1. Teaching Speaking Skills
Shueb Sultan
AKU-IED (PDCN)

2. Objectives
• What is Speaking?
• How to Teach Speaking Skills?
• What to Teaching while teaching speaking skills

3. Do you think that students
are good at speaking?

5. Mother
Tongue
Textbook
Bad Habits
Teachers’
Motivation
Classroom
Handicaps
Students’
Motivation
Facto
rs

7. • Speaking is "the process of building and
sharing meaning through the use of verbal
and non-verbal symbols, in a variety of
contexts" (Chaney, 1998, p. 13).
meaning contexts
meaning contexts

8. 1. Feelings
2. Opinions
3. Personal details
4. Functions:
a. Giving advice
b. Expressing hope
c. Telling stories
d. Daily routines
5. Describing:
a. People
b. Places
c. Objects
d. Habits
contexts
meaning
1. Formal
2. Informal
3. At home
4. At school
5. In the street
6. On holiday
7. At a mall
8. A situation

9. Do You know that ? ? ?
Many language learners regard
speaking ability as the measure of
knowing a language.

10. - First Part:
Despite its importance, for many years, teaching
speaking has been undervalued.
- Second Part:
English language teachers have continued to
teach speaking just as a repetition of drills or
memorization of dialogues.
The main issues are:

11. No
Communicati
on
No
Interaction
No
Negotiation
No
Transacti
on
No Information
Exchange

12. • Teachers should create a classroom environment
where students have real-life communication,
authentic activities, and meaningful tasks that
promote oral language. This can occur when
students collaborate in groups to achieve a goal or
to complete a task.
Provide real-life situations

13. Activities that Promote Speaking
• Discussions
• Role Plays
• Simulations
• Information Gap
• Brainstorming
• Storytelling
• Interviews
• Story Completion
• Reporting
• Picture Describing
• Speeches
• Show & Tell
• Monologues
• Dialogues

14. Do you think birthdays are
important?

17. Role Play
The teacher gives information to the
learners such as who they are and what
they think or feel. Thus, the teacher can
tell the student that "You are David, you
go to the doctor and tell him what
happened last night, and…" (Harmer,
1984)

19. Simulations
• Simulations are very similar to role-plays but what makes
simulations different than role plays is that they are more
elaborate. In simulations, students can bring items to the
class to create a realistic environment. For instance, if a
student is acting as a president, he/she wears a suit and
brings a microphone to deliver his speech. Role plays and
simulations have many advantages.
• Such activities motivate the students and increase the self-
confidence of hesitant students.

20. Brainstorming
• On a given topic, students can produce
ideas in a limited time. Depending on the
context, either individual or group
brainstorming is effective and learners
generate ideas quickly and freely.
• The good characteristics of brainstorming
is that the students are not criticized for
their ideas so students will be open to
sharing new ideas.

23. Interviews
• Students can conduct interviews on selected topics
with various people.
• Conducting interviews with people gives students a
chance to practice their speaking ability not only in
class but also outside and helps them become
socialized. After interviews, each student can
present his or her study to the class.

24. Storytelling
• Students can briefly summarize a tale or story they
heard from somebody beforehand,
• They may create/imagine their own stories to tell
their classmates.
• Story telling fosters creative thinking. It also helps
students express ideas in the format of beginning,
development, and ending, including the characters
and setting a story has to have.

25. Story Completion
1. This is a very enjoyable, whole-class, free-
speaking activity for which students sit in a circle.
2. For this activity, a teacher starts to tell a story, but
after a few sentences he or she stops narrating.
3. Then, each student starts to narrate from the point
where the previous one stopped. Each student is
supposed to add from four to ten sentences.
4. Students can add new characters, events,
descriptions and so on.

27. Picture Narrating
1. This activity is based on
several sequential
pictures
2. Students are asked to tell
the story in the sequential
pictures by paying
attention to the criteria
provided by the teacher as
a rubric.
3. Rubrics can include the
vocabulary or structures
(past simple) they need to

30. Reporting
1. Before coming to class,
students are asked to read a
newspaper or magazine and,
in class, they report to their
friends what they find as the
most interesting news.
2. Teachers can also ask their
students to watch a specific
program on a specific channel.
Time of the program should be
given well-in-advance.
3. Then, students could be asked
to report back what they have
seen and express their views
concerning what was
presented in the program or
cartoon film…

32. Picture Describing
• Students describe what it is in the picture.
• They discuss thepicture with their
groups.
• Then, a spokesperson for each group
describes the picture to the whole class.
This activityfostersthe creativity and imagination
of the learners as well as their public speaking
skills.
• It could also be used as springboard for a
whole class-discussion

34. Speeches
• Teachers can ask their students to prepare a
speech about one of the topics that were
discussed in class.
• They may also ask them to prepare a speech
about a special
event or occasion. In fact, lots of students enjoy
such activities as they allow them a great deal of
freedom to express their ideas and show their
talents.
Of course, delivering the speech should be done in
class.
•

35. ACTIONS
In Stick Drawing
Translate in words
35

36. 1
36

37. 2
37

38. 3
38

39. 4
39

40. 5
40

41. 6
41

42. 7
42

43. 8
43

44. 6
44

45. 7
45

46. 8
46

47. 9
47

48. 10
48

49. 11
49

50. 12
50

51. 13
51

52. 14
52

53. 15
53

54. 16
54

55. 17
55

56. 18
56

57. 19
57

58. 20
58

59. 21
59

60. 22
60

61. 23
61

62. 24
62

63. 25
63

64. 26
64

65. 27
65

66. 28
66

67. Show & Tell
• Name of object
• Shape of the object
• Colour of the object
• Texture
• Uses/Functions/Importance

71. Provide maximum
opportunity
• To students to speak the target language by
providing a rich environment that contains
collaborative work, authentic materials and
tasks, and shared knowledge.

72. • Try to involve as many students as
possible in every speaking activity.
• For this aim, practice different ways
of student participation.
Involve Maximum students

73. • Reduce teacher speaking time in class
while increasing student speaking time.
Step back and observe students.
Reduce teacher Speaking

74. • Indicate positive signs when
commenting on a student's
response.
Indicate positive signs

75. • Ask eliciting questions
such as "What do you
mean? How did you reach
that conclusion?" in order
to prompt students to
speak more.

76. • Provide written feedback like "Your
presentation was really great. It was a
good job. I really appreciated your efforts
in preparing the materials and efficient use
of your voice…"

77. • Do not correct students' pronunciation
mistakes very often while they are
speaking. Correction should not distract
student from expressing themselves.

78. •Involve speaking activities not only in
class but also out of class; contact parents
and other people who can help.

79. • Circulate around classroom to ensure that
students are on the right track and see
whether they need your help while they
work in groups or pairs.

80. • Provide the vocabulary beforehand that
students need in speaking activities.

81. •Diagnose problems faced by students who
have difficulty in expressing themselves in the
target language and provide more
opportunities to practice the spoken language.

82. Conclusion

83. 1. Pay great attention to teaching speaking.
4. Make students more active in the learning
process and reduce their anxiety.
6. Make their learning more meaningful and
fun for them.

84. References
• Celce-Murcia. M. 2001. Teaching English as a Second or Foreign
Language (3rd ed). USA: Heinle&Heinle.
• Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in
Grades K-8. Boston: Allyn&Bacon.
• Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling
Publishing House.
• Brown, G. and G. Yule. 1983. Teaching the Spoken Language.
Cambridge: Cambridge University Press.
• Harmer, J. 1984. The Practice of English Language Teaching.
London: Longman.
• McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a
teacher’s guide. Malden, MA; Oxford: Blackwell.
• Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-
Hill.
• Staab, C. 1992. Oral language for today's classroom. Markham, ON:
Pippin Publishing.