“And
God will wipe away every tear from their eyes; there shall be no more
death, nor sorrow, nor crying. There shall be no more pain, for the
former things have passed away.” Revelation 21:4
Humor:
"A teacher takes a hand, opens a mind and touches a heart"
Use the other language selector on my home page above to go through my whole site using any native language you speak,
then use the video above to see and listen to the same teaching topic in text below.
اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر
الذى فى الاعلى
Next, Use the world site selector on my home page above to go to the search engine site or the social media site you like.
Speaking is the second language skill. This vocalized form of language usually requires at least one listener.
When two or more people speak or talk to each other, the conversation is
called a "dialogue". Speech can flow naturally from one person to
another in the form of dialogue.
It can also be planned and rehearsed,
as in the delivery of a speech or presentation. Of course, some people
talk to themselves! In fact, some English learners practice speaking
standing alone in front of a mirror.
Speaking is the second language skill we acquire in our native language. It is what is known as a
productive skill, or an active skill, as it requires us to use our vocal
tract and our brains to correctly produce language through sound. It is
the second of two natural language skills
Speaking is probably the language skill that most language learners wish
to perfect as soon as possible. It used to be the only language skill
that was difficult to practice online.
This is no longer the case.
English learners can practice speaking online using voice or video chat
and services like Skype. They can also record and upload their voice for
other people to listen to..
Speaking is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. Speaking is the second of the four language skills, which are: Listening.
Goals:
The goals focus on pronunciation, fluency, dialect, intonation, stress rhythm, interaction, practice and communication.
The goal of teaching speaking skills is communicative efficiency.
Learners should be able to make themselves understand, using their
current proficiency to the fullest.
They should try to avoid confusion
in the message due to faulty pronunciation, grammar, or vocabulary, and
to observe the social and cultural rules that apply in each
communication situation.
Techniques:
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines
language input, structured output, and communicative output.
Language
input comes in the form of teacher talk, listening activities, reading
passages, and the language heard and read outside of class. It gives
learners the material they need to begin producing language themselves.
Procedure:
Pr-speaking:
1-There must be authentic interactive oral situations.
2-Learners check the situation pictures or photos and the text title to guess the content of the speaking text.
During speaking:
I combine language input through talking, structured output through correct form and communicative output to get information.
2-They communicate extensively in pairs using the real situation given.
3-They use acting for the speaking situation scenes.
4-They
do a communicate practice intensively in pairs again with gestures and
practical behavior. I monitor, guide, encourage and check.
Post speaking extension:
Learners answer the speaking exercises on the text in groups. I monitor, guide, encourage and check.
2-Speaking sub-skills
1. Producing segmental features of English at word level [ vowel and consonant sounds, stressed and unstressed syllables)
2. Using suprasegmental features of English [intonation, stress in sentences, word-linking and weak forms].
3. Expressing grammatical [syntactic and morphological] relationships in spoken utterance.
4. Expressing relationships between parts of a spoken utterance through cohesive devices.
5. Using markers in spoken discourse, in particular:
a)introducing an idea.
b)Developing an idea.
c)Transition to another idea.
d)Concluding an idea.
e)Emphasizing a point to indicate important information.
f)Explaining or clarifying a point already made.
g)Anticipating an objection or contrary view.
6)Sustaining communicative dialogue with and without explicit marker
a)Single exchange
b)Double exchange
c)Multiple exchanges
7. Expressing conceptual meaning in spoken utterances.
8. Expressing attitudinal meaning in utterances by intonation.
9. Marking the important information in spoken text and utterances through verbal cues.
10. Expressing information in informal and semi-formal utterances.
3-Speaking Activities
The purpose of real communication is to accomplish a task, such as
conveying a telephone message, obtaining information, or expressing an
opinion. In real communication, participants must manage uncertainty
about what the other person will say.
Authentic communication involves
an information gap; each participant has information that the other does
not have. To create classroom speaking activities that will develop communicative
competence, instructors need to incorporate a purpose and an information
gap and allow for multiple forms of expression.
The activities include:
1-Language Functions:
Language
functions refer to the purposes in which we use language to
communicate. We use language for
a variety of formal and informal purposes,
and specific grammatical structures and vocabulary are often used with
each language
function. Some examples of language functions
include:
1-Compare, contrast and preference.
2-Persuasion.
3-Asking and replying.
4-Expressing likes and dislikes.
5-Cause and effect.
6-Request, permission, offer, expressing worry, sorrow or pain.
7-Sequencing, suggesting and replying.
8-Predicting, advising and warning.
9-Agreeing / disagreeing.
10-Greeting people/introduction.
11-Wishing, apologizing, thanking, congratulating and blaming.
12-Asking for and giving opinion or information.
2-Mini-Dialogues:
A- Demonstrate this pair work writing activity with you as student A and the rest of the class as student B.
Write the first line of a dialogue on the board.
E.g. Did you do anything interesting last night?
Ask students to count how many words you’ve used (7).
Elicit a response from any student, to continue the dialogue, but with 6 words . E.g. Not really, I was at home.
Continue the dialogue with a 5-word sentence; e.g. Were you at home alone? Elicit a 4-word sentence, etc.
Continue until the mini dialogue concludes with one word.
B- Students repeat the activity in pairs; A and B.
Students should write the first line of a dialogue using seven words.
The hey should exchange papers and both students should continue their partner’s dialogue using six words, etc.
Each pair is writing two mini dialogues at the same time.
Point out that contractions such as don’t’, count as two words.
When students finish, check the dialogues for errors and get students to make any necessary changes.
Students
are often curious to read each other’s mini dialogues so you might like
to display them on the wall for everyone to read.
3-Retelling a story and doing a feedback.
4-Self expression and giving opinion.
5-Doing debates and conferences.
6-Making telephone calls.
7-Doing chats.
8-Working in pairs, in peers, one asks and one answers.
9-Order the scrambled dialogue or story.
10-Speak and draw.
11-Speak to do warm up or act the scene.
12-Speak to sing and play the game.
13-Encourage students to ask follow up questions and try to have a conversation.
14-Role cards and brain storming,
15-Students work together to resolve a problem, or complete a task.
16-Exercises:
Listen and speak/ Look and speak /Watch and speak / Write and speak /
Read and speak / Do and speak / Speak to evaluate.