S.NO statements Agree Don’t Agree

1 English can only be learned by those who know its grammar …. and since that is very technical the majority of the people fail to learn it.

2 The simplest way to learn English is to read the dictionary everyday, and memorize ten words.

3 It is a fact that whoever speaks English well can’t write well, and whoever writes well can’t speak well.

4 I avoid speaking in English because if I will make mistakes, people will make fun of me.

5 The best way to improve your pronunciation is to read aloud.

S.NO STATEMENTS Agree Don’t Agree

6 It takes so long to translate what I want to say in my mind, that I give up.

7 It is hard to find the right words to express my thoughts.

8 You must have been to many debates and other activities to really speak with confidence.

9 Someone told me to watch English movies but they spoke so fast …. I couldn't understand anything so I stopped.

10 English is an international language and we have to learn it whether we like it or not.

SPOKEN SKILLS

Miss Shazia Islam

Principal

Fauji Foundation Model School,

Airport Area Campus, Rawalpindi

Receptive

Productive

oral Listening speaking

written reading writing

Read (10%)

Hear (20%)

See (30%)

Hear and See (50%)

Say (70%)

Say and Do (90%)

Speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information

(Brown, 1994; Burns & Joyce, 1997). Its form and meaning are

dependent on the context in which it occurs, including the

participants themselves, their collective experiences, the

physical environment, and the purposes for speaking. It is often

spontaneous, open-ended, and evolving.

8

source Encoding Channel Decoding Receiver

Msg Msg Msg Msg

Feedback

Context

Typical learner problems

Cannot sustain spoken interaction beyond short

segments

Frequent communication breakdowns and

misunderstandings

Lack of vocabulary needed to talk about common utterances

Lack of communication strategies

Reasons for poor speaking skills

Lack of curriculum emphasis on speaking

skills

Teachers’limited English proficiency

Class conditions do not favor oral activities

Limited opportunities outside of class to practice

Examination system does not emphasize oral skills

We’ll begin with a box, and the plural is boxes,

But the plural of ox should be oxen, not oxes.

Then one fowl is goose, but two are called geese,

Yet the plural of moose should never be meese.

You may find a lone mouse or a whole lot of mice,

But the plural of house is houses, not hice.

If the plural of man is always called me,

Why shouldn’t the plural of pan be called pen?

The cow in the plural may be cows or kine,

But the plural pf vow is vows, not vine.

And I speak of a foot, and you show me your feet,

But I give you a boot — would a pair be called beet?

If one is a tooth and a whole set are teeth,

Why shouldn’t the plural of booth be called beeth?

Then one may be that, and three may be those,

Yet the plural of hat would never be hose.

We speak of a brother and also of brethren,

But though we say mother, we never say methren.

So our English, I think you will agree,

Is the trickiest language you ever did see.

12

There are at least ten common areas of communication:

Simple instructions

Spontaneous situations

Social interaction Pair- and group-work

Question types

Learning-training

Needs analysis Audio-visual aids

Error-correction Evaluation

The, beginning of lesson

Checking Attendance

Getting organised:seating,

Books, managing the blackboard

Intruducing different stages

Referrinng to visual aids

Dividing the class in different pairs

and groups

Control and discipline

Ending the lesson

Class room Language used in following situations.

The beginning of the lesson

START MIDDLE ENDING

First practice

Then Learn something

Later listen

At the end of the lesson We’re going to do some reading/writing

play games

OK Let’s begin To do this

exercise

Well Now Alright

Ending the lesson

I think we will stop here well done

Take your home work

Before you leave ,put your note books on

my table ?

Using visual aids

Will you go and bring

chalk/chalk/board marker

Can you see it? Take a good look

at picture

Tell me about the…….on left,of

the…..

Take the chart and put on my

table

Getting organised

Please clean the black board

Put your books away please

Please share with your

Take and pass them on

For choral response

I want all of you to listen carefully

I want all of you to answer the question

Every body ;answer the question

All together,now ready ?

Taking turns Your turn first,this group please

We are going to work in pairs

Next,its your turn now

Being late

Did you miss the bus?

Why you are late?

Again late

?

Control/

discipline Settle down please

Take your seats hurry up

Be quiet Pay attention I am watching you

No more talking ?

If you want to encourage real communication in the classroom you need to

◦ Establish English as the main classroom language

◦ Try to use interesting topics and stimulating activities, which take the learners’ minds off the language

Real life events ( weather, the students’ cloths, their health and mood, pictures and realia brought to class)

Events in the world outside ( new films, a circus in town, national sports victory, the students’ families, etc.)

Activities to

develop speaking skills

Picture-based activities

Information-gap activities

Dialogues Role-play Rehearsed

presentations

Songs and games ?

You are doctor .(like travelling)

You are a singer.(like pakistani food)

You are a writer.(like Shakespeare)

You are a politician.(like music)

You are a lawyer.(like reading)

AN COMPUTER ENGINEER NEEDED

Student A TEACHER Student B SICK CHILD

Student seems to be sick wants to go home,you find no symptoms, today an important test going on ,you believe child is lyng

You are feeling sick with some strange illness you think bad that you have some crazy symptoms,you want to go home

By end of the role play class must be able to answer

following questions.

What is the name of the student?

What three symptoms student is showing?

Why does he want to go home?

Was child lying and why?

Expressions

I am dying over here

Today is your Maths test I think

O god so painful.am serious am so super

sick

Ok will call your parents after your test

Oh am feeling so unwell

I think am about to faint

Appearance adjectives quality adjectives

Greet with smile

Maintain eye contact

Give a firm handshake

Tell your name

Ask for the other person’s name

Repeat the other person’s name

Never draw a negative picture of yourself

Relax and forget about yourself

Listen Ask questions

Use a friendly tone Choose your words

and questions carefully

Avoid controversial and intimate topics

as well as arguments

Neither interrupt a person in the middle of his thought, nor speak on top of it

Compliment the other person

Thank for a great

conversation

Personal, intimate question

I’m sorry, but I’d prefer not to answer this question.

Question you don’t know the answer

I have no idea.

Question you didn’t catch

Can you repeat the question?

Question you don’t understand because of unfamiliar words or

question structure

I’m sorry, but I don’t understand your question. Would you mind

telling it in different words?

What does…mean?

Move on to another topic

Ask questions for clarity

Find common interests

Compliment the other person

Observe any visual clues to draw a topic

out

If an awkward lull happens, correct it

by saying the following: I am

thinking of what we have just talked about.

Listening and reading aloud

Writing Networking and making friends

Greeting people on work place

Having small talks in public

Watching foreign movies with

English subtitles

Joining one-on-one conversations,

conversation and common interest

groups

Don’t be afraid Dive in! Develop

motivation Believe in yourself

Cooperate with your

colleagues

Don’t worry if

you are confused.

Get the “big” picture!

Trust your “hunches”

Make your mistakes work

FOR you

Set your own goals

Teaching Listening

and Speaking

From Theory to Practice

Jack C. Richards

Competent (English) Language Usage Essentials

BY Dr. C. J. Dubash Executive Vice Rector Forman Christian College Lahore