TEACHING SPEAKING
Presented by

QUESTIONS FOR DISCUSSION
1. What kind of speaking should students do?
2. State the characteristics of a successful speaking
activity.
3. Point out the problems with speaking activities
and solutions to such problems. QUESTIONS FOR DISCUSSION
4. How should you correct speaking?
5. List the activities/tasks often used in the three main
stages/phases of the lesson plan for teaching speaking

Follow-up activity
In groups, choose one speaking task in the textbook
(Tieng Anh 12 nang cao), then make a lesson plan for
teaching your 12-grade students.

KIND of SPEAKING
1. Speaking as controlled language
practice.
a. Repetition – class work
e.g. It’s nice to meet you.
b. Question and answer exchange- Pair
work or class work
e.g. invitations


Top-down processing
-
The speaker brings to the international communicative
act a set of pre-supposition about the situation, the
participants in the exchange, and the expected
outcome of the exchange.
-
The speaker bases on their background knowledge of
the sociolinguistics, rules of appropriacy and the focus
on intended message with respect to the listener’s
situation to make choices that form the spoken
product.

Top-down and bottom-up processing

Bottom-up processing
-
The speaker initiates the interaction with a
communicative intention. This is to be
realized through utterances .
-
The speaker makes use of his own language
knowledge, speaking skills, and
communication strategies to form the spoken
product (utterances).

The roles of the teacher

Prompter
- Teacher can help students and the

“successful” are:
1. Much learner’s talk
2. Even Participation
3. High motivation
4. Acceptable level of language accuracy