helping students to improve speaking through different

“HELPING STUDENTS TO IMPROVE SPEAKING

THROUGH DIFFERENT STRATEGIES”

By

Paloma Atenas Díaz Miranda.

The geographical location

The community in which the E.S.T.A No. 0013 “Lic. Andres Molina Enriquez” school is located is a county called San Juan y San Agustin and it corresponds to a rural context surrounded mainly by crops and factories.

ECONOMY

CropsDairy

products and meat

Business

The school

The teachers

Resources and facilities

Updating course

My role as a teacher

Work with the tutor

Planning

Assessment and evaluation

MY TEACHING INTERVENTIONS PROPOSAL

Questions to be answered

Methodology of study

What did I use to help my students to improve their speaking skill?

Teaching Intervention Strategy #1

Halloween monsters. (Unit 4: Planning

Holidays.)

Purpose – to have a diagnosis about students’ speaking skill.

Time- Two sessions.Instructions-“make teams of three people, choose a monster, and a mate to dress up like the monster, bring research about the story and nationality of that monster and present it to the classroom”.

Rubrics –used to obtain results.Evaluate student’s speaking skill.

Halloween monsters!!

Teaching intervention strategy #5 Fortune tellers

•Unit 5: Life in the Future

•Time: 30 minutes

Gather all the

information seen along the unit in a dialogue with

a “fortune teller”.

•Memorization of the dialogue (spontaneous improvements)

•Particular grammar mistake

•Shyness and volume

Observations about the Cases of

study

•Creativity and fluency.

•Delivery and andattitude.

Detected improve-ments

Teaching intervention Strategy #6 Drama time!

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Student 1student 2

student 3

Progress detected

Strategy 1

Strategy 5

Strategy 6

Students progress according to rubrics and observation of each speaking project.

Learning track of the group of study

Conclusions

The best way to improve student’s speaking skill can be achieved by

promoting as many speaking strategies in the classroom as possible

Reports based on qualitative methods include description of experiences of people in the research environment.

Depend on what questions the researcher is attempting to answer.

The results of their speaking projects were reflected on the scale of each

unit with a grading.

Suggestions

1. How long has the student been learning

the language? The amount of language to which the student has

already been exposed is a critical element in his

or her current and future levels of language

acquisition.

2. The cognitive

characteristics of the learner

are an important

aspect to take into account.

3. All of the students need a

supportive emotional climate in which to learn.

I appreciate your attention, thank you for listening.