TMN3701 Speaking Skills Units 7-9

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Questions and Answers

What is the primary message about tolerating errors while teaching speaking?

Highlighting errors helps learners understand their mistakes and improve faster.

Teachers should meticulously correct all errors during speaking practice.

Avoid creating stress for learners by focusing on celebrating progress and reducing anxiety. (correct)

Teachers should prioritize perfect pronunciation over fluency in speaking activities.

What does the 'body' of a speech consist of?

A summary of the main points and a concluding statement.

The most important points, explaining the topic and supporting ideas. (correct)

A brief overview of the topic, setting the stage for the main points.

Introduction and closing remarks.

What is an example of a non-verbal communication cue?

Speaking in a clear and concise manner.

Asking questions to engage the audience.

Using filler words like 'um' or 'like' during a speech.

Smiling while greeting a friend. (correct)

Which approach is most effective for managing errors during speaking activities?

Providing individual practice sessions and offering positive feedback. (A) Signup and view all the answers

How can you facilitate a positive and engaging learning environment for speaking activities?

Incorporating language games and activities to make learning fun and interactive. (B) Signup and view all the answers

What is the benefit of using a mind map to organize a speech?

It visually represents the relationships and flow of ideas in a structured way. (C) Signup and view all the answers

What is the main purpose of providing learners with phrases for unprepared talks?

To offer a framework and vocabulary support for spontaneous speaking. (C) Signup and view all the answers

What is one key element that should be addressed when preparing learners for a short talk?

Helping them select an appropriate topic and define it clearly. (B) Signup and view all the answers

How can you encourage learners to self-analyze their speaking progress?

Allowing learners to listen back to their recordings and reflect on their performance. (C) Signup and view all the answers

What is a key element of encouraging language learning in a speaking environment?

Creating a supportive and collaborative environment for language experimentation. (C) Signup and view all the answers

What is the primary focus of Units 7, 8, and 9 in TMN3701?

Teaching speaking skills in English First Additional Language for the intermediate phase. (C) Signup and view all the answers

Why is it important to consider children's interests when teaching speaking?

It ensures that the speaking topics are genuinely engaging and relevant. (D) Signup and view all the answers

In the context of language teaching, what does the term 'notion' refer to?

The situations in which communication occurs. (B) Signup and view all the answers

Which of the following activities is NOT mentioned as a recommended way to practice speaking skills?

Practicing cursive handwriting to improve expression. (C) Signup and view all the answers

Which of these is a key component in creating a functional approach to speaking practice?

Creating everyday situations for practical language use. (D) Signup and view all the answers

Which of the following is a strategy for initiating a conversation?

Introducing oneself to the person. (B) Signup and view all the answers

Why is turn-taking crucial to maintain a conversation?

It guarantees equal participation by all speakers and better listening skills. (C) Signup and view all the answers

How can object passing enhance the practice of turn-taking in conversations?

By giving visual cues and teaching children turn taking and listening skills. (A) Signup and view all the answers

Study Notes

Introduction

Units 7, 8, and 9 of TMN3701 focus on teaching speaking skills in English First Additional Language for the intermediate phase.
These units cover effective speaking instruction, engaging conversations, initiating and sustaining them, nonverbal communication, and structured (prepared and unprepared) speeches.
The units prioritize error tolerance and a supportive classroom environment for speech development.
A functional approach, using everyday classroom situations, develops speaking practice for various social purposes.

Understanding Learners' Interests

Connecting with student interests improves speaking instruction.
Observe student interests in TV shows, music, sports, books, toys, or themes.
Relevant speaking topics and genuine engagement in discussions are fostered.

Notion and Functions

Notion defines the communication context.
Function represents the communication purpose.
Everyday classroom scenarios (e.g., shopping, disagreeing, apologizing, expressing surprise, asking favors) allow functional language use.
Language use reflects the situation, connecting notion and function.

Speaking Activities

Discussions on weekend activities, holidays, or news are encouraged.
Sharing objects leads to unprepared short speeches.
Giving directions and instructions.
Role-playing, storytelling, and retelling stories.
Use role cards for acting out situations.
Language games for practice.
Short poems and rhymes.
Integrate speaking skills into other subjects like reading, listening, and writing.

Initiating Conversation

Conversation is a social skill.
Learners learn to initiate and maintain conversations in diverse settings.
Strategies include:
- Introductions
- Asking about well-being
- Sharing news or events
- Showing concern and interest

Sustaining Conversation

Effective turn-taking is crucial.
Using objects (e.g., ball) facilitates turn-taking and active listening.
Direct questions and conjunctions help construct longer sentences.
Comfortable use of fillers (for pauses) and fluency is encouraged, even with imperfect speech.

Non-verbal Communication

Nonverbal communication (body language, facial expressions, tone) is vital.
Students learn the connection between verbal and nonverbal communication.
Example: Smiling when talking to a friend; angry expression during an argument.

Framework for Prepared and Unprepared Short Talks

Selecting Topics:
- Choose age-appropriate, interesting topics.
- Brainstorm as a class; use voting, drawing, to select.
- Examples: sports, movies, TV shows, local heroes, pets, music, or personal experiences.

Pre-Speaking Activities

Prepare learners with questions, such as:
- Who will listen?
- What type of talk is expected?
- What is the goal?
Vocabulary exercises:
- Introduce topic-related words.
- Learners suggest words in their home language and look them up.

Structure of the Speech

Speech structure:
- Head/Introduction: Briefly introduce the topic.
- Body/Main Points: Explain topic and supporting ideas.
- Tail/Conclusion: Summarize main points, provide a closing statement.
Brainstorming, sorting, categorizing ideas.
Logical organization using mind maps.

Speaking Stage

Encourage enthusiastic delivery.
Provide advice on eye contact, appropriate tone, and staying informed.
Encourage visual/audio-visual aids (short videos, pictures).
Avoid reading directly from slides.
Practice, aiming for memorization of parts.
PowerPoint should enhance, not replace, the speech.

Post-Speaking Phase

Recordings allow self-analysis.
Constructive, positive feedback is given.
Learners self-evaluate, identifying areas for improvement.
Plan for improvements in future presentations.

Unprepared Short Talks

Encourage spontaneous speaking.
Model unprepared speeches to build confidence.
Guidelines for unprepared speeches:
- Finding and defining a topic.
- Providing examples.
- Explaining the topic's importance.

Phrases for Unprepared Talks

Provide phrases and expressions.
Examples:
- "My topic today is..."
- "I'd like to begin by..."
- "What's interesting about this..."
- "I think the audience would be interested in..."
- "For instance..."
- "An important point is..."
- "Let me emphasize..."
- "In conclusion..."

Tolerating Errors

Language learning is a natural process.
Avoid creating fear, anxiety, or stress.
Offer private practice, or joint speech preparation.
Celebrate successes and support gradual progress.
Focus on improvement, not errors.

Encouraging Language Learning

Language games and activities reduce tension and encourage experimentation.
Collaborative peer work fosters a positive learning environment.
Encourage diverse expression strategies.

Forum Questions

Teaching Speaking:
- Identify guidelines for teaching speaking.
Learner Conversation:
- Strategies for ensuring learner participation in conversations.
Story Retelling:
- Learning outcomes from retelling stories.
Role-Playing:
- Diverse methods for classroom role-playing.
Language Games:
- Suitable language games for speaking practice.
Prepared Short Talks:
- Five engaging topics for prepared short talks.
Preparing For a Short Talk:
- Supporting learners in preparing short talks.
Pre-Presentation Exercises:
- Relaxation exercises to prepare for presentations.
Managing Errors:
- Strategies for addressing learner errors.

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Description

Explore the essential strategies for teaching speaking skills in English First Additional Language for the intermediate phase, as outlined in Units 7, 8, and 9 of TMN3701. The quiz focuses on engaging students in conversations, utilizing nonverbal communication, and fostering a supportive environment for speech development. It also highlights the importance of integrating learners' interests into speaking activities.