TMN3701 Speaking Skills Units 7-9

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.