Developing Materials for

Speaking Skills
 Reporters:

DEZHEL JANE KRISTINE RUEL REGINE LORIZ CHARM

 Table of
Contents!

Trends and issues in material for

1. Speaking Skills in Language 3. speaking
Teaching

Speaking skills and the need for Utilizing verbal sources from
2. relevant materials 4. real life
 01
OVERVIEW
Speaking Skills in Language
Teaching
Speaking
Is a mental process. This
means that it is a psychological
process by which a speaker puts
a mental concept into some
linguistic form, such as word,
phrases, and sentences used to
convey a message to a listener.
O’Grady (1996)
 Speaking is
fundamental to human
communication
 Nunan (1991) wrote, “success is
measured in terms of the ability to
carry out a conversation in the (target)
language.”
 Principles for
Teaching Speaking ● Focus on fluency and accuracy.

● Use intrinsically motivating

techniques.

● Use authentic language in

meaningful contexts.

● Provide appropriate feedback and

correction.
 Principles for
Teaching Speaking
● Optimize the natural link between
listening and  speaking.

● Give students the opportunity to

initiate oral communication.

● Develop speaking strategies.

 Picture talk
ing
Students are asked to tell the story Speak s
ti e
taking place in the sequential Activi
pictures by paying attention to the Complete a
criteria provided by the teacher as a story
rubric.
A teacher starts to tell a story, but
after a few sentences he or she stops
narrating. Then, each student starts
Storytelling to narrate from the point where the
previous one stopped. Each student
Students can briefly summarize a is supposed to add from four to ten
tale or story they heard from sentences. Students can add new
somebody beforehand, or they may characters, events, descriptions and
create their own stories to tell their
so on.
classmates.
 02
Speaking Skills and the
Need for Relevant
Materials
● Speaking skills, as
● Speaking skills are best
suggested by Bygate
(1987, pp. 5-6) is developed when
viewed in two basic learners take control
aspects: motor- of their own
receptive skills and performance from an
interaction skills. insider perspective
● Second language
materials, as viewed ● Task implementation in the
by Tomlinson (2010, classroom serves as a
2011) should be practical tool for relevant
created not only by materials to be jointly
writers but also by created.
teachers and
learners, in a creative
process which
stretches to the real
classrom.
Nunan (1989) view that
teaching communication If materials are
should be seen as a constructed for speaking
process rather than aset of skills, the interactive
products. process by the designer
and the users should take
place through speaking,
 03
Trends and Issues in
Materials for Speaking
Current Trends in Teaching Speaking

TEACHING SPEAKING

 Emergence of the constructs of

communicative competence and
proficiencyin the 1980s lead to
major shifts in conceptions of
syllabuses and methodology, the
effects of which continue to be
seen today.

Communicative competence - refers to both the tacit knowledge of a

language and the ability to use it effectively.
Current Trends in Teaching Speaking

TEACHING SPEAKING

 Activities borrowed from the repertoire of

techniques associated with Cooperative
Learning became a good source of teaching
ideas.

Cooperative Learning - an instructional method in which students work

in small groups to accomplish a common learning goal.
Current Trends in Teaching
Speaking

● The notion of English as an .

International Language has
prompted a revision of the
notion of communicative
competence to that of
intercultural competence,
Current Trends in Teaching
Speaking ● It is now accepted that
models for oral interaction
cannot. be based simply on
the intuitions of applied
linguists and textbook
writers but should be
informed by the findings of
conversation analysis and
corpus analysis of real
speech.
 Current approaches to the
teaching of speaking thus
reflect the following principles:

 English for cross-cultural

 Speaking and oral interaction is seen communication is a primary goal.
as the basis for learning.  Models in classroom materials are
 Non-native usage as well as native often informed by corpus analysis.
usage both serve as models.
 Functional or other types of
communicative syllabus
predominate.  Oral proficiency is viewed as
 Both accuracy and fluency are a dependent upon mastery of lexical
primary goal with a greater phases and conversational routines.
tolerance of errors.  Cultural awareness is addressed.
 Pair and group activities
predominate in the classroom
 04
Utilizing Verbal Sources
from Real Life
 What is
Authentic Any material written in
English that was
Material? created for intentional
use in the English
language classroom.

Useful to elicit genuine

responses from
learners.
What are authentic materials in English Language Teaching (ELT)
and how can we utilize them?
 Authentic Materials in Language Teaching are classified to
use them as per the needs of a particular class.

1. Authentic Listening- 2. Authentic Visual Materials 3. Authentic Text Materials

Viewing Materials
Slides, photographs, Newspaper articles, movie
TV Commercials, quiz paintings, children’ artwork, advertisement, lyrics to
shows, cartoons, news stick figure drawings, songs, restaurant menus,
clips, comedy shows, wordless street signs, cereal boxes, maps,
movies, soap operas, pictures from magazine, ink information brochures, TV
professionally audio- blots, postcard picutres, guides, comic books,
taped short stories and wordless greeting cards, bus
novels, etc. picture books, etc. schedules, etc.
 w a y c an we
t
In wha ese verbal
SONGS th
utilize from real
s
source e?
Recognizing English lyrics, l if
listening to songs with English
lyrics is a great way of boosting
skills in listening and
pronunciation, and confidence in
using the language.
 RESTAURANT MENUS &

DIALOGUES SALES PITCH

Introduce language learners to some of the Listening and watching an English

common dishes and restaurant dialogues in sales pitch. Do a class activity
English-Speaking countries, so that they where students need to sell
will be able to order meals with confidence. something and convince you to
buy it.
THAT’S ALL.
THANK YOU!