I.

INTRODUCTION

Being able to speak English fluently is critical to our ells’ success both inside
and outside the classroom. Ells must pass a speaking portion of a language
proficiency assessment to score out of ESOL services and be fully immersed in
mainstream classes without support.

We always see a number of students, from every cultural background, who are
too shy to speak up in the classroom or to answer a question, even when they
have the answer. These strategies help all students improve their language
development in a supportive, encouraging way. At the end of the list are some
strategies specific to helping ELLs acquire and use oral language.

II. VOCABULARY

1. Explicit - the closing words of a text, manuscript, early printed book, or

chanted liturgical text.
2. Syntax - the arrangement of words and phrases to create well-formed
sentences in a language.
3. Glossary - an alphabetical list of terms or words found in or relating to
a specific subject, text, or dialect, with explanations; a brief dictionary.
4. ESOL - English as a Second or Other Language
5. ELL - English Language Learning
6. Rubric - a direction in a liturgical book as to how a church service
should be conducted.
7. Choral - engaged in or concerned with singing.
8. Acquisition - the learning or developing of a skill, habit, or quality.
9. Encourage - give support, confidence, or hope to (someone).
10. Context - the circumstances that form the setting for an event, statement,
or idea, and in terms of which it can be fully understood and assessed.

III. DISCUSSION

STRATEGIES IN TEACHING SPEAKING

Speaking - is "the process of building and sharing meaning through the
use of verbal and non-verbal symbols, in a variety of contexts" -Chaney
Speaking - is a crucial part of second language learning and teaching.

DIFFERENT STRATEGIES IN TEACHING SPEAKING

 Model language by saying aloud and writing the ideas and concepts
you’re teaching.
 Model what a fluent reader sounds like through focused read-alouds.
 Be explicit. Give each activity you do a name, the simplest and most
accurate name that you can, and then repeat the activity, so students
can learn the verbal and written cues and procedures.
 Tell students what they are learning about each day and whether they
will be reading, writing, listening, or speaking.
 Make expectations clear for behavior, written assignments,
independent practice, and group work. Write key expectations on a
chart and keep the chart posted for reference.Use a rubric whenever
possible to help students evaluate their behavior and work.
 Have students retell stories aloud. Record their retellings in their own
words to create a language experience chart that can be used for future
reading and writing lessons with this group.
 Teach choral speaking and reading (poetry may be the most accessible
format with which to begin).
 Sing or read songs. Children can bring in a favorite song to perform
alone or as a group, but make sure you have heard the song first and
can approve it.
 Have students read and perform Readers Theater scripts.
 Practice dictation, especially for learning spelling. Allow students to
take turns dictating, too. Use full sentences for contextualizing the
spelling words.
 Experiment with speaking and writing in different tenses and using
different types of expressive language. For example, say the same
word or phrase using a tone that is happy, sad, angry, and so forth. Use
facial expressions—a smile, frown, or quizzical look—to embed more
meaning in your speech. For beginners, hold up picture cards showing
expressive faces and have them act out these expressions.
 Explain by showing, not just telling. Act it out if you have to or use
visual tools such as sketches and diagrams or actual objects.
 Correct content, not grammar. To model proper grammar and syntax,
restate or rephrase students’ questions or statements. You can do this
in writing too.
 To express proper intonation and pitch, be aware that you modulate
your voice, make adjustments in tone, and use a range of pitch with
everything you say to your students. We do this naturally anyway; for
example, our voices rise at the end of a question.
 When asking questions, give choices for the answer. This will also
help you check for understanding especially in the earlier stages of
language acquisition. For example, ask, “Would you like pizza or a
bagel for lunch?” Or, after reading a story, ask, “Did the first pig build
his house of bricks or straw?”
 Respond to the interests of the children. Provide reading, speaking,
listening, and writing
activities and opportunities in which students can share their hobbies
and interests.
 Encourage students to describe, summarize, define, contrast, and
compare by modeling. Be sure to show and not just tell when teaching
a new concept, idea, or vocabulary.
  Be your own glossary. If you use an unfamiliar word, define it for the
class as part of your lesson.
 Don’t assume that students truly understand the subject being
discussed just because they are nodding and even answering your
questions. Monitor what you say to make sure that they understand.
When in doubt, ask the class to restate the directions you’ve given or
the ideas you’ve presented.
 Ask students to give multiple meanings of a particular word or tell
whether it can be labeled a verb or a noun. This will help students
sharpen their grammar skills and place ideas in the context of your
discussion.
 Develop vocabulary over time, in different learning contexts—use the
target words in large and small groups and one-on-one formats. Post
vocabulary words in the room on chart paper.

IV. SAMPLE STUDIES

Abstract: Teaching speaking in the class of Integrated Skills put me in an

awkward position. I encountered my own "living contradiction" (Whitehead,
1989) which consisted of wanting to build the students' professional ability but
not creating chances for them to speak. My students changed their learning
from passivity to becoming active users of language. At the beginning their
learning consisted merely of reading and trying to remember the sentences or
even whole dialogues from the book. It occurred to me that they might not be
able to use even one sentence from it although they had been working on it for
hours. I felt the urge to do research about it and took appropriate actions. Not
being restricted by the dialogue in the textbook, I provided more topics and
chances for them to work in pairs, in groups, and to do individual or group
presentation, to show likes or complaints, to share joys or cares, to solve
problems and take heart. The key point was that they were consciously
encouraged to learn the language by using and participating in activities. They
were desperately in need of improving their speaking ability. And only the
teachers' earnest desire to mend their teaching can stem the heavy anxiety and
worry from the students' minds. As a result of more varied methods, the
students' ability of speaking along with their active engagement with
vocabulary, interest, confidence, thinking ability, etc, were all improved. In
doing action research I have varied my teaching-methods and improved the
situation.

The main focus of the study was to know English as a subject and as a language,
the quality of the textbooks, opportunities of listening to good English with
proper/correct pronunciation and to high light that various exercises/activities,
i.e. seminars, group discussions and debates competitions, etc. were regularly
being arranged or not. The study was descriptive in nature. The researchers
selected 20 male students and 20 female students from 4 Govt. colleges in
district Charsadda (N.W.F.P, Pakistan) studying at the first year and second
 year level through stratified random sampling procedure. The data was
collected through a questionnaire having alternate items. The questionnaire was
designed by consulting experts in the concerned field. It was tabulated in the
form of counting frequencies and then analyzed through percentages.

The main findings of the study were: by teaching English as a subject to the
students and not as a language give vent to rote memory only to pass the
examination out of burden. Enough time is not given to various exercises and
opportunities for the improvement of speaking ability. Students also
complained of scolding, and discouraging by their teachers for not speaking
correctly. Although the teachers and students are equally responsible for the
poor speaking ability, yet the teachers are more responsible by having the
professional knowledge and skills.

To improve the speaking ability, more stress on the quality of books at the basic
level, enough time given to speaking and phonetic drills of students, no scolding
but provision of friendly environment, making practical and applicable
strategies by teachers for students while speaking most of the time in English,
develop boldness and confidence in students for asking questions from their
teachers, no overcrowded classes, awards and motivation for students, the role
of media such as listening to CNN and BBC, inclusion of viva-voce in the
examination system at various levels for checking the competence of the
candidates, up to-date and constant training of teachers, arranging various
activities and balance in the courses with respect to literature and language
should be there to provide opportunities to improve the language competency
of students.

V. ACTIVITIES
 Desert Island Activity - Give each student a piece of paper and tell
him or her to draw an item. Any item. Tell the students that they have
been stranded on a desert island, and only half of the class can survive
and continue to inhabit the desert island. The student's goal is to
convince the class that they should survive. The hard part is that the
only thing they have is an item that was drawn a few minutes earlier
by a classmate on the piece of paper.

 Two Truths, One Lie - Each student should write three facts about
themselves on a piece of paper. Two of the facts should be the truth,
and one should be a lie. Students read aloud the facts, and give the
 other students a chance to question them and decide which statement is
a lie.

VI. EVALUATION

I. Multiple Choice
Encircle the Correct ANSWER.
1. According to him speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety
of context.
a. Caney
b. Channey
c. Chaney
d. Chanley
2. ELL stands for?
a. English Learner Language
b. English Lesson Language
c. English Language Learner
d. English Language Learning
3. Being able to speak English fluently is critical to our ELL's success
both inside and outside the classroom.
a. False
b. True
c. Maybe
4. It is a way to involve students in reading aloud. What kind of
strategies is this?
a. Practice Dictation
b. Sing or read songs
c. Have students read and perform Readers Theater scripts
d. None of the above
5. It is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts.
a. Reading
b. Writing
c. Listening
d. Speaking
II. TRUE OR FALSE:
Draw a sad face if the statement is TRUE and draw a heart shape if the
statement is FALSE.

_____1. When asking questions, give choices for the answer. This will
also help you check for understanding especially in the earlier stages of
language acquisition.
_____2. Respond to the interests of the children. Provide reading,
speaking, listening, and writing activities and opportunities in which
students can share their hobbies and interests.
_____3. Be your own glossary. If you use an unfamiliar word, do not
define it for the class as part of your lesson.
_____4. Don’t assume that students truly understand the subject being
discussed just because they are nodding and even answering your
questions
_____5. Ask students to give multiple meanings of a particular word or
tell whether it can be labeled a verb or a noun.

REPUBLIC OF THE PHILIPPINES

TARLAC STATE UNIVERSITY
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
A.Y. 2018-2019
2nd SEMESTER
EMA 8: Remedial
Instructions in
English
“Strategies in
Teaching
Speaking”
PREPARED BY:
Renz Javier
Angeilyn P. Lwanag
Francis C. Lugue
BEEd 4-3

February 19, 2019