Example: Speak from the following cues and say which cue you liked most of all and why

Cue 1

You want to sell the old computer that is actually in good condition. Sound enthusiastic. Describe what successes you have achieved working with this PC. Describe how nice this small screen is. The keyboard thought old is very soft. The computer memory is limited but it is much bigger than human memory. The machine is slow but you have time to stop and think instead etc

Cue 2

You want to speak about gender differences. Here are your notes: women live longer, more often unemployed, less often become prisoners, marry younger, less likely to die of heart attacks, smoke a lot, more men in politics, pilots, miners, soldiers, priests (now changing), less men beauticians and nurses

Cue 3

You want to speak about pay-and-prestige of different professions. Use the graph(you can question the graph if necessary): High e b d Prestige a c Low High Pay a teachers, b doctors, c officers, d – lowers, e – bankers

Cue 4

You will speak about advertisements on TV according to the plan: · Give an introductory phrase · Describe an ad that you like · Describe an ad that you dislike · What do you find irritating about the ads on TV? · Make suggestions

 

An important type of activity in teaching to speak is socialization. Socialization is actual experience of oral communication with empathy, personal interactive contact, support-seeking and care-giving communication. It is spontaneous, relationship based, unplanned, private and supportive. Socialization can be trained in activities that help developing in learners social skills. These skills are necessary to develop learner interaction in the classroom.

Example: Consider the following techniques to develop social skills in learners and say what social skills can be developed with their help:

Techniques	Social skills
¨ Strip stories (telling a story by saying an episode by each student in turn) ¨ Viewing through other people's eyes (saying what others might think and feel about the subject) ¨ Rally (practicing public addresses) ¨ Conflict resolution (practicing the way to intervene in conflict situations) ¨ Friendly chat

 

THREE-PHASE FRAMEWORK

THREE-PHASE FRAMEWORK OF TEACHING TO SPEAK CONSISTS OF THE PRE-SPEAKING, WHILE-SPEAKING AND POST-SPEAKING ACTIVITIES. SAY WHAT ACTIVITIES BELONG TO PRE-, WHILE- AND POST-SPEAKING (IN THE TABLE):

Pre-speaking activity is to prepare the participants for the main speaking activity. Questions, pictures and texts can be used to these ends. Brainstorming is an activity used to generate ideas in small groups before the main speaking activity. The purpose is to generate as many ideas as possible within a specified time period. Motivation of participants can be enhanced when they clearly see the communicative problem and the ways to resolve it. While-speak ing the participants actually resolve the communicative problem and produce its resolution as a result of the role-play, problem-solving, socialization or communication game. Post-speaking can provide opportunities for the learners to re-visit the language and ideas produced and to think of the ways to make communication more effective. An important part of the post-speaking activity is the development of integrated communicative skills, i.e. reading-and-speaking task, listening-and-speaking task, speaking-and-writing task etc.

Phase	Contents
1. Pre-speaking 2. While-speaking 3. Post-speaking	a) Role-playing, problem-solving, story-telling, game-playing, socializing. b) Reflection on the activity. Focus on language. Focus on ideas. Integrated skills. Further tasks. c) Language activation. Speaker motivation. Idea preparation.