Narrating
  This activity is based on several sequential pictures.
10. Reporting
 Before coming to class, students are asked to read a newspaper or magazine and, in class,
they report to their friends what they found as the most interesting news.
11. Picture Describing
 Students describe what is in the picture.
 It can also be used as a springboard for a whole class discussion.
12. Speeches
 Teachers can ask their students to prepare a speech about one of the topics that were
discussed in the class or they may also ask them to prepare a speech about a special event
or occasion. Delivering the speech should be done in class.

Prepared by:

Ms. Rose Angela M. Uligan

Teacher Applicant