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Lesson Design in Teaching Speaking ● Materials
and Resources in Teaching Speaking ●
Performance-Based Assessment in Teaching
Speaking.
Group 16
 OBJECTIVES
• At the end of the lesson the students should able to:
• Lesson Design in Teaching Speaking
What are the kinds of teaching speaking
Types of classroom speaking performance
• Materials and Resources in Teaching Speaking
 Know what are the materials needed in Teaching
Speaking.
What are the use of it Materials and Resources.
• Performance-Based Assessment in Teaching Speaking.
Define what is Performance-Based Assessment; and
Know examples of performance-based assessment.

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 Lesson Design In Teaching
Speaking
• What is Speaking?
-What is Speaking?
Speaking is “the process of building and sharing meaning through
the use of verbal and non verbal symbols in a variety of contexts”
(Chaney, 1998,p.13)

• Teaching Speaking Skills

Communication involves the use of these language skills:
• Listening and speaking in oral communication.
• reading and writing in written communication.

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 How To Teach Speaking?
Now many linguistics and ESL teachers agree that students learn to
speak in the second language by "interacting". Communicative
language teaching and collaboration. Learning serves best for this
aim. Communicative language teaching is based on real-life
situations that require communication. By using this method in ESL
classes, students will have the opportunity of communicating with
each other in the target language. In brief, ESL 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
 To Teach Speaking Is To Teach
Learners To:
• Produce the English speech sounds and sound patterns Use word
and
sentence stress, intonation patterns and the rhythm of the
second language.
• Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
• Organize their thoughts in a meaningful and logical sequence.
• Use language as a means of expressing values and judgments.
• Use the language quickly and confidently with few unnatural
pauses, which is called fluency. (Nunan, 2003)
 Developing Oral
Communication Skills
• Developing Oral Communication Skills
Attention should be concentrated on the following main
problems:
• syllabus requirements
• language and speech
• psychological and linguistic characteristics of speech
• ways of creating situations
• prepared, unprepared and inner speech
• types of exercises.

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Psychological Characteristics of Speech
• Speech must be motivated.
• Speech is always addressed to an interlocutor.
• Speech is always emotionally coloured.
• Speech is always situational.

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Linguistic Characteristics of Speech
Linguistic peculiarities of dialogue are as follows:
• The use of incomplete sentences (ellipses) in response: e.g. Where do
you live? - In Yerevan. How many books do you have? – One.
• The use of contracted forms: doesn’t. won’t, haven’t, can’tThe use of
some abbreviations: lab, bike, math’s, fridge, comp, etc.
• The use of conversational tags.
•  These are the words the speaker uses when he/she wishes to speak
without saying anything: e.g. of course, perhaps, surely, etc.

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Principles for Designing Speaking Techniques
• Techniques should cover the spectrum of learner needs, from language-
based focus on accuracy to message-based focus on interaction, meaning,
and fluency
• Techniques should be intrinsically motivating.
• Provide appropriate feedback and correction.
• Capitalize on the natural link between speaking and listening.
• Give students opportunities to initiate oral communication.
• Encourage the development of speaking strategies.

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Types of Classroom Speaking Performance
1) Imitative,
imitative speaking is a kinds of practicing an intonation or trying
to pinpoint a certain vowel sound. It is carried out not for the
purpose of meaningful interaction, but for focusing on some
particular element of language form. This activity is usually
performed in form of drilling;
2) Intensive,
intensive speaking goes one step beyond imitative to include any
speaking performance that is designed for practicing some
grammatical aspect of language. It can be in the form of self-
initiated or pair wor activity;
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3) Responsive,
responsive speaking is meant by being able to give
replies to the questions or comments in meaningful in
authentic one;
4) Transactional, in this case transactional is mere done
in the dialogue. It is aimed at conveying or exchanging
specific information, an extended form of responsive
language;
5) Interpersonal,
like in the transactional, interpersonal speaking here is also carried out
in a dialogue. It is purposed for maintaining social relationships than
for the transmission of facts and information. These conversations are
little trickier for learners because they can involve some factors such as,
slang, ellipsis, sarcasm, a casual register, etc. This often makes the learners
find it difficult to understand the language, or even misunderstood;
6) Extensive,
extensive speaking here mostly in the form of monologue, in the practice,
the advanced levels are called on to give extended monologue in the form
of oral reports, summaries, or perhaps short speeches.
– Each category above can be implemented based on the students’ level and
students’ ability. Here are the summary purpose of each element: imitative
for focusing on some particular element of language form, intensive to
practice some phonological or grammatical aspect of language, responsive
can stimulate students’ in speaking, transactional to invite students to
engage in a conversation, interpersonal to learn how such features as the
relationship in the conversation, and extensive is to practice in the form of
oral reports, summaries, or perhaps in short speeches.
 Teaching Two Forms of Speaking

Monologue
Monologue is the speech of one person who expresses his thoughts and
feelings in a particular situation and shows his definite conclusion.
Monologue is generally prepared speech. The speaker even may have the
plan of his speech. Sometimes it can be unprepared as well. Of great
importance are the speaker’s
• logical pauses
• the speed of speech
• the gestures.
Pupils should be able to express their thoughts and feelings and attitude
towards the fact in a definite situation within topics and language
substance the syllabus requires. The pupils’ speech should be motivated,
situational and addressed to someone.
 In teaching monologue 3 stages are
distinguished
1. The statement level.
The smallest speech unit is sentence. No speech is possible until pupils learn
how to make up sentences in the foreign language and how to make
statements on the topic or situation suggested.
Pupils are given sentence patterns to assimilate. The sentence pattern is
filled with different words, so that pupil assimilates it:
I can see a … (blackboard picture)
I am fond of… (the pupils repeat + music)
A pattern must be repeated many times with a great variety of changes in its
contents until the pattern becomes a habit.
eg. a) give it a name:
We write with… - It is a pen.
• 2. Having assimilated different sentence patterns the pupils
should learn to combine statements of various sentence patterns
in a logical sequence - in an utterance. In the utterance level the
pupils are to say a few words about an object, a subject offered.
+e.g. This is a pencil. The pencil is green. It is on the table. I like the
pencil.
At this stage pupils learn to express their thoughts, attitude to what
they say.
3. The discourse level

• When pupils have acquired habits and skills in making statements

and combining in a logical sequence, free speech is possible. At
this level pupils are asked to speak on a picture, film or comment
on a text they have read or heard, make up a story of their own.
The teacher should supply the pupils with “what to speak about.”

• e.g. “The farmer’s treasure” … the teacher asks questions about

the text and the pupils reproduce the facts by means of agreeing
with the suggested idea or rejecting it
 Teaching Dialogue
• Dialogue is a conversation between 2 interlocutors. It is always
situational and emotionally coloured. Dialogue is generally unprepared.
Sometimes it can be both prepared and planned as well.
• To carry on a dialogue pupils need words and phrases to start a
conversation, to join it, to confirm, to argue, to reject, to invite, to
comment and so on:
• +I’d like to tell you; and what about; I hope; I mean to say; thank you;
I’m sorry; don’t mention it; good luck etc.- These phrases make
dialogues more lively and emotional.
• While teaching dialogue we should use pattern dialogues in three
stages:

• Receptive: pupils listen to the dialogue once or twice recorded or

reproduced by the teacher, then they read it silently for better
understanding. The teacher helps them in comprehension of the
dialogue using pictures.
2. Reproduction: 3 kinds of reproduction must be underlined:
• immediate - Pupils listen to the dialogue imitating the speaker. Attention
should be paid to pronunciation and intonation.
• delayed - Pupils enact the pattern dialogue in person (listen second time
before it).
• modified - Pupils enact the dialogue changing some element in it. The
more elements they change in the pattern the better they assimilate the
structure of the dialogue.

+These first two types aim to store up the patterns in pupils’ memory for
expressing themselves in different situations.
3. Constructive or creative - Pupils are given a picture of situation and they
make up their own dialogues.
There is a great variety of dialogue structures. Here are main four lead-
response units, which should be taught in schools within the topic and
linguistic material the syllabus requires:
question - response
e.g. - What’s your name?
- Ann…
statement - question
e.g. – I’m going to the theatre tonight.
- Where did you get the tickets?
statement - statement
e.g. – I’d like to know when his going to come and see you.
- That’s difficult to say. He is promising but…
question - question
e.g. – Will you help me?
+- What shall I do?

Question-response dialogue is usually taught in schools. Above mentioned

4 lead-response units should be taught and their peculiarities should be
taken into account.
Organizing Communicative Activities
• Picture difference tasks
• Group planning tasks
• List sequencing tasks - Ranking tasks
• Pyramid discussion
• Role Play
• Real Play
• Simulation
 Materials and Resources in
Teaching Speaking
• Resources are tools every ESL, EFL or TESOL teachers
uses daily in order to enhance the language learning
environment, motivate students or assists in student
comprehension. (HINES,2020)

• They are tools to help teacher in whatever approaches

and technique they have been chosen to use and offer
students amazing variety of routes for learning
discovery. (HARMER,2007)
• These are the following examples resources that needs
in teaching speaking.
• The board
• Dictionary
• Projector
• Pictures like flashcards and word cards
• Handouts/ Worksheets
• CD/Cassete/DVD player
• These are the following materials that need in Teaching Speaking
• Printed materials
• The learning environment like school.
• Realia
• Video/songs
• Computer
• Photocopier
• Maps / Charts
 These are the Do’s and Don”ts in Teaching
Speaking
• Do’s
• Maintain eye contact with your students
• Stand sideways without hiding what you are writing.
• Write clearly and legibly, neatly as you can
• While writing keep the students attention by reading and phrases loud
• Get learners to write up answers and ideas,draw pictures or print and
timeline etc.
• Don”ts
• Write to the back at your class as silence, they
can take this chance as to chatter.
• Spend long time in the board because it can all
cause disruption and boredom.
• Hide what you are writing in the body;
• Forget to erase it at the end of the class.
Reasons why adding real life materials makes class even more better.
• Kinesthetics its always better to have something to hold, touch, smell
or feel.
• It makes the learning experience more enjoyable.
• Real-life connection
• It generates Excitement
• Breaking out of the worksheet monotony is always beneficial.
• There is no limit to the things you can create.
 Performance-Based Assessment in
Teaching Speaking.
• Performance-based assessment in teaching
speaking provides foreign language teachers with
opportunities challenge their students to use the
language and therefore,assess the development of
their skills.Performance-based assessment aims
to suggest set of performance-based tasks to
evaluate the speaking skills.
 Some Examples of Performance-Based
Assessment in Teaching Speaking
• Composing a few sentences in an open-ended
short response.
• Developing a thorough analysis in an essay,
conducting a laboratory investigation.
• Creating a portfolio of student work
• Completing an original research paper.
 Types of Performance-Based
Assessment in Teaching Speaking
• Products-refers to something produced by students providing
concrete examples of the application of knowledge.
Example. Brochure,reports
• Performances- allow students to show how they can apply
knowledge and skills under the direct observation of the teacher.
Examples: oral reports, skits and role playing, demonstrations and
debates.
• Process-oriented assessments-provide insight into student
thinking, reasoning and motivation.
Examples: think- alouds,self/peer assessment checklist or surveys.
• What are the essential characteristics of a performance -based assessment?
• ● Complex
• ● Authentic
• ● Process/ product-oriented
• ● Open-ended
• ● Time-bound
• What are the purposes of a performanc e-based assessment
• ● track learners’ work on a task
• ● show them the value of their work processes
• ● help them self-monitor so that they can use tools such as periodic reflections,
• working files and learning logs more effectively
• PERFORMANCE- BASED TASK
They are tasks that ask students to create products or perform
tasks to show their mastery of particular skills.
• Types of Performance-Based Tasks
• ● Restricted Performance-Based Tasks
• ● Extended Performance-Based Tasks
• ● Product
• ● Extended Constructed Response
• ● Performance
Restricted Performance Based Tasks Restricted to a specific, limited
skill
• Extended Performance Based Tasks Comprehensive, includes a
variety of skills, gives students a lot of freedom in selecting,
performing, and self- assessing on tasks.
• Product
These tasks require the students to demonstrate their
understanding through transfer of learning
• Examples: drawings, paintings, sculptures, costumes, masks and
models
Extended Constructed Response
• This requires students to construct a written answer in response
to a question or task rather than to select an answer from the list.
• Examples: Compare pieces of literature, solutions to
environmental problems or economic events, Analyze artwork,
forms of government, or solutions to problems
• Performance
Require the students to perform what they have learned.
• Examples: playing a musical instrument, carrying out the steps in
a scientificexperiment, speaking a foreign language, reading
aloud with fluency, repairing an
• engine and working productively in a group
Checklist Approach
• When you use this, you only have to indicate whether
or not certain elements are present in the
performances
Narrative/ Anecdotal Record
• When teachers use this, they will write narrative
reports of what was done during each of the
performances. From these reports, teachers can
determine how well their students met their standards
Rating Scale Approach
• When teachers use this, they indicate to what degree the
standards were met. Usually, teachers will use a numerical scale.
For instance, one teacher may rate each criterion on a scale of one
to five with one meaning "skill barely present" and five meaning
"skill extremely well executed."
Memory Approach
• When teachers use this, they observe the students performing the
tasks without taking any notes. They use the information from
their memory to determine whether or not the students were
successful.
 REFERENCES

• https://www.slideshare.net/ecaol2/teaching-materials-
and-resources
• https://slideplayer.com/slide/8442176/
• https://www.researchgate.net/publication/322851423_
Performance-
Based_Tasks_as_a_Mean_to_Assess_the_Speaking_Skills_o
f_Learners_of_English_as_a_Foreign_Language#:~:text=P
e
Thank you…