2. A: ¡Hola! ¿Cómo te llamas? B: Me llamo Canan, y tu? A: Me llamo Tamay. B: Mucho gusto. A: Encantado.

4. «I am an EFL teacher and I wish I could know how I should teach speaking more effectively» «Please help me! I'm going to teach speaking for a group of beginners. This course will last 16 hours within a month. I find it hard to choose an appropriate course book or materials for these learners» «How can I make my students more fluent? What is fluency? Is it good pronunciation?» « My business students are good at giving presentations, but they can’t have even the simplest conversations. How can I help them improve?

5. Learning a new language Using language to communicate in real life

7. 1.Get into groups with the people who have the same color of lollipops 2. Refer to page 1 of the handout 3. Brainstorm together some possible answers for the question assigned to your group 4.Take notes to remember what you discussed for the next stage of the activity 10 minutes

8. 1. Form groups with people who have different color of lollipops this time 2. Take turns to share with the other group members what you have discussed in your first group 3. Take notes to answer the other questions in your handout 10 minutes Stage 2

10. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown,1994; Burns & Joyce, 1997) Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also they understand when, why and in what ways to produce language (sociolinguistic competence) (Cunningham,1999).

11. * Composed of idea units * May be planned or unplanned * Employs more vague or generic words than written language * Employs fixed phrases, fillers, and hesitation markers * Contains slips and errors * Involves reciprocity * Shows variation Louma, 2004

13. ACCURACY FLUENCY CULTURE RULES OF THE GAME

14. "I often spend hours preparing for my Speaking classes as I feel far more vulnerable delivering this subject." B.S. Teacher, UK "I want to feel I've done more than encourage the students to have a chat." S.P. Teacher, Spain "I'm never sure if the students have actually learnt anything new at the end of a speaking lesson." T.B. Teacher, Poland

15. SO, WHERE TO BEGIN?

16. To teach ESL learners to: * Produce the English speech sounds and sound patterns * Use word and sentence stress, intonation patterns and the rhythm of the second language * Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter * Organize their thoughts in a meaningful and logical sequence * Use language as a means of expressing values and judgments * Use the language quickly and confidently with few unnatural pauses, which is called as fluency (Nunan, 2003)

17. Brown & Yule (1983 ) Interactional fuctions Transactional functions Richards (2008) Talk as Interaction Talk as Transaction Talk as Performance

18. * Has a primarily social function * Reflects role relationships * Reflects speaker’s identity * May be formal or casual * Uses conversational conventions * Reflects degrees of politeness * Employs many generic words * Uses conversational register * Is jointly constructed * Has a primarily social function * Reflects role relationships * Reflects speaker’s identity * May be formal or casual * Uses conversational conventions * Reflects degrees of politeness * Employs many generic words * Uses conversational register * Is jointly constructed * Opening & closing conversations * Choosing topics * Making small-talk * Joking * Recounting personal experiences * Turn-taking * Using adjacency pairs * Interrupting * Reacting to others * Using an appropriate style * Opening & closing conversations * Choosing topics * Making small-talk * Joking * Recounting personal experiences * Turn-taking * Using adjacency pairs * Interrupting * Reacting to others * Using an appropriate style FEATURES SKILLS NEEDED

19. * It has a primarily information focus. * The main focus is on the message. * Participants employ communication strategies. * There may be frequent questions, repetitions, and comprehension checks. * There may be negotiation and digression. * Linguistic accuracy is not always important. * It has a primarily information focus. * The main focus is on the message. * Participants employ communication strategies. * There may be frequent questions, repetitions, and comprehension checks. * There may be negotiation and digression. * Linguistic accuracy is not always important. * Explaining a need/intention * Describing something * Asking questions * Asking for clarification * Confirming information * Justifying an opinion * Making suggestions * Clarifying understanding * Making comparisons * Agreeing and disagreeing * Explaining a need/intention * Describing something * Asking questions * Asking for clarification * Confirming information * Justifying an opinion * Making suggestions * Clarifying understanding * Making comparisons * Agreeing and disagreeing SKILLS NEEDED FEATURES

20. * A focus on both message and audience * Predictable organization and sequencing * Importance of both form and accuracy * Language is more like written language * Often monologic * A focus on both message and audience * Predictable organization and sequencing * Importance of both form and accuracy * Language is more like written language * Often monologic * Using an appropriate format * Presenting information in an appropriate sequence * Maintaining audience engagement * Using correct pronunciation and grammar * Creating an effect on the audience * Using appropriate vocabulary * Using an appropriate opening and closing * Using an appropriate format * Presenting information in an appropriate sequence * Maintaining audience engagement * Using correct pronunciation and grammar * Creating an effect on the audience * Using appropriate vocabulary * Using an appropriate opening and closing FEATURES SKILLS NEEDED

21. DESIGNING & ASSESSING SPEAKING TASKS

22. PRACTICAL PURPOSEFULPRODUCTIVE PREDICTIVE ADAPTIVE Thornbury, 2007

24. 1. Get together with your group members again 2. Refer to pages 5-6 of your handout for sample speaking activities focusing on Transaction 3. Evaluate the activities based on the 5 Ps 10 minutes

26. 1. Get together with your group members again 2. Refer to page s 7-8 of your handout for sample speaking activities focusing on Performance 3. Evaluate the activities based on the 5 Ps 10 minutes

28. * What will the focus of the activity be? * How will the activity be modelled? * What stages will the activity be divided into? * What language support will be needed? * What resources will be needed? * What level of performance is expected? * How and when feedback will be given? Jack C. Richards

29. “At the classroom level, materials often seem more prominent than any other element in the curriculum. They are, in fact, omnipresent in the language classroom and it is difficult to imagine a class without books, pictures, filmstrips, realia, games and so on. Even the more austere classroom will have some sort of materials.” (Nunan, 1988)

30. * Learners talk a lot. * Participation is even. * Motivation is high. * Language is of an acceptable level. Ur(1996)