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Classroom Creative Speaking

Enviado por matildemo

    2. Introduction
    3. Useful activities to develop the students’ oral expression. Suggested procedures
    4. Discussion motion pictures
    5. Conclusions
    6. 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

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

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

    ROUND TABLE

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

    PANEL

    2. Panel members sit at a table in front of the class.
    3. The spokesman, previously selected, introduces the topic and the participants.
    4. The spokesman opens the discussion with an appropriate question or call on one of the members to begin.
    5. Panel members talk about the topic in voices loud enough to be heard easily.
    6. 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.
    7. 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

    1. 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.
    2. Give each student a copy of the poem.
    3. 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.
    4. Read the poem again while the students follow the written form.
    5. Discuss the message in the poem. Ask the students why they agree or disagree with the poet’s viewpoints.
    6. Have the students restate the message in prose.
    7. Discuss the poet’s life, his works, other poems he has written, and any other important information that would interest your students.
    8. Analyze the cultural elements appearing in the poem. Have the students compare these elements in their own culture.

    PLAYS

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

    SPEECH

    1. Allow the student sufficient time to prepare his speech beforehand.
    2. Have the student select the topic of his speech.
    3. Limit time for the speech.
    4. 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.
    5. The student can stand in front of the group, or you can permit him to sit down.
    6. After the student has finished his speech, ask questions to the rest of the group about the speech.
    7. The rest of the group can ask questions to the student who delivered the speech.

    DISCUSSION MOTION PICTURES

    1. Select an appropriate film to the students’ age, interest, needs, and level of language proficiency.
    2. Discuss the background.
    3. Anticipate the vocabulary, grammar, or any other aspect you consider difficult for the students.
    4. 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