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Teaching Speaking

The document discusses reasons for teaching speaking skills and provides examples of speaking activities. It considers three main reasons for speaking activities: they offer practice, provide feedback, and help students become more proficient over time. Two examples of speaking activities are described in detail, followed by suggestions for other speaking activities and guidance on correcting students' speaking.

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UREÑA SALAS GUADALUPE ABIGAIL
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38 views

Teaching Speaking

The document discusses reasons for teaching speaking skills and provides examples of speaking activities. It considers three main reasons for speaking activities: they offer practice, provide feedback, and help students become more proficient over time. Two examples of speaking activities are described in detail, followed by suggestions for other speaking activities and guidance on correcting students' speaking.

Uploaded by

UREÑA SALAS GUADALUPE ABIGAIL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Teaching

Speaking
How to teach english -
Jeremy Harmer
Reasons for teaching speaking
We consider 3 main reasons

Firstly, these activities offer students opportunities to practice


real-life speaking in a safe environment.
Reasons for teaching speaking
We consider 3 main reasons
Secondly, such tasks provide valuable feedback for both
teachers and students, allowing them to gauge their
proficiency and identify language challenges.
Reasons for teaching speaking
We consider 3 main reasons

Finally, regular speaking practice helps students become


more proficient and autonomous language users over
time.
Speaking Sequences
In the following three examples, we are going
to look at very different speaking activities.
All the activities satisfy the three reasons for
using speaking tasks which we mentioned
before.
Example 1

Photographic Competition (upper intermediate to advanced)

This activity involves students working in groups as


judges for a photographic competition featuring images
of men.
Example 1

Before viewing the finalists, they must


establish criteria for judging, with each
group creating five criteria.
Example 1

The teacher provides support during this process,


helping with vocabulary and noting language
issues for future remedial exercises.
Example 1

After viewing the finalists, groups must choose a


winner based on the agreed-upon criteria.
Example 1

Photographic Competition (upper intermediate to


advanced)
The teacher continues to assist as needed.
Example 1

Photographic Competition (upper intermediate to


advanced)
Finally, groups present their
choices and explain the
reasons behind them, leading
to a broader class discussion
on topics such as masculinity
or photography's evolution due
to digitization.
Example 1

Photographic Competition (upper intermediate


to advanced)

This activity encourages students


to use language for a purpose
beyond language learning,
promoting engagement and
language activation.
More speaking
suggestions
Meeting and greeting:

Students role-play a formal/business social


occasion where they meet a number of people and
introduce themselves.
Famous People
Students think of five famous
people.
They have to decide on the
perfect gift for each person.
Ss need to decide about what
they would talk about and what
food they would give them.
Correcting
There are some key factors that

speaking. we need to take into


consideration:
Corrections during speaking
Differentiating activities should be handled
correction differently from those during
approaches: study exercises to maintain
conversational flow.
Interrupting passionate
discussions to correct mistakes
Timing of can disrupt the flow of
corrections: conversation and undermine
the purpose of the speaking
activity.
Many teachers observe and
take notes during speaking
Observational activities, noting both positive
approach: aspects and areas where
students struggle or make
mistakes.
After the activity,
teachers may ask
students for their
thoughts before
providing their own
Post-activity feedback,
feedback: highlighting positive
contributions and
addressing mistakes
without singling out
individuals.
Teachers should avoid singling
Importance of out students for criticism and
sensitivity: handle mistakes with care to
maintain a supportive learning
environment.
Varied correction
methods:
Correction methods can vary
based on teacher-student
rapport and preferences,
including gentle approaches like
reformulation.
Student
involvement

Engaging students in
discussions about correction
preferences and strategies can
enhance the effectiveness of
correction during speaking
activities.
REFERENCES
Harmer, J. (2007). How to teach
English new edition book for pack
(2nd ed.). Pearson Longman.

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