Amazing resource pack for English language teachers that will provide them with all the activities that they need in the classroom to help students of other languages learn English better an…Full description
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WORD BANK DICTIONARY By Tom Grundy Add new words to me. Use me to check your spelling. Keep me safe. My English Word Bank Dictionary Word bank: Page 2 – Lessons, seasons Page 3 – Days, mo...
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Teaching English as Foreign Language Teaching and Assesing Speaking
Member of Group : 1. 2. 3. . ".
Risy Risyah ah Darsih rsih Nur Nur Ain Ainii Ya Yan Mein Meinat atii Bung Bungaa Navy avyani ani Yunita nita D!i D!i Arian rianii #ai$ #ai$at atus us %o$i %o$i&h &hat atin in
English Department Faculty Teacher Training and Education University of Muhammadiyah Muhammadiyah Malang 2014
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1 !trategies of spea"ing fluently A. Don't stu(y grammar too mu)h %tu(ying grammar !i$$ on$y s$o! you (o!n an( )onfuse you. You !i$$ thin& about the ru$es !hen )reating senten)es instea( of natura$$y saying a senten)e $i&e a native. Remember that on$y a sma$$ fra)tion of *ng$ish spea&ers &no! more than 2+, of a$$ the grammar ru$es. Many *%# stu(ents &no! more grammar than native spea&ers. - )an )onfi(ent$y say this !ith eperien)e. - am a native *ng$ish spea&er/ ma0ore( in *ng$ish #iterature/ an( have been tea)hing *ng$ish for more than 1+ years. o!eve r/ many of my stu(ents &no! more (etai$s about *ng$ish grammar than - (o. - )an easi$y $oo& up the (efinition an( app$y it/ but - (on't &no! it off the top of my hea(.
B. Learn and study phrases Many stu(ents $earn vo)abu$ary an( try to put many !or(s together to )reate a proper senten)e. -t amaes me ho! many !or(s some of my stu(ents &no!/ but they )annot )reate a proper senten)e. he reason is be)ause they (i(n't stu(y phrases. 4hen )hi$(ren $earn a $anguage/ they $earn both !or(s an( phrases together. #i&e!ise/ you nee( to stu(y an( $earn phrases. -f you &no! 1+++ !or(s/ you might not be ab$e to say one )orre)t senten)e. But if you &no! 1 phrase/ you )an ma&e hun(re(s of )orre)t senten)es. -f you &no! 1++ phrases/ you !i$$ be surprise( at ho! many )orre)t senten)es you !i$$ be ab$e to say. 5ina$$y/ !hen you &no! on$y a 1+++ phrases/ you !i$$ be a$most a f$uent *ng$ish spea&er. Don't translate 4hen you !ant to )reate an *ng$ish senten)e/ (o not trans$ate the !or(s from your Mother tongue. he or(er of !or(s is probab$y )omp$ete$y (ifferent an( you !i$$ be both s$o! an( in)orre)t by (oing this. -nstea(/ $earn phrases an( senten)es so you (on't have to thin& about the !or(s you are saying. -t shou$( be automati). Another prob$em !ith trans$ating is that you !i$$ be trying to in)orporate grammar ru$es that you have $earne(. rans$ating an( thin&ing about the grammar to )reate *ng$ish senten)es is in)orre)t an( shou$( be avoi(e(. # $ractice !pea"ing %hat you hear
Rea(ing/ $istening/ an( spea&ing are the most important aspe)ts of any $anguage. he same is true for *ng$ish. o!ever/ spea&ing is the on$y re6uirement to be f$uent. -t is norma$ for babies an( )hi$(ren to $earn spea&ing first/ be)ome f$uent/ then start rea(ing/ then !riting. %o the natura$ or(er is $istening/ spea&ing/ rea(ing/ then !riting. he reason many peop$e )an rea( an( $isten is be)ause that's a$$ they pra)ti)e. But in or(er to spea& *ng$ish f$uent$y/ you nee( to pra)ti)e spea&ing. Don't stop at the $istening portion/
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an( !hen you stu(y/ (on't 0ust $isten. %pea& out $ou( the materia$ you are $istening to an( pra)ti)e !hat you hear. 7ra)ti)e spea&ing out $ou( unti$ your mouth an( brain )an (o it !ithout any effort. By (oing so/ you !i$$ be ab$e to spea& *ng$ish f$uent$y. D !u&merge yourself
Being ab$e to spea& a $anguage is not re$ate( to ho! smart you are. Anyone )an $earn ho! to spea& any $anguage. his is a proven fa)t by everyone in the !or$(. *veryone )an spea& at $east one $anguage. 4hether you are inte$$igent/ or $a)&ing some brain po!er/ you are ab$e to spea& one $anguage. his !as a)hieve( by being aroun( that $anguage at a$$ times. -n your )ountry/ you hear an( spea& your $anguage )onstant$y. You !i$$ noti)e that many peop$e !ho are goo( *ng$ish spea&ers are the ones !ho stu(ie( in an *ng$ish spea&ing s)hoo$. hey )an spea& *ng$ish not be)ause they !ent to an *ng$ish spea&ing s)hoo$/ but be)ause they ha( an environment !here they )an be aroun( *ng$ish spea&ing peop$e )onstant$y. here are a$so some peop$e !ho stu(y abroa( an( $earn very $itt$e. hat is be)ause they !ent to an *ng$ish spea&ing s)hoo$/ but foun( frien(s from their o!n )ountry an( (i(n't pra)ti)e *ng$ish. E !tudy correct material
A )ommon phrase that is in)orre)t is/ 87ra)ti)e ma&es perfe)t.8 his is far from the truth. 7ra)ti)e on$y ma&es !hat you are pra)ti)ing permanent. -f you pra)ti)e the in)orre)t senten)e/ you !i$$ have perfe)te( saying the senten)e in)orre)t$y. herefore/ it is important that you stu(y materia$ that is )ommon$y use( by most peop$e. Another prob$em - see is that many stu(ents stu(y the ne!s. o!ever/ the $anguage they spea& is more forma$ an( the )ontent they use is more po$iti)a$ an( not use( in regu$ar $ife. -t is important to un(erstan( !hat they are sa ying/ but this is more of an a(van)e( $esson that shou$( be stu(ie( after $earning the fun(amenta$ basi)s of *ng$ish. 2. Principles in teaching speaking
' The role of teacher As !ith any other type of )$assroom pro)e(ure/ tea)hers nee( to p$ay number of (ifferent ro$es (uring the spea&ing a)tivities (es)ribe( above. o!ever/ three have parti)u$ar re$evan)e if !e are trying to get stu(ents to spea& f$uent$y : 1. $rompter : stu(ents sometimes get $ost/ )annot thin& of !hat to sa y net/ or in some other !ay $ose the f$uen)y !e epe)t of them.4e )an $eave them to strugg$e out of su)h
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situation on their o!n / an( in(ee( sometimes this may be the best opinion . o!ever / !e may to he$p them an( the a)tivity to progress by offering (is)rete suggestions. 2. $articipant : tea)hers shou$( be goo( animators !hen as&ing stu(ents to pro(u)e $anguage. %ometimes this )an be ar)hieve( by setting up an a)tivity )$ear$y an( !ith enthuasiasm . At other times / ho!ever tea)hers may !ant to parti)ipate in (is)ussions or ro$e9p$ays themse$ves.hat !ay they )an prompt )overt$y / intro(u)e ne! information to he$p the a)tivity a$ong / ensure )ontinuing stu(ent engagement / an( genera$$y maintain a )reative athmosphere. 3. Feed&ac" $rovider : the vee( 6uestion of !hen an( ho! to give fee(ba)& in spea&ing a)tivities is ans!ere( by )onsi(ering )arefu$$y the effe)t of possib$e (ifferent approa)h. 4hen stu(ent in the mi(($e of a spea&ing a)tivity / over9)orre)tion may inhibit them an( ta&e )ommuni)ativeness out of the a)tivity . n the other han( / he$pfu$ an( gent$e )orre)tion may get stu(ents out of (iffi)u$t misun(erstan(ings an( hestination . everything (epen( your ta)t an( the appropria)y of the fee(ba)& !e give in parti)u$ar situation.
4 !pea"ing Learning Techni(ues ) classroom spea"ing activities a$&ing is the primary means for fostering mutua$ un(erstan(ing/ mutua$ )ommuni)ation/ using $anguage as a me(ium. %pea&ing a)tivities in $anguage )$asses have aspe)t of t!o !ay )ommuni)ation/ bet!een the spea&er an( $istener or a re)ipro)a$ basis. hus training shou$( first ta$& base( on : ;1< the abi$ity to $isten/ ;2< the abi$ity to say/ an( ;3< mastery ;re$ative< vo)abu$ary. -n genera$/ the purpose of the eer)ise spea&s for beginner an( interme(iate $eve$ is for stu(ents to )ommuni)ate ora$$y in simp$e *ng$ish. herefore/ the $earning must be ab$e to inspire an( motivate stu(ents to spea& an( have the )ourage to put it into pra)ti)e. here are nine te)hni6ues for spea&ing $earning : 1 As& an( Ans!er . %tu(ents are as&e( to (o a 6uestion an( ans!er . he pro)ess / have stu(ents re)or( some intervie! 6uestions that nee( to be memorie( . hen re$ease the stu(ent as&e( a frien( in the )$ass . A(0ust the 6uestions to the theme . %uppo se theme -(entitiy 7ersona$ / %hopping #ist / Map an( others. o )he)& !hether the stu(ents perform the tas& / as& them to ma&e a re)or( that must be reporte( to the tea)her after the $earning pro)ess en(s . ea)hers monitor stu(ents on$y an( a$$o! time for stu(ents to (o a 6uestion an( ans!er . 2 Des)ribe an( Dra! . %tu(ents are paire( . A stu(ent has a pi)ture of the un&no!n by stu(ent B / an( vi)e versa . A stu(ent (es)ribes a pi)ture that he have an( (ra! appropriate stu(ent information stu(ent B A. After a stu(ent finishes / rep$a)e stu(ent B ep$ains pi)tures . ave them )ompare the pi)ture an( gives the va$ue of their $i&ing . ' Dis)ussion
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De)i(e on a topi) an( as& stu(ents in groups to (is)uss the topi) of the )orrespon(ing image . he te)hni6ue is suitab$e to be app$ie( for interme(iate an( a(van)e( $earners . 4 Guessing . ea)her or some stu(ents have an information that must be guesse( by stu(ents or other groups to as& in *ng$ish . * Rememberring. %tu(ents )$ose their eyes an( remember the eamp$e images of ob0e)ts in the )$assroom or the $o)ation of p$a)e .he te)hni6ue is effe)tive for sharpening memory an( minimie forgetting the vo)abu$ary . + Miming . A stu(ent pra)ti)ing )ertain epressions su)h as fee$ings/ (o an a)tivity/ an( others . 4hi$e other stu(ents to guess . , r(ering . %tu(ents are as&e( to sort something by as&ing !here is it to fin( a suitab$e p$a)e . - =omp$eting a form > 6uestionnaire . %tu(ents are as&e( ans!ere( / or provi(e spe)ifi) information to )omp$ete a form or 6ui . his te)hni6ue effe)tive$y app$ie( to i(entity9re$ate( sub0e)ts / su)h as emp$oyment forms/ passports an( other fi$$ing . ?. 7i)ture9base( a)tivities 7i)ture9base( a)tivities )an be as simp$e as having stu(ents (es)ribe !hat they see in pi)tures. hat !i$$ he$p $o!er9$eve$ stu(ents (eve$op spea&ing a))ura)y s&i$$s. r you )an use pi)tures for (is)ussions !ith interme(iate an( a(van)e( stu(ents to he $p bui$( their spea&ing f$uen)y. 7i)ture9base( a)tivities )an be use( !ith a$$ $eve$s of )$asses. You 0ust nee( to a(0ust the nature of the a)tivity a))or(ing to your stu(ents@ $eve$. 1+. Ro$e9p$ay Ro$e9p$ays are $i&e (ia$og performan)es/ but there is no pre(etermine( s)ript. You assign stu(ents ro$es an( a situation an( they a)t a))or(ing$y using $anguage they have $earne( previous$y. -t he$ps to revie! the !or(s an( phrases they might nee( in the ro$e9p$ay before they start. Ro$e9p$aying is a goo( !ay for stu(ents to pra)ti)e using spo&en $anguage. -t is he$pfu$ for a$$ $eve$s of stu(ents an( (eve$ops both a))ura)y an( f$uen)y. 11. Rehearse( presentations o bui$( your stu(ents@ spea&ing a))ura)y an( f$uen)y/ you may assign them to give short spee)hes on various topi)s. hey shou$( have a )han)e to thin&/ resear)h/ p$an/ an( rehearse their spee)hes. Rehearse( presentations are usua$$y most su))essfu$ !hen stu(ents are at interme(iate an( higher $eve$s be)ause they usua$$y re6uire stronger spea&ing s&i$$s. 12. =ommuni)ation Games
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Games !hi)h are (esigne( to provo&e )ommuni)ation bet!een stu(ent fre6uent$y (epen( on an information gap / so that stu(ent has to ta$& to a partner in or(er to so$ve a pu$e / pi)ture or fin( simi$arities an( (ifferen)es bet!een pi)ture . Taboo Before )$ass/ )reate severa$ in(e )ar(s. n ea )h )ar( !rite one !or( in a $arge font !ith a )ir)$e aroun( it/ an( un(erneath !rite 29 re$ate( !or(s in a sma$$er font. he goa$ is for stu(ents to get their teammates to guess the )ir)$e( !or(. hey )an say anything they $i&e to try to ma&e them guess/ e)ept for the !or(s !ritten on the )ar(.Divi(e the )$ass into groups of t!o/ an( !rite ea)h group on the boar( to &eep tra)& of points. 7$a)e a (es& in the front of the room fa)ing the )$ass/ so that someone sitting it has their ba)& to the boar( an( )an't rea( it. 7$a)e another (es& in front of it/ so the teammates are fa)ing ea)hother.7i)& a team to go first/ an( have them )ho ose a )ar(. ave the teammates (e)i(e !ho !i$$ guess an( !ho !i$$ ta$&. he guesser sits !ith their ba)& to the boar(. n the boar(/ ma&ing sure the guesser )an't see/ !rite the )ir)$e( !or( as !e$$ as the other taboo !or(s. he ta$&er then has to try to ma&e their partner guess the )ir)$e( !or( !ithout saying it/ or any of the other !or(s. After they guess it have another group )ome up. 4hen a$$ the groups have gone/ (o it again an( have the teammates s!it)h ro$es. Twenty Questions 5irst one member of the )$ass )hooses an ob0e)t/ an o))upation/ or an a)tion !hi)h ever you (e)i(e. hen members of the )$ass try to (is)over !hat it is by as&ing 6uestions !hi)h )an be ans!ere( by 8yes8 or 8no.8 5or eamp$e/ if the sub0e)t is 8o))upations8 then the 6uestions might be $i&e these. •
Do you !or& in the evenings
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Do you !or& a$one
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Do you !or& outsi(e
* $ro&lems and solution in teaching !pea"ing #ommon !pea"ing $ro&lem 1 !tudent inhi&ition
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%pea&ing a)tivities re6uire a stu(ent to have a$$ eyes on him an( eposure to an au(ien)e )an often give stu(ents stage fright. hey may a$so be !orrie( about ma&ing mista&es/ being )riti)ie( or $osing fa)e in front of the rest of the )$ass. 2 .othing to say
Another )ommon prob$em is that stu(ents sometimes thin& they have nothing to say on a parti)u$ar topi). -n rea$ity/ they may be bore( or fee$ that the topi) is unre$ate( to anything they &no!. -f this is the )ase/ they !i$$ have no motivation to spea& other than the fa)t that they &no! they shou$( be parti)ipating in the spea&ing a)tivity. %tu(ents often $a)& )onfi(en)e in their spea&ing abi$ity an( fee$ they have insuffi)ient $anguage s&i$$s to epress ea)t$y !hat they !ant to say. ' The lo% of participation
here !i$$ a$!ays be (ominant stu(ents in an *ng$ish )$ass ma&ing it (iffi)u$t for more reserve( stu(ents to epress themse$ves free$y. Dominant stu(ents !ho interrupt fre6uent$y or !ho )onstant$y $oo& for the tea)her's attention ten( to )reate an environment in the *%# )$ass !here more timi( stu(ents are 6uite happy to sit ba)& an( !at)h the $esson unfo$(ing instea( of parti)ipating. 4 Mother/tongue use
%tu(ents !ho insist on using their mother tongue are stu(ents !ho are fearfu$ of )riti)ism an( nee( to be en)ourage( to spea& *ng$ish. %tu(ents must un(erstan( that they )annot revert to their mother tongue as this !i$$ ta&e a!ay pre)ious spea&ing pra)ti)e time (uring $essons an( s$o! (o!n ora$ progress.
!olutions of !pea"ing ctivity $ro&lems ea)hing *ng$ish as a se)on( $anguage means being ab$e to so$ve prob$ems stu(ents may have in a)6uiring )ertain $anguage s&i$$s. here are a number of resour)es an( a)tivities avai$ab$e to get roun( these )ommon spea&ing prob$ems: a roup %or" Group !or& in)reases the amount of time avai$ab$e for ora$ pra)ti)e an( a$$o!s more than one stu(ent to benefit from spea&ing time. 4or&ing in groups a$so $o!ers the inhibitions of shy stu(ents !ho are not )omfortab$e spea&ing in front of the !ho$e )$ass. & Easy language %imp$e $anguage ma&es it easier for stu(ents to spea& for $onger !ithout hesitation an( gives them a sense of a))omp$ishment. *ssentia$ vo)abu$ary )an be pre9taught or revie!e( before the a)tivity enab$ing stu(ents to fi$$9out their spee)h !ith more interesting senten)es an( ri)h $anguage. c 3nteresting topic
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=hoosing a topi) a))or(ing to the interests of the )$ass ensures stu(ent motivation. -f the materia$ an( tas& instru)tions are presente( )$ear$y an( enthusiasti)a$$y stu(ents !i$$ be more $i&e$y to meet the )ha$$enge set for them. d #lear guidelines %tating )$ear$y !hat is epe)te( from ea)h stu(ent is essentia$ in ensuring that everyone in the group )ontributes to!ar(s the (is)ussion. Appointing a )hairperson to ea)h group to regu$ate parti)ipation is a !ay to ma&e sure that (ominant stu(ents $eave (is)ussion opportunities open to more reserve( stu(ents. 5ee(ba)& revea$s the resu$ts of the(is)ussion an( motivates ea)h stu(ent to fo$$o! the gui(e$ines. e English monitors A monitor )an be appointe( to ea)h group to remin( stu(ents spea&ing their mother tongue to s!it)h ba)& to *ng$ish. A $a)& of )$assroom management an( (is)ip$ine !i$$ en)ourage stu(ents/ !ho (o not fee$ that there is resistan)e to their mother tongue/ to easi$y revert ba)& to it as soon as they have prob$ems epressing themse$ves.
