Classroom Creative Speaking

Enviado por matildemo

Introduction
Useful activities to develop the
students’ oral expression. Suggested
procedures
Discussion motion
pictures
Conclusions
Bibliography

Introduction

Mastering the art of speaking is the single most
important aspect of learning a second or foreign language and
success can be seen in terms of the ability to carry out a
conversation in the language.

In relation to speaking and oral interaction, learners
need the ability to articulate the sounds comprehensibly, mastery
of stress, rhythm,
intonation patterns, an acceptable degree of fluency,
transactional and interpersonal skills, skills in the management
of interaction, skills in negotiating meaning, conversational
listening skills, using appropriate conversational fillers,
etc.

Learning to speak in a second or foreign language will
be easier when learners are actively engaged in attempting to
communicate. Learners learn to speak by speaking. It is, then,
our role to give our students opportunities to speak English more
spontaneously and creatively.

It is not unusual for people who study another language
not to have a desire to speak it Most students are eager to
converse in the new language, and conversation practice therefore
assumes primary importance in their learning
experiences.

We, as teachers, must always remember that we have to
achieve in our students the ability to interact freely with
others. To do this well, Rivers(1978) points out that the most
difficult task for the teacher is to know how to effectively
bridge the gap between skill – getting and skill-using.
Skill-getting emphasizes the understanding of the way the
language operates while skill- using emphasizes the use of the
code for expressive and purposeful communication.

Given that communicative competence is the goal of a
language classroom, the teacher will help the students move from
pseudo- communication activities to communication ones where they
express their personal ideas
and needs in the context of reality.

Knowing that interaction is what communication is about
, that is sending messages, receiving them, interpreting them
depending on the context, negotiating meaning, the teachers have
to design interesting and meaningful activities to motivate the
students so that they would participate voluntarily in the
activities.

It is a fact that our students are not as competent in
speaking as they are expected to. But we cannot expect the
students to leap suddenly to original and creative communication.
We have to lead them step by step.

It is really important to schedule conversation practice
at the earliest possible stage of language learning.Once the
students master a given pattern through manipulative exercises,
we can use that pattern in controlled conversation first and
then, use it creatively. But students should be motivated.
Motivation is of paramount importance because if the students are
not interested in learning, they will fail in their attempt to
bridge the gap between the manipulative and the communicative
phase of language learning.

Julia M. Dobson (1981) states that motivation is what
makes the students want to converse. One of the
ways to accomplish this is to use themes of interest to our
students that stimulate discussions and debates. For
instance:

Student- teacher’s relationship
Professions
Family’s relationship
Drinking/eating/smoking habits
Sexuality
Environment
Drugs
Values education
Marriage
Leisure activities

Students gather in groups to talk over the subject, to
exchange facts and opinions bearing on the matter. Each member
of the group contributes facts and opinions that may help the
group as a whole to arrive at a sensible conclusion.

Students are expected to interact with each other,
share ideas, support and encourage academic achievement, and
hold each other’s responsibility for learning. Within
cooperative learning situations, the students maximize their
own and one another’s learning.

Useful activities
to develop the students’ oral expression. Suggested
procedures.

DEBATE

Select the debate
topic. Ask which students would like to be "pro" and which
"con".
Select the two teams. Each team will have a
"captain."
Allow the students enough time to prepare their
arguments. They can speak from their notes, but they cannot
read them.
Have the two teams sit in front of the
class.
The "captain" will give his presentation and
summarize the team’s view points at the end.
After each presentation, the rest of the group can
ask questions on either team.
The teacher may also want to ask questions to the
students.

The different parts of the debate are: introduction,
development, and conclusion.

ROUND TABLE

Select the topic.
Select the teams. Each team will have a
‘captain’.
The spokesman introduces the topic and its
importance.
The spokesman introduces the participants emphasizing
the aspect they master.
The participants speak when they are asked to
expressing their ideas, opinions, and taking decisions about
the topic.
The spokesman summarizes the activity talking about
the most significant aspects and saying thanks to the
participants.
The spokesman intervenes whenever
necessary.

PANEL

Panel members sit at a table in front of the
class.
The spokesman, previously selected, introduces the
topic and the participants.
The spokesman opens the discussion with an
appropriate question or call on one of the members to
begin.
Panel members talk about the topic in voices loud
enough to be heard easily.
The spokesman is familiar with the material each
participant wants to present and sees to it that all the
points are covered in the discussion.
After a period of time, the spokesman invites the
rest of the group to participate, either by asking questions
or by giving their viewpoints.

POETRY

Read the poem two or three times to your students
before they see it in the written form. They should listen
for meaning, rhythm, intonation patterns and
pronunciation.
Give each student a copy of the poem.
Explain the meaning of words the students do not
know. Use the strategy for conveying meaning you consider:
contextual procedures- definition, synonym, opposition,
multiple context- realia, cognate words, and
pictures.
Read the poem again while the students follow the
written form.
Discuss the message in the poem. Ask the students
why they agree or disagree with the poet’s
viewpoints.
Have the students restate the message in
prose.
Discuss the poet’s life, his works, other
poems he has written, and any other important information
that would interest your students.
Analyze the cultural elements appearing in the
poem. Have the students compare these elements in their own
culture.

PLAYS

Select a short play according to the
students’ needs.
Give each a student a copy of the play.
Have the students read the play and look up any
unfamiliar word.
Discuss the play in class. Be sure each student
understands the structure and vocabulary.
Analyze the setting of the play, the characters,
the plot, and the author’s message.
Analyze the students’ viewpoints and
experiences about the play.

SPEECH

Allow the student sufficient time to prepare his
speech beforehand.
Have the student select the topic of his
speech.
Limit time for the speech.
The student can write out his speech in advance and
show it to the teacher to correct any mistake.
Have the student practice the speech several times before
presenting it in class.
The student can stand in front of the group, or you
can permit him to sit down.
After the student has finished his speech, ask
questions to the rest of the group about the
speech.
The rest of the group can ask questions to the
student who delivered the speech.

DISCUSSION MOTION
PICTURES

Select an appropriate film to the students’
age, interest, needs, and level of language
proficiency.
Discuss the background.
Anticipate the vocabulary, grammar, or any other
aspect you consider difficult for the students.
Encourage the students to take down notes about the
film while they watch it.

Discuss:

Type of motion picture.
Setting
Main idea or theme through the story.
Scene you liked the best.
Acting
Direction
Photography
Sound effects
Critics.

PROJECT WORK

Discuss the subject of the project with the
students.

Determine the final outcome of the
project.

The students move out of the class to fulfill the
tasks.

The students gather information.

The teacher prepares the students for the final
task- practice of oral presentation, pronunciation of words,
organization of the ideas, revision of the written work,
etc.

The students present the project.

The students evaluate the project.

Suggestions are given to better the future project
works.

CONCLUSIONS

In short, we would like to highlight that classroom
activities that increase student-talk and promote interaction
among students for communicative purposes will help teachers
reach one of the

most important goals in language teaching:
developing students’ communicative oral
skills.

We have realized that only when our students are
motivated, and they are actively involved in the classroom,
we can have the end result: an improvement in students’
achievements.

BIBLIOGRAPHY

Brown, Gillian and Yule George. Teaching the Spoken
Language. Edición Revolucionaria,
1989.

Brubacher, Mark etal. Perspectives on Small Group
Learning. Theory and Practice. Canada,
1990.

Byrne, Donn. Teaching Oral English. Edición
Revolucionaria, 1989.

Dobson, Julia. Effective Techniques for English
Conversation Groups. USA1981.

Grice, L. George and John f. skinner.
Mastering Public Speaking .USA.1998.

Finocchiaro, Mary. Teaching English as a Second
Language.New York.1969.

Richards, Jack and Rodgers, Theodore.Approahes and
Methods in Language Teaching.

Authors:

Lic Matilde Montes de Oca Boicet

Lic. Cira Herrera Martínez

Lic. Yamiriam Ruiz Boicet

Lic. Zaida Maria Perez Sanchez