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Teaching Speaking

This article explores the challenge of finding the right balance between providing language through controlled and guided activities, while also allowing beginners to enjoy natural talk. It emphasizes the importance of immediate correction during controlled activities and delayed correction during free oral activities. The article also discusses the stages of presentation, controlled practice, guided practice, and free practice, providing examples of activities for each stage.

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Teaching Speaking

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  1. TeachingSpeaking

  2. Findingthe balance Withbeginners, Findingthe balance betweenprovidinglanguagethroughcontrolled and guidedactivities and at thesame time lettingthemenjoy natural talkis a crucial factor Most of ourpupilshavelittleopportunitytopracticespeakingEnglishoutsidetheclassroom and so needlots of practicewhenthey are in class.

  3. Correction Inmediatecorrection (at once) duringcontrolled and guidedactivities(wewantthemto produce correctlanguage. Whenlearners are workingonfree oral activities(expressingwhattheywanttosayorexpressisngthemselves and theirownpersonality) correctionshouldbe done later in theclass.

  4. Freepractice Guidedpractice Controlledpractice Presentation of language

  5. Presenting new languageorally ChildrenNeedsomelanguagebeforethey can produce some • Throughstudents. • Using a mascot. • Drawings

  6. CotrolledPractice Controlledpracticegoeshand in handwithpresentation . Itisimportantthat Learners try the new language as soon as theyhearit.

  7. GuidedPractice Guidedpracticefolowsonfromcontroledpractice and itis done usually in pairsorsmallgroups. Guidedpracticegivesthelearnerssomekind of choice (thoughitislimited). Tobecontinued ….

  8. SomeExamples of guidedPractice • Whar’sthe time • Chainwork • Dialogues and role playwork • Usingobjects.

  9. Free practiceactivities • They focus on the message (the language is limited by the activity itself) • There is genuine communication (the situation may be artificial) • They really show what the students can or cannot do with the language. • Concentrate in meaning more than in correctness. • Teacher control is minimal during the activity. • The atmosphere should be informal and non-competitive. • There is often a game element in the activity

  10. Most of theactivities are basedontheInformation gap principle. “A” knowssomethingthat “B” doesn’tknow, and “B” wantsthatinformation. Pairwork

  11. Sources Scott, W and Ytreberg, L (2009). TeachingEnglishtoChildren. PearsonEducationLimited.

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