General Strategies For Teaching Speaking

General Strategies For Teaching Speaking

1. Discussion and Debate Discussion was used in following up the text. There is absolutely no need, though, to restrict debate to the topics of printed passages. Anything that is worthy of thought and discussion can be the basis of a communication session. Debate can be introduced at any time and last for just as long as interest persists. a) Organizing discussion groups b) Using discussion cues c) Project presentations d) Topic talks

a) Organizing discussion groups. It is best if discussion takes place in groups, with a secretary designated to summarize in any public follow-up. In the small group situation, everyone gets an opportunity an opportunity to offer an opinion and the supralinguistic features of genuine interaction are developed, too.

b) Using discussion cues A simple blackboard or poster prompt can provide the stimulus for a lengthy discussion or argument. In newspaper, there are frequently interesting statistics in ready-to-copy graph or chart form.

c) Project presentations Project work lets us extend learning time and gets students doing something original and worthwhile in English. Even introvert students enjoy tackling a project. A project is an in-depth study of a topic of interest to the individual students. They collect all the information and data themselves and build up a document of some sort

d) Topic talks Topic talks are different in that they involve little or no research. Nor is written work needed, apart from notes. The range of topics should reflect learner interests as well as examination topics. A list of six or more topics can be agreed by the class, after which the students form groups of four to six, depending on seating, and each member of the group chooses a different topic.

2) Drama Activities Role play is used a great deal in situations where the students' future use of the language can be defined fairly clearly. It is frequently found in state schools, as well as in LSP situations. As well as being enjoyable, it offers a mental escape from the classroom. It can be tightly controlled, perhaps as a logical development of a dialogue in the textbook, or it can be relatively free, with considerable scope for imagination and creativity. A. Role adoption  Introducing role adoption B. Prescribed role play  Talk cards  Role play at the desks C. Free Role Play D. Free role play from a text

A. Role adoption Role adoption is a term to describe a drama-type activity where just one student of a group or pair takes on a new identity, transforming practice and exploitation of the text into real performance.  Introducing role adoption The first time you use role adoption, bring one good student to the front of the class to take the role. The questions asked by the class will probably be factual, confined to the text or very close to it.

B. Prescribed role play In any role play there are two or more actors. Prescribed role play is often functional in focus, with a series of tasks to be accomplished in a specific situation. Usually, the class is taught the needed formulaic expressions and related vocabulary beforehand, in a traditional presentation-practice mode.  Talk cards It is evident that much of the language needed is printed right there on the card. This may not be a bad thing, especially where the language is new or where a student is weak and needs support.

 Role play at the desks Once the students have the outline of the play let, in whatever language or style is appropriate, they play act it, marshaling all their linguistic resources to convey the messages.

C. Free Role Play This is more difficult, but only in that the students have to devise their own scene. Every play let created is different in several ways from those composed by other pairs. An advantage is that weaker students can restrict themselves to a few simple exchanges, while more able learners profit from the freedom to be creative and take risks.

D. Free role play from a text This involves no preparation time at all, for the teacher or for the students, a number of whom go to the front of the class to become the people portrayed in an incident in the day's text. However, they are told that it is one week (a month or a year) later and that they are to act out a follow-up. They can explain why they acted in the way they did, they can accuse others, argue, insult, apologize, say what happened to them afterwards, continue from where the text left off, and so on, depending on the nature of the passage.

Innovative strategy for Teaching Speaking

1. Using surveys It is teaching strategy which can be used to get the language learners interviewing each other. In order to interview other, they can design a questionnaire consisting of several questions of a certain topic (Harmer, 2007a)

Procedure: • • • •

Explain how to use the questionnaire. Ask students to answer the questionnaire them selves. Ask them to interview two or three friends. Ask them to report the result of their interview.

2. Using gossiping groups activity It is a teaching strategy to exploit human weakness for gossiping to provide language proficiency practice (Bow, 2002). • Ask students to sit-in group of three. • Each member should speak in English using a variety of tense, positive and negative statements, questions, and exclamatory. • Choose the person to be gossiped about (e.g a movie star, athlete, politician, leader of a country, etc.). • Distribute a piece of paper containing e.g three different gossip items to each group members. • Have the participants talk and listen to the gossip items in their groups. • Form new groups of three.

• Have them gossip again using all information they gained in the previous round. • Have a representative of the group to discuss the topic in front of the class.

3. Using debate It is a teaching strategy which concerns with controversial issue which should be argued by two groups who strongly agree (proponent) or disagree (opponent) to the topic raised (Harmer, 1991). • Introduce the topics to participants. • Define two sides of groups (affirmative and negative). • Give a lottery to determine affirmative and negative groups. • Give time (10 minutes) for each group to support their points of views. • Conduct the debate of each different topic within 15 minutes. • Make sure in every group that the first speaker defines their position (opening statement), the next 2 or 3 speakers give their arguments (rebuttal statement), the last speaker gives their conclusion of their points of views (closing statement).

4. Using role play It is a teaching strategy in which students are given particular roles and they have to speak and act in their new character (Harmer, 2007a). • Give the participant role cards which tell them how they feel and what they want to achieve. • Present the class with the situation. • Ask the participants to work in groups of five. • Ask them to discuss the roles they are going to play. • When they are ready, ask them to perform the role play.

5. Panauricon technique Panauricon is a teaching technique, which arranges students in the oral class in a rotating circle, allowing them the opportunity to practice drills or conversation with as many different partners as possible (Kelem, 2006). 1. Asking prior knowledge to the students (e.g give a picture of a public figure) 2. In Pre- Panauricon technique, the teacher can use Total Physical Response (TPR) to set up the Panauricon technique. Total Physical Response (TPR) could be used as a warming up activity before applying Panauricon Technique. 3. The teacher begins Panauricon technique by instructing the students to make two circles, an outside circle and inside circle.

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This step is started by doing pair works where the students who sit in the outside circle had to have partner with the students who sit in the circle. The students can practice by doing conversation about topic given by the teacher. The teacher can give the name of the group to the students. The teacher makes wheel turned by instructing the students to move to the other position. After twenty minutes, the teacher asks the students to stop the activity. The last step is the teacher asks the students to report students’ work in front of the class. This activity can help the students to be more confident to speak in front of other people.