[encoded data, 39469 characters]" alt="page24image3297135136" width="977" height="649" />
<div class="layoutArea">
<div class="column">
<h4>Learners generally want to master speaking skills as soon as possible. However, together with listening, it is probably the most difficult skill to develop. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence).</h4>
<h4>Key factors for a successful speaking class:</h4>
<h4>speaking activities in a lesson are for the students to practice the speaking skill (accuracy or fluency). Allow students to carry out the oral activity - you monitor them;
speaking activities must be planned and the aims must be clear;</h4>
<h4>you should think of what grammar and /or vocabulary your students will need to know in order to perform the speaking activity planned;
you need to take into account the class size and the appropriate interactive patterns for each speaking activity;</h4>
</div>
</div>
<div class="column"></div>
</div>
</div>
<div class="page" title="Page 25">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>Examples of speaking activities</h4>
<h4>Describing a picture
Find the difference (using pictures) Find someone who....
Surveys
Questionnaires
Role-play
Problem-solving activities Storytelling
Debating
Games</h4>
<h2>6.2 PRONUNCIATION: FROM MECHANICAL PRACTICE TO SPONTANEOUS CONVERSATIONS</h2>
<h4>Following is a list of teaching pronunciation activities that will take the ESL/EFL learner from mechanical practice to using and producing the sound in free and spontaneous conversations.</h4>
<h4>1. Hear the difference?</h4>
<h4>a- After practicing the individual sounds and the sounds in words, think of minimal pair words containing the problematic sound and create contrasting sentences. Example: ‘I have a cat’ and ‘I have a cut’. Read one of the sentences and get the students to underline the sentence they hear.</h4>
<h4>I have a cat. I have a cut.</h4>
<h4>b- Have the students read each sentence. This exercise should go from slow to fast to give them practice in fluency as well.</h4>
<h4>c- Pair the students up and have them read the sentences they have chosen from the list while their partners circle the sentences they hear.</h4>
<h4>2. Identifying Sounds</h4>
<h4>a- Write sentences containing words with the problematic sound. Get the students to read the sentences and underline all the words that contain the sound they have been practicing in that lesson.</h4>
<h4>b- Make sure that they get them right. Some words are tricky.</h4>
</div>
</div>
<div class="column">

• • • • • • • • • •

</div>
</div>
</div>
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>c- Have the students read each sentence paying particular attention to the sounds but avoiding unnatural speech. Have them start slow first but encourage them to say the sentence faster each time. This is also a good opportunity to work on sentence stress and linking sounds.</h4>
<h4>3. Role-Play or Discussion</h4>
<h4>This is the stage where students should be able to use the sounds they have been practicing in natural conversation.</h4>
<h4>a- Give your students a situation and roles to play. Group them and let them organize their ideas before they perform their role-play in front of the class.</h4>
<h4>b- Give the students a list of questions or topics to talk about.
It is advisable to record their conversations or discussions so that they can check their progress.</h4>
<h4>4-Games: Pair Work / Group Work</h4>
<h4>Game-like activities are good for consolidating the sounds students have learned as well as integrating pronunciation into other skills such as speaking, listening, reading and writing. They are also useful for reviewing some grammar topics as well as vocabulary and spelling.</h4>
<h4>5- Funny sentences</h4>
<h4>Have students work in pairs or groups and write funny sentences including the sound(s) they have been practicing. Give students a time limit for this activity. The group that comes up with the longest list of correct sentences is the winner. After the game, identify the sounds in each word.</h4>
</div>
</div>
</div>
<div class="page" title="Page 27">
<div class="section">
<div class="layoutArea">
<div class="column">
<h4>CHAPTER 7 - Teaching Listening SKILLS</h4>
<h4>Many teachers think that a listening activity is just playing a tape, asking comprehension questions or true and false activities. ‘The lesson is over! My students have done listening!’ No learning process was involved in such a listening lesson. Listening comprehension is much more than that.</h4>
<h4>In the communicative classroom, teaching listening skills should be approached in the same way as the other skills – with a communicative purpose. Often, listening is taught with a linguistic purpose first and foremost – to improve and develop listening skills in the target language (this applies to other language skills as well). This is, of course, a key goal of most listening lessons; however, in the “real world,” how often do we listen with this goal in mind? Do your students go to the shopping mall on the weekend to buy a cell phone, and then listen to shoppers and store workers intent on improving their listening? In the shopping mall, we listen because we need to get certain information, whether that information includes specific prices and options on a cell phone, or another shopper telling you why she prefers shopping at one store instead of another.</h4>
<h4>Simply playing a recorded dialogue and then asking students to correctly answer pre-cast comprehension questions based on that dialogue strips listening of nearly all of its real-world</h4>
</div>
</div>
<img class="" src="data:image/jpeg;base64,[encoded data, 478912 characters]