Helping Students to Speak

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Helping Students to Speak by Mind Map: Helping Students to Speak

1. Strategies for developing speaking skills

1.1. Using minimal responses

1.1.1. Those responses are predictibles and Ss focus on what the other participant is saying, without having to simultaneously plan a response.

1.2. Recognizing scripts

1.2.1. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

1.3. Using language to talk about language

1.3.1. By encouraging students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself.

2. Activities to develop speaking skills

2.1. Describing

2.2. Feely bag/box

2.3. Painting/photograph

2.4. Compare 2 similar objects

2.5. Newspaper articles from different papers

2.5.1. Storytelling

2.6. Guess what/who I am describing

2.7. Draw what/who I am describing

2.8. Story endings

2.9. Learn a story/poem by heart

2.10. Tell story/poem onto tape

2.11. Make a story from 6 unrelated objects

2.12. Read aloud from big book, picture book

2.13. Explaining

2.14. How I made this model, etc.

2.15. Rules of games

2.16. What happened - an incident at school

2.17. Describe how to brush teeth, how to make toast or other routines.

2.18. Explain something to an alien

2.19. Question box

3. Narrating

4. Developing speaking activities

4.1. Structured output activities

4.1.1. structured output activities lead students to practice specific features of language and to practice only in brief sentences, not in extended discourse. Also, structured output situations are contrived and more like games than real communication, and the participants' social roles are irrelevant to the performance of the activity.

4.1.2. Information gap

4.1.2.1. Filling the gaps in a schedule or timetable

4.1.2.1.1. This activity gains a social dimension when one partner assumes the role of a student trying to make an appointment with a partner who takes the role of a professor

4.1.2.2. Completing the picture

4.1.2.2.1. The features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different.

4.1.3. Jigsaw

4.1.3.1. In a jigsaw activity, each partner has one or a few pieces of the "puzzle," and the partners must cooperate to fit all the pieces into a whole picture. The puzzle piece may take one of several forms.

4.2. Communicative output activities

4.2.1. These activities allow students to practice using all of the language they know in situations that resemble real settings. Moreover, students must work together to develop a plan, resolve a problem, or complete a task.

4.2.1.1. Role plays

4.2.1.1.1. Students are assigned roles and put into situations that they may eventually encounter outside the classroom. Because role plays imitate life, the range of language functions that may be used expands considerably.

4.2.1.2. Discussions

4.2.1.2.1. It succeed when the instructor prepares students first, and then gets out of the way.