teaching english as a second or foreign language

Teaching English as a Second or Foreign Language

Speaking

Introduction

• For communication.

• The most demanding, and the centre of the four skills.

• A variety of demand, such as monitoring, understanding, contributions thought, producing that contribution, and monitoring its effect.

• Acquire the stress, rhythm, and intonation of English

• It is almost always accomplished via interaction with at least one other speaker

• Teaching of oral communication skills as a contextualized sociocultural activity has become the focal point in many ESL classroom.

Language comprises four dimensions as following

• Grammatical competence including rules of phonology, orthography, vocabulary, word formation, and sentence formation.

• Sociolinguistic competence expression and understanding of appropriate social meaning and grammatical form in different context.

• Discourse competence how sentence elements are tied together via reference, repetition, synonym, etc.

• Strategic competence A repertoire of compensatory strategies that help with a variety of communication difficulties.

In the Speaking Class

• Students should be allowed and encouraged to initiate communication.

• when possible.

• Determine the content of their response or contribution.

• Evaluate their own production and learning progress.

The oral skills class

Class Aim

• Who are the students?

• Why are they there?

• What do they expect to learn?

• What am I expected to teach.

• One basic consideration is the level of the students, and their perceived needs.

Four- point scale from poor to excellent

confidence, pronunciation, social

conversation, listening ability.

How to enhance students’ skills:• Extensive authentic practice in class

participation (taking part in discussions, interacting with

peers and professors, and answering questions). • From life realistic. • Give, and request personal information.

Directions, and price.

• Talking family members; tell time; give, and accept compliments.

Conversation courses

Emphasize-

• speech acts such as; greeting

(congratulation, hi, hello), and apologizing

(sorry, please forgive me..)

Speaking Naturally

• covering opining an closing a conversation,

introducing and addressing people, giving invitations, expressing thanks, apologizing,

complimenting, getting attention and

interruption, agreeing and disagreeing,

controlling the conversation, and getting

information.

• Oral activities- discussions, speeches, role plays, conversations, audiotape oral dialogue. Journals, and other accuracy base• Discussion- The most commonly use activity in the oral skills class.• Method- introduce a topic, via reading or listening passage, or from videotape, then asked to get into pairs or groups to discuss, in order to come up with a solution, or response, or the like.

• First, planned (versus random), the “right way” to group is necessary.

• Second, to reach a good solution, each

student should need a specific responsibility.

• Third, clear about the reasons (what, and why), and what outcome expected.

Speech-normal type Prepare speech• Provided by teacher• Avoid boring in the class, making responsibilities

during speeches, and listener.• Summarize its content.• Note strength, weaknesses, or relate the speech

topic to a personal experiences.• Videotape, audiotape-the language analysis

activities described below can be used to encourage learners to become aware of their individual problems with pronunciation, grammar, vocabulary, and fluency.

The categories of performance

• Delivery

- Is the volume loud enough or speed appropriate.

• Interaction/Rapport with audience

- With eye contact, posture, gestures, nervousness?

• Content and organization - the gist of main point.

• Language skills Were there any particular problems with grammar, fluency, vocabulary, or pronunciation?

• Language skills - Were there any particular problems with grammar, fluency, vocabulary, or pronunciation

Second type of speech

• Impromptu speech- it is without preparation, rehearsal or thought in advance.

Role Plays the third major speaking activity.

• It’s suitable for practicing, the sociocultural variations in speech acts, such as complimenting, complaining.

• • There are varieties factors can be used such as practice

prototypical, socioculture.

• Additionally, requiring students to observe native speakers interacting can supplement in class production activities such as role plays.

For example, when teaching a unit on complaints, one assignment might be to have students go to places where complaints might be common (the return desk at a discount store).

Then, they can listen carefully for how complaints are stated and responded to perhaps using a checklist that the students themselves create for observing that particular speech act.

• One way to approach this activity is to assign students to find a native speaker (or near- native speaker) they know such as; a friend, room-mate, or colleague, and arrange to tape-record a 20-30 minute interaction with this person.

• The next step is to transcribe a portion of their interaction. Transcription involves a faithful reproduction of what was said on the tape onto paper and can provide a genuine awareness of what speech is really like.

For evaluation, choosing one of a interesting topics such as; abortion, gun control, illegal, immigration, then in pairs or in groups, survey native speakers about their opinions.

The results of survey can then be presented in the form of an oral presentation, which in turn can be audiotaped and or videotaped for self peer, and teacher evaluation.

Audiotaped Oral dialogue Journal

• The activities discussed so far have emphasized fluency and meaning negotiation rather than accuracy.

• Oral dialogue journals are one format where practice with fluency and attention to accuracy can be accomplished at the same time.

Conversations

• one of the more recent trends in oral skills pedagogy is the emphasis on having students analyze and evaluate the language that they or others produce.

• This is the most fundamental form of oral communication. Almost all ESL/EFL students can benefit from a unit on and practice with informal conversation.

For example, the student gives an

audiocassette tape to the teacher, then

start the oral journal on the tape by giving

some directions for the assignment and

perhaps suggesting a topic, such as asking

student “Tell me about your first day in

New York?”

Be sure to remind students to speak

extemporaneously and explain why. Some

students will want to write their entries

and read them, or turn the tape recorder on and off, so that they can sound “perfect”.

This activities is to work unplanned

speaking.

Other Accuracy-Based Activities

• In the past, speaking activities that focused on accuracy invariably involved drills (commonly uncontextualized pattern practice exercises).

• If drills are to be used, they should be short, simple, and snappy, they should be used sparingly, and they should lead to more authentic communication activities.

Teacher can design a activity, for example’

using an interview form, asking the

question with wh-and/yes or no for

answer. A variation on this is an activity

in which students need to “Find someone

who can answer the question, then give

them a sheet of habits or characteristics.

The first student to find someone who

can answer each question wins the game.

Before closing this section, a word about

error correction is in order, explicit error

correction will probably be out of place

because it disrupts the communication

that is going on. Teachers may note

errors that occur at these times for some

later instruction to the class as a whole or

to individual student, as necessary.

Teaching Oral Skills in an EFL Context

• Teaching a heterogeneous (by native language and ethnicity) class of learners in an English-speaking environment.

• Motivation- getting students to speak.

• Confidence- teacher might be not a native speaker, he/she might not be competent to speak the language which they teach.

• Authentic- he use of authentic, engaging materials

should be the basis for in-class activities.

Assessment• The oral skills teacher may be required to make

decision about two kinds of oral assessment. As following

• First

whenever possible, extended chunks of speech that have a purpose and that are structured or organized should be elicited.

• With no planning time-isolated sentences, spontaneous, production with no planning time.

• Second

giving input to students, whether

it be visual (a picture for description),

aural (directive to “tell me about the most

exciting day you have had”), or

interactive ( e.g., questions in an

interview).

• Finally the results of oral assessment should be reported using terms, that are clearly defined for and understandable to students. For example, the student level, and the speaking task itself, note the difference in specificity between “generally effective communication and can answer questions about home family, even in a work place.

Four large scale good examples

The University of Cambridge Local Examinations Syndicate (UCLES)

offers two large-scale speaking tests,

which are Oral Interaction test in the

Certificate in Communicative Skill in

English (CCSE).

The test can be taken at one of four levels;

at any given level the test taker is

awarded a Pass or Fail based on the

degree of skill in five areas: accuracy,

appropriate, rangy, flexibility, and size of

contributions.

The Business Language Testing Service (BULATS)

a language procedure for business and

organizations to asses the English

Language skills of their employees, job

applicant, or trainees. The 12 minutes

face to face speaking test, consisting of as

interview, a presentation, and discuss, is

conducted by a trained examiner and

then rated by the examiner and another

assessor.

The Educational testing Service TOEFL (Test of English as a Foreign Language), offers the test

of Spoken English (TSE)

The 20 minutes test is conducted and

record on audiotape and is composed of

12 speech-act based tasks that are

presented in a printed test booklet and on

the audiotape. The test answer tapes are

score independently by two trained raters

using the five points:

• rating scale of communicative

effectiveness

• Each point contains description of

functional ability

• Response appropriacy

• Cohesion, and coherence.

• Linguistic accuracy

Oral examination, administered by the American council on the Teaching of

Foreign Languages (ACTEL)

Is the ACTEL oral Proficiency Interview.

• The 10-30 minutes tape- recorded

interview is administered (either over the

telephone or face to face by a trained

Oral proficiency the interaction to elicit

the best possible performance from the

candidate.

Conclusion/Future Trends

• In a English speaking world-English is the most important Language.

• Oral skills are not only critical for communication in the ESL classroom, they are necessary for communication in, and with, the English speaking world.

• Teacher will want to do whatever they can to

promote the development of speaking, listening,

and pronunciation skills in their students.

• In this chapter, there are varieties activities for

us to improve students’ oral skills, in order to

enhance oral proficiency, then can improve

students’ aural skill as well.

How to improve? And what is the ways students can improve?

• Give an overview of the theoretical basis for teaching in this area, such as

discussions, speeches, role plays, and conversations.

What is the future holds for language

teaching in general, and oral skills

pedagogy in particular.

It is reasonable to

assume that the focus on the

sociolinguistic and socioculture dimensions

of oral communication will continue.

Foreword＊ Three goals of teaching pronunciation

1. Enable learners to understand

and be understood.

2. Build their confidence in entering communicative situations

3. Enable them to monitor their speech based on input from the environment

Introduction＊ Pronunciation is the language feature.

＊ In the past – the articulation of consonants and vowels & the discrimination of minimal pairs.

＊ In recent years – suprasegmental features (stress, intonation, and so on)

＊ should be taught as communicative interaction along with other aspects

The Segmental/Suprasegmental Debate

＊ Segmental: individual sounds

＊ Suprasegmental: stress, intonation…

＊ It’s not sufficient to focus on only

segmental or only suprasegmental

＊ to know which features should be taught

and which communicative situation should

be used are important issue

Setting Realistic Goals

　 1. Functional Intelligibility

2. Functional communicability

3. Increased Self-confidence

4. Speech Monitoring Abilities


1. Functional Intelligibility

★ Intelligibility:

The spoken English is presented with accent, and is not distracting the listeners.

-> use “accent addition” rather than “accent reduction” (not force learners to eliminate their L1 accent to learn new second language)


2. Functional communicability★ Learners have a ability to use spoken English successfully in real communicative situations.★ Using survey to elicit students’ needs and interests=> What the features do we need to choose and which pronunciation practices should be emphasized


2. Functional communicability

1. Prominence

2.Topic management

3.Information status

4.Turn-taking

5.Social meanings and roles

6.Degree of involvement


3. Increased Self-confidence

★speak and be understood

★Design the materials in real situation:

Control-> Free Production-> Provide

feedback


4. Speech Monitoring Abilities

★ Let learners pay attention to their

own speech and others’ speeches

-> learners hear and try to imitate.

A Description of the Sound System of English ＊ Traditional (bottom-up) : sound → syllables → phrases and thought groups → extended discourse

＊ the steam of speech (top-down): sound system is used naturally => both segmental and suprasegmental features

A Description of the Sound System of English

1. Thought groups : ＊ use pause to divide speech into manageable chunk -> easy to understand the main point of speech

＊ Avoid pausing frequently


1. Thought groups : ＊ meaningful grammatical unit:Ex: I was speaking to him / on the phone yesterday. (O)

I was speaking to / him on the / phone yesterday. (×)


1. Thought groups : ＊ ambiguous phrases: Ex: 1. Alfred said / the boss is stupid.

2. Alfred / said the boss / is stupid.


1. Thought groups : ＊ speaker’s speed: 1). faster speakers have less pauses


2. Prominence : ＊ in thought group, an emphasized syllable is used by the way of lengthening and moving the pitch up or down Ex: I was SPEAKing to him/ on the PHONE yesterday.


2. Prominence : ＊ depends on context but generally represents information 1) new: ex: (I got a postcard from Sue.) She’s in MEXicao.


2. Prominence : ＊ based on communicative context ex: I am reading.

What word should be emphasized?


3. Intonation : ＊ the melodic line or pitch pattern in thought group ＊ the pitch movement within intonation contour occurs on the prominent element ex: Are you READy yet? No, I need to call DAVE first.


3. Intonation :

give “an” appropriate option about generalized patterns of specific contexts


3. Intonation :

＊ It is dangerous to make one-to-one associations between a given emotion and an intonation contour.


4. Rhythm : ＊ stress-timed (including longer <stressed> and shorter <unstressed> syllables): occurring at regular intervals ．．． ex: She would’ve liked to have gone to the movie. <-> syllable-timed: each syllable receives same timing and length.


4. Rhythm : ＊ Which words should be stressed and which unstressed? -> ★content words (more meaning, nouns, main verbs, adjectives, and some adverbs) => O ★function words (articles, pronouns, auxiliary verbs, and prepositions) => ×


＊ Rhythm v. s. Prominence -> Rhythm : “ALL” the syllables (content words) that receive stress in a thought group

Prominence : “One” emphasized syllable in a thought group

．．． ex: She attends the University of MARyland.


4. Rhythm : ＊ Traditional analytical exercises : To let students understand the rhythm BUT: For speakers, there is no time to do it during the conversation


4. Rhythm : ＊ Chelas Flores (1998): 1) apart from words and meaning 2) use written (on the board) ★dots (short syllables) ★dashes (long syllables) 3) pattern orally ★ti (unstressed syllables) ★TA (stressed syllables) ★ TAA (prominent element)


4. Rhythm : ＊ Chelas Flores (1998): Instruction: 1) teacher pronounce some patterns let students point out on the board => draw learners’ attention (internalized) 2) use the actual phrases to let students distinguish => practice meaningful phrases


5. Reduced Speech : ＊ to de-emphasize other unimportant syllables in a thought group

＊ Two ways to reduce speech: 1) to shorten unstressed syllables 2) to relax the mouth (reduces vowels) => let learners speak quickly


5. Reduced Speech :

＊ citation form (full, strong, or stressed ) & reduced form (unstressed or weak) Ex: citation form reduced form Has He has? /h z/ What has he done? / z/


6. Linking : ＊ adjustment speakers make between words in connected speech ex: Why don’t you find out? ↓

fine doubt -> link the syllables together in order to pronounce it easily


6. Linking : ＊ plurals, verb form and tense, possessive (to be conveyed by endings) ex: They live in Miami. (Present)

They live-din Miami. (Past) -> focus on linked sound

﹀

﹀


7. Consonants : ＊ Three dimensions 1) Place of articulation: Where the sound is made? 2) Manner of articulation How the sound is made? 3) Voicing Whether the vocal cords are vibrating or not


7. Consonants : ＊ decide whether phonetic symbols are necessary -> some letters are the same as the phonetic representation

BUT: certain sounds are not. ex: thumb /θ/, shop / /, and so on


7. Consonants : ＊ Clustering: a segment is deleted and changed ex: strengths, texts, facts, and handbag

-> learners should know how consonant cluster and there are acceptable cluster reduction.


7. Consonants : ＊ difficulty with sounds that don’t exist in learners’ L1

ex: th, l ,and r sounds -> focus on sounds in context


8. Vowels : ＊ the syllable core ＊ constitute a syllable or a word ex: eye ＊ articulation is with smooth airflow


8. Vowels : ＊ Some challenges in teaching 1) English has more vowels than others. 2) a lot of variation in vowels between dialects ex: doll and ball -> same pronunciation 3) glide movement : eye (diphthong) 4) most vowels can be spelled in many different ways ex: /i/-> ee or ea


8. Vowels : ＊ Some challenges in teaching 5) vowels sounds are usually reduced in unstressed syllables. ex: mo1to2r -> o1 is stressed o2 is unstressed (tore=>ter) => use the relaxing of the articulators to reduce or weaken the vowel


8. Vowels : ＊ Instruction 1) show each vowel with key word (and numbers) 2) repeat key words until remember 3) unnecessary to introduce any phonetic -> easier to refer the key or the number rather than vowels


9. Word stress :

＊ There are primary stress( ． ),

secondary stress( ． ) and almost no stress( ． ) in a word

ex: ．．．．． com mun i ca tion


9. Word stress :

＊ three factors 1) historical origin of a word 2) the part of speech 3) affixation


9. Word stress : ＊ In general terms 1)the root or base of a word, less on prefix ex: beLIEVE, preDICT, comPLAINT 2)compound nouns : primary stress on the first, secondary stress on the second ex: BUS stop, AIRplane

A Communicative Framework for Teaching Pronunciation

1) Description and Analysis ＊ use the chart (vowels, consonant, organ of speech) ＊ present the rules inductively or deductively

ex: present –ed or provide multiple examples and let learners figure out the rules


2) Listening Discrimination ＊ contextualized minimal pair discrimination exercise ex: a. He wants to buy my boat. Will you sell it? b. He wants to buy my vote. That’s against the law! -> teacher say “a” or “b”, and listener has to response with the appropriate answer.


2) Listening Discrimination ＊ falling or rising intonation ex: Rising Falling You can’t ↗ ↘ -> let listeners choose which intonation they hear


2) Listening Discrimination

＊ Using a transcript with a short listening passage -> learners mark and circle a) teacher just focus on one or two features at a time b) focus listener’s attention


3) Controlled Practice

＊ learner’s attention focus on form

＊ poems, rhymes, dialogues, dramatic monologues are used .


4) Guided Practice

＊ learner’s attention focus on meaning, grammar, communicative intent and pronunciation.

-> maintain control of the pronunciation target


5) Communicative Practice

＊ activities should be balanced between form and meaning (role play, debates…) ＊ the attention should focus on one or two features at a time ＊ Instruction: set up the objective ex: liking -> feedback

Some Teaching Techniques

1). Contextualized Minimal Pair Practice : ＊ contextualized sentences and rejoinder, not just isolated words ex1: This pen leaks. Then, don’t write with it. This pan leaks. Then, don’t cook with it.


2). Cartoons and Drawings :

＊ to give hints for production

＊ to use humorous cartoons story to

elicit short plays (rhythm and role play)

＊ to let learners read and analyze


3). Gadgets and Props :

＊ to help learners understand some

features.

＊ use kazoos to highlight intonation

＊ use Cuisenaire rods to illustrate

rhythm


4). Rhymes, Poetry, and Jokes :

＊ let learners learn a strong beat

＊ let learners learn pronunciation and

spelling at the same time

＊ to illustrate and practice some

features


5). Drama :

＊ various components of communicative

competence can be practiced

=> particularly effective


6). Kinesthetic Activities :

＊ use basic hand gestures (fingers)

＊ The Wizard of Oz :

learners use movement to repeat

(stand up & take a step)=> internalized

＊ Acton (1984): mirroring (imitate)

=> helping fossilized learners

An Integrated Whole-Body Approach to Teaching Pronunciation

＊ combine spoken fluency approach and use of drama => spoken interaction

＊ using short videotaped interactions

Media and Technology

1) Audio ★ the basic way to record learners’ sound or speech => review, find out errors & give feedback


2) Video

★ contain the author teaching

pronunciation lessons or actors

performing a scene with experience


3) Computer Software

★ a lot of functions

★ visual feedback is not necessary

★ record learners’ voice

★ some programs need cost

Media and Technology 4) Internet

★ provide a continually expanding

websites

★ voice-encoding technology

=>decrease the need for exchanging tapes

★ Need more plug-ins in order to connect

more websites (sound card, headphones,

speakers and a microphone)

Assessment 1. Diagnostic Evaluation: ＊ use passages and free speech sample ＊ The steps 1) read the passages which contain features and sounds 2) elicit learners by a topic, questions, and an illustration 3) learners have time to prepare for answering, and teachers evaluate by oral interview recording

Assessment

2. Ongoing Feedback:

＊ gives learners’ progress & points out

where need to improve.

＊ There are three major ways

1) Self-Monitoring:

★ guide learners to self-correct by

mentioning error silently.

Assessment

2. Ongoing Feedback: ＊ There are three major ways 1) Self-Monitoring: a) Gestures b) Pronunciation correction signs c) Charts ★ record students’ speech (with self- analysis sheet) => effective

Assessment

2. Ongoing Feedback: ＊ There are three major ways 2) Peer Feedback: ★in minimal pair activity: four members rather than two members => more reliable and convinced ★ in role play: two members in a group are enough =>unnecessary to share the pronunciation difficulty

Assessment

2. Ongoing Feedback: ＊ There are three major ways 3) Teacher Feedback: ★gestures, pronunciation correction signs ★audiocassettes or computers sound files

Assessment

2. Ongoing Feedback: ＊ There are three major ways 3) Teacher Feedback: ★Three types of errors should be corrected

① breakdown in communication② pattern③ pronunciation points

Assessment

3. Classroom Achievement Tests: ＊ evaluate learners’ progress => more focus than diagnostic assessment ＊ similar with classroom teaching tasks => reduce the effect of unfamiliar format on learner performance

Assessment

3. Classroom Achievement Tests: ＊ oral performance should be recorded => easier for teachers to evaluate and learners to review and revise

Conclusion

＊ The goals of teaching pronunciation:

1. to understand and be understood.

2. Build their confidence in entering

communicative situations

3. to monitor their speech based on input

from the environment

=> learners can communicate smoothly

Developing Children’s Listening and Speaking in

ESL Introduction How Children Differ From Adults As

Language Learners How ESL Children Approach Oral

Language Techniques and Resources Further Directions

Introduction Child second language learners could

differ from adults. Consider these anecdotes:

Repeating: children preferred to sing same song over and over again.

For example: a group of 7 children sing “I’m a little teapot” use their arm to show the tea pour out

(movement) And the group starts again.

Introduction Decline to speak foreign language: children may refuse to speak in English and use their native language.

For example: a girl who already in school for six months and still declines to speak in English. She hides under the table during group lessons .She speaks under her breath in Japanese to the other foreign children.

IntroductionHard to control the class: each activity lasts no more than

ten minutes

For example: children are usually in movement making (holding) something or walking in the classroom, because students attention span.

How children differ from adults as language learners

AdultAdult

MaterialsMaterials

Magnets, art Magnets, art suppliessupplies

ChildrenChildren

Magnets, art suppliesMagnets, art suppliesHamsters, costumesHamsters, costumesStuffed animalsStuffed animals

How children differ from adults as language learners

Activities need to be child centered and communication should be authentic:

something that interest students and they want to

listen and speaking in English

Many authors advise teachers to teach ESL holistically and

to focus on the whole child. Several themes repeatedly come up:

• Six-year-olds Provide a rich context, including movement,

the senses, objects and pictures, and a variety of activities

• Seven-year-olds

Teach ESL holistically, integrating the four skills.

• Eight-year-olds Focus on meaning, not correctness.

• Eight-year-olds Treat language as a tool for children to use

for their own social and academic ends.

• Eleven-year-olds Treat learners appropriately in light of their

age and interest.

• Eleven-year-olds Use language for authentic communication

not as an object of analysis.

• Twelve-year-olds Focus on collaboration and social

development.

• Advanced beginners Focus on the value of the activity, not the

value of the language.

How ESL Children Approach Oral Language

• Children enjoy rhythmic and repetitive language.

• They play with the intonation of a sentence, and most are willing to sing.

• Less awareness of languages difference.

Techniques and Resources

• Using Songs, Poems, and Chants ( add some gestures, body movement)

• “Mother Goose” is suggested poem

• The principle of choosing poem: -- to pick the one that you like


• Using Songs, Poems, and Chants: -- Chants have a strong and catchy rhythm.

• “You Did It Again” -- two voices, and express simple past forms of irregular verbs


1.Using Songs, Poems, and Chants: --- children’s folklore → the value should fit with your own

and requirement of school.

Techniques and Resources 1.Using Songs, Poems, and Chants: ＊ The advantages of using chants

vocabulary : hear pronunciation → practice the sou

nd

rhythm, intonation, and stress : English chants exaggerate each pattern

Techniques and Resources 1. Using Songs, Poems, and Chants: grammar structure : hear and produce the same parts culture : take “You Did It Again” example-- pick up the undesirability of breakin

g or learn to apologize

Techniques and Resources1. Using Songs, Poems, and Chants:

＊ beginners : listen1. Introduce vocabulary and context clear

ly2. Provide visuals and objects3. Have other students role-play the chant --- enjoy the rhythm of the language and being a part of the large group


﹡Intermediate and Advanced : → participate1. Most learners take part in the chanting and singing, thus memorizing the text 2. Students choose only to listen can still benefit


Consideration for choosing song:

1. Choose the song you like (feeling)2. Fit with ESL or interdisciplinary

thematic focus3. Language of a song seems archaic 4. Choose songs with movement


1.Using Songs, Poems, and Chants: ＊ The way of teaching: 1. start with vocabulary and context 2. listening 3. repeating independent recitation 4. repeating singing -- similar with audiolingual method


1. Using Songs, Poems, and Chants

The step of teaching:

1. Familiarize the children with the vocabulary and content by using pictures and objects.

2. Recite the poem or chant. Sing or play a tape of the song .

6. Divide learners into two groups: let children perform.

7. Practice the chants, songs, or poems about

five minutes a day .

8. Make costumes and props.

9. Have the class present the songs, poems or chants to other children.

3. Recite (sing, play) a line at a time, and

learner repeat after you.

4. Recite the whole text with the class.

5. If the context has two parts: you take one, and learners take the other .

Techniques and Resources2. Dramatic Activities:

Using drama more easily than through explanations or instructions.

Beneficial for children no matter have big or small part in the production

Children are more willing to participate drama activities than adults

Techniques and Resources 2. Dramatic Activities: ＊ role play --- grow out of a story or told in clas

s --- assign students parts --- act out the story

Techniques and Resources 2. Dramatic Activities:＊ instruction of using any kind of stories

or chants: 1. read original story2. read the script aloud3. assign each learner to each part4. learner can make up costume5. make up skits orally or in writing by themselves

Techniques and Resources 3. Storytelling

• Stories are a powerful means of language teaching.

Ex1: Teacher can tell the story using a book a picture and movement puppets to attract learners attention.Ex2: tell a version of a familiar story by a

different author and illustrator.

Techniques and Resources 3. Storytelling

Ex3: children can listen to the story using tape-

recorded together or individually using

earphones, and then they can retell it or

write a script for the story.

Techniques and Resources 3. Storytelling (game)

Ex4: teacher choose story→ rewrite sentence (memory) →recite sentence → make sentence in order →recite the entire story.

Ex5: story retelling

Ex6: chain story students begins a story → adding sentence → orally or in writing

Techniques and Resources 4. Gesture and Movement

★ Children need to move around more than adults do. ---teacher can combine gesture and movement with songs , poem or chant, with drama, and with stories. Ex: teacher can say yes by raising one hand and no by

looking down at the floor.

With young children, teacher can break up 5~10mins for

1~2mins of physical exercise or dancing.

Techniques and Resources Total Physical Response

• Teacher commands students to do some movement or models them. Gradually students are able to carry out a variety of commands.

• Students in the process acquire receptive language, especially vocabulary and grammar.


• TPR fits with in Natural Approach• Grammar is not overtly taught, the

focus is on comprehension, and input is supposed to be comprehensible.

ex: if children are studying the water cycle

command such as Touch/Point to/Pick can be carried out using pictures or word cards.

Total Physical Response

• TPR Storytelling is a method of second or foreign language teaching that includes action, pantomime and other techniques.

• Teacher teach vocabulary of the story through the gesture. (Each word has its own gesture)

---Students practice in pairs, and then teacher tell

mini-story to students with gestures. A month later, teacher will tell another mini-story which is related to before, students will understand better because the previous stories and gestures.

Total Physical Response (TPR)Storytelling

＊ Example of Storytelling

Tammy has a cat in the chair. The cat run away. Tammy looks everywhere for the cat. She comes back and sit down. Oh! The cat is asleep in the chair.

Total Physical Response (TPR)Storytelling

• Later students can tell story by themselves while others act it out.

• Next step, teacher tells a main story which students later retell and revise.

• Last, students create their own stories.

In the second, or third year, grammar is taught by telling the stories from another point of view. Requiring the learner to change tenses, pronouns, and so on.

Techniques and Resources Teaching Grammar

• In EFL situation, class is perhaps the only place where students speak English, many teacher are careful about t nothing errors ,and plan lessons and homework in response.

• In Unties States, where many teachers favor the Natural Approach, errors are often seen as indicator of children’s knowledge, but not necessary to correct.

Errors in grammar ,vocabulary and

pronunciationIgnore the errors

Make a mental note

Rephrase the sentence

Rephrase and expand

Present a lesson to a group or the whole class later on

Future Directions

Research may further document the success of an approach that relies on gesture , movement, humor ,and stories

Speaking

Elements of Speaking

• Be able pronounce correctly.

• Using appropriate stress and

intonation.

• Speak in connected speech.

Different speaking events

• Transactional- with main purpose conveying information and facilitating the exchange of goods, and service.

• Interpersonal- good relationship with people.

• Interactive- two or more people or interacting, two way transfer of information.• Non-interactive- such as leave a message on an answer phone.

• The planned of speaking- such as

a wedding party or lecture- Formal.

• The unplanned of speaking- for

example, we speak to some one

spontaneously.

Conversational strategies

• When we make the conversation, we can

add the umm or well, to continue our talk.

• Conversation opening, conversation

interrupting, and conversation closings.

Survival and repair strategies

• Using certain way to ask question

(e.g. how should I say? how should I put it?)

• Formulaic expressions, just like the paraphrase (it’s a kind of….).

All-purpose phrase, for example: what the word for something you play a guitar with? The answer is “Plectrum”.

Real talk

The textbook only has one sentence

example. but real talk has many (e.g.

Who does it? Is it the supplier?).

Speaking strategies

• To supply more important phrases.

• To analysis transcripts of real speech,

• directing their attention to how the speaker ask questions,

• respond to the questions of the others, and etc.

Function language

• -Using fixed phrases such as; Catch you

later, back in a second, etc.).

• -Language for use, we also use pitch

change, intonation and stress to convey

different meanings.

Adjacency pairs

It’s similar to tag question, for example

it’s beautiful, isn’t it? Or you like me,

don’t you?

Film and Video

• They can see how intonation matches facial expression

• What gestures accompany certain phrases (e.g., SHAKE ONE’S HEAD

when someone say I don’t know).

• Film allows students entry into a whole range of other communication words (how they close they are, and what sort of food people eat).

Students and speaking

• Good atmosphere class

• Get on each other well

• Learner with an appropriate level

• Participate freely and enthusiastic

Reluctant students

• Helping the student who is reluctant to

speak in front of other students, they might be shy, and not predisposed to

expressing themselves in front of other

people.

Preparation

• To make a preparation to “speak” it will

enhance the fluency in conversation or

speech.

• Planning and rehearsal for speaking

success-the chance to think about what

they are going to say and how to say.

• Making a feature of the conversation

thinking –in-our-heads ( imagination).

• Brainstorming in a buzz of groups,

sharing opinion, then they will know

what they want to talk.

The value of repetition

• Repeat speaking tasks- the first time

like the rehearsal, it makes students

with more confidence, student can

think about how to reword things or get

a feel for how it sounds.

• Students get a chance to analysis what

they have done if the repetition works

even better.

• Student will get better in their

presentation when we ask them to tell

stories, the repetition obviously draft and

re- draft student’s writing as well as

student rehearsal their conversation.

Big groups, and small groups

• If the student who reluctant to present

front of the big class, teacher can make

a small group, that can make for

dialogue or discussion.

Mandatory participation-

• To compulsory participation, when groups

do a task, that is students who sit back

and let everyone else do the work, could

the students were equally engaged in a

task (for example, student speaks equally

or some wants to speak, and some of not.)

• Using diagonally downwards game, asking

students practice with each other,

choosing a good topic such as; holiday,

my family, etc.

The roles of teacher

• Prompter- Student might get lost

when they are speaking to the next, we

can leave them to struggle out of such

situations. Or we might be help them,

giving them suggestion.

• Participant- Just at right time, not

involve too much.

• As a good animators, asking students to produce language.

• Involve in group or role play, discussion

with students together.

• Introduce new information to help the

activity running.

• Ensure student engagement and

generally maintain a creative

atmosphere.

• Dominating the speaking to themselves.

• Teachers may in direct conversation with their students- one to one.

• Near-equal participant-In the large

group, teacher might talk to student

one to one.

Feedback provider

• Helpful and gentle correction get

students out of difficult

misunderstanding and

hesitations.

• An important part for teacher’s job to

organize speaking activities is to

make sure that the students

understand exactly what they are

supposed to do.

• There are three kind of mistakes

students are easy to make-mistake

(they can correct by themselves),

error (mistakes which they can not

correct by themselves), and attempts

(that is when a student tries to say

something but don’t know how to say

it).

Classroom speaking activities

• Acting from a script, communication

games, Discussion, prepared talks,

questionnaires, Simulation and role-play.

Acting from a script

• According to the text book or outside

material (choose from teacher), asking

students to act out dialogues (they have

written themselves).

Playscripts• Treat the play or role play as “real” acting.

Teacher likes a theater director, drawing

attention to appropriate stress, intonation

and speed.

• As a drama actor with preliminary

stages which included relaxing, breathing,

exercises and learning how to laugh with each

other.•

• With intermediate stage they worked

as emotion, action, gesture and how to

show crying and laughing.

• With the presentation stage, they work on the script itself, student found that using drama (and having students write about in their portfolios), enhance

student’s motivation.

• Drama- will train student as a “whole”

people who with emotional, and

intellectual characteristics of their

personalities.

Acting out dialogues

• Giving time to student, rehearsal as well,

and preparing the presentation. Choose

the presenter who is not the shyest one.

Make sure teacher need to create the right

kind of supportive atmosphere in the class.

Communication games

• Information gap games

Using puzzle, draw a picture or in a map

with the RD, and building and find out

the difference between pictures.

Television and radio games

• Asking question as TV show or radio-

“Can you use it in the kitchen?” or “is it

bigger than a person?” The answer is not

long; as yes or no. they get the points if

they guess the answer in 20 questions or

fewer.

Discussion• Buzz groups

• Instant comment

• Formal debates

• Unplanned discussion

• Reaching a consensus

Prepared talks

• Students make presentation

• Decide on criteria and give feedback

• Give students tasks

Simulation and role-play

• To encourage general oral fluency

• Students need to be given enough information

• Three advantages

Example 1: Experts

Activity: communication gameFocus: controlled language processing Age: anyLevel: elementary above

Pre- choose 4-5 students and choose a subject

During-class make questions and teacher checks

Post- “experts” use one word to answer

Example 2: Films

Activity: questionnaireFocus: lexis and grammar; interacting with others Age: young adult and above Level: lower intermediate and above

Pre- choose 5-6 films and make the questionnaire

During- discuss and interviewPost- ask student what have they found

out

Example 3: My home town

Activity: communication gameFocus: lexis and grammar; language

processing; information processing Age: anyLevel: elementary

Pre- make sure students know some vocabularies

During- students write the name of the town

Post- asking each other about the towns

Example 4: Whose line is it anyway?Activity: improvisation gameFocus: language processing, interacting with

othersAge: young adult and aboveLevel: upper intermediate and above

Pre- who the students is (e.g. police officer, nurse, teacher)During- where a conversation between these two is taking place.Post- teacher asks the students what

they are talking about.

Example 5 : London mapActivity: information gap Focus: finding the differences between two pieces of

informationAge: adult Level: upper intermediate

Pre- give students two minutes to write down as many sights of London as they can.During- provide different maps for two students.Post- students tell the differences in the pictures, others are in the writing.

Example 6 : Time capsuleActivity: decision- making Focus: information processing; interacting with

othersAge: teenage and aboveLevel: elementary and above

Pre- general discussion During- students share ideas in group and

make the decision Post- the whole class listens to the

suggestions and comes to a decision

Example 7: The debateActivity: discussion; making speeches Focus: making a compelling argumentAge: young adult plusLevel: intermediate

Pre- think about the topic, point out their viewpoint and arguments During- students rehearse arguments in teams Post- make a short closing speech and votes the

motion

Example 8: Travel agent

Activity: role -play Focus: interacting with others ; information

processingAge: anyLevel: intermediate and above

Pre- role play During- act out the scene in pairs Post- compare what happened in the role play (e.g. What did they find difficult/easy?)

Example 9: The interviewActivity: simulation Focus: interacting with others ; lexis and

grammar ; process languageAge: adultLevel: intermediate and above

Pre- discussing general interview issue During- put students in two groups , Interviewers group and

Interviewees’ group Post- give feedback, question asked,

interviewee managed, right kind of language used.

Making recording

＊ Camera and the microphone can become a central learning aid

=> students work cooperatively together

using a wide variety of language both in

the process and the product

Example 10: News bulletin

Activity: presenting information clearly Age: young adult and aboveLevel: elementary and above

Pre- watch news bulletins and analyse the language During- writing and editing the script Post- film their broadcasts

Example 11: Put it on screen

Activity: filming a scene Focus: acting from a script; interpreting textAge: anyLevel: any

Pre- study an extract from a novel or work with a

coursebook dialogue During- students film the scene they have jus

t read Post- film a scene involves discussion.

Getting everyone involved

＊ ways of avoiding this danger:

• The group: if more than one video camera is available, divide a class into groups.• Process: participation in the decision–making process by insisting that no roles are chosen until the last moment.• Assigning roles: assign a number of different r

oles as in a real film crew.

Thank you for your listening

teaching english as a second or foreign language

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