Faculty of philology department of foreign languages and literature course work

Participate in role-playing, discussions, debates, and theatre.

Recognize formal and casual language.

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  Pay attention to and comprehend other viewpoints.
  
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  Keep the listener’s interest.
  

2.2.Importance of teaching speaking in real-world context.
Speaking in a second or foreign language can be particularly difficult. When speaking orally with their peers, teachers, or native speakers of the language, student speakers must possess a variety of information and abilities and be able to coordinate these in real time. In addition to having a foundational understanding of grammar, vocabulary, and pronunciation, they should also be able to use this knowledge for a variety of communicative tasks, such as telling a story, giving directions to a stranger, or giving a presentation in an academic setting.
Teaching speaking skills is an essential component of language education. However, teaching these skills in a real-world context can significantly enhance language learning outcomes. Speaking in a real-world context means using the language for communication in daily life situations. It is essential to enhance communication skills, improve confidence, develop critical thinking skills, and foster cultural competence.
First, speaking in a real-world context enhances communication skills. Language learners need to practice their speaking skills to interact effectively with people from different backgrounds. Real-world contexts present students with a variety of scenarios, such as ordering in a restaurant or negotiating with a business partner. With each practice, students learn how to use language to communicate precisely and accurately in a range of social and professional situations.
Second, speaking in a real-world context increases confidence. Language learners who have the opportunity to practice communicating in a real-world setting build their confidence. These learners build the ability to articulate their thoughts, present ideas clearly and confidently, and communicate effectively. The confidence students gain by practicing in the real world can boost their self-esteem and make them better prepared for future social and professional interactions.
Third, speaking in a real-world context enhances critical thinking. When learners engage in conversation with native speakers or other language learners, they encounter new ideas, opinions, and perspectives. In these contexts, speaking effectively requires critical thinking skills such as active listening, asking questions, or providing feedback. As a result, learners develop skills that will equip them for social and professional interactions.
Fourth, speaking in a real-world context develops cultural competence. Different cultures have unique ways of expressing ideas, idioms, gestures, and expressions, which can be challenging for language learners. Engaging in conversation in real-world settings exposes learners to different cultures and develops the ability to interact respectfully and sensitively with people from diverse backgrounds. This helps learners to navigate cultural differences, understand the nuances of social interaction, and communicate effectively across cultural boundaries.
In conclusion, teaching speaking skills in a real-world context is vital for language learning. It helps learners build essential skills that will equip them for daily life situations. Communication skills, confidence, critical thinking, and cultural competence are all aspects that can be improved through speaking in a real-world context. While classroom-based activities are beneficial, real-world situations offer language learners the opportunity to practice In real-life scenarios, which will enhance their language proficiency and confidence. Therefore, it is essential to prioritize teaching speaking skills in real-world contexts to improve learning outcomes.
2.3.Teaching speaking: strategies
Gloria, a Colombian immigrant mother who lives in the US, finally gets tired of her family making jokes about her accent in an episode of the comedy series Modern Family. She yells at her husband, “Do you know how smart I am in Spanish?” before making a theatrical hair flip and leaving.
Many non-native English speakers who see her story can relate because they frequently feel denigrated for their accents or “imperfect” ways of speaking.
We reveal a lot about ourselves the moment we open our mouths: our dialect or accent can indicate where we are from and occasionally even our social standing. People judge each other’s intelligence, education level, and personality depending on the way they communicate. Because of their fear of speaking incorrectly, their difficulty with their accent, or just their shyness, many English language learners refrain from speaking.
For students to progress from a novice to fluency, teachers want to instill in them a sense of confidence and competence. Many teachers spend a lot of time in the classroom instructing and having students practice speaking, often with uneven success.Continue reading if you want to learn how to help your students talk more effectively. To help you get started, we have compiled a list of our favorite tactics and activities.
Speaking to English students at various levels
No one size fits everyone. This is especially true in the classroom. Since they come from all origins and have had different levels of exposure to English, your pupils probably arrive with a variety of requirements and starting English levels. Fortunately, you may teach speaking to students at various levels using a variety of tactics and exercises that can be easily mixed in classrooms with varied student levels.
Beginners
Beginners can frequently speak without much difficulty. The idea is to repeat words and dialogues and perform easy workouts. But what if you want your students to write English instead of just reading aloud lines from your textbook or vocally filling in the blanks?Ensure that your message is understood. Your students’ vocabulary and grammar understanding are still fairly limited at this point in their schooling, but that doesn’t mean they can’t communicate. Give your pupils realistic role-playing situations to practice (such as meeting people or going shopping) while emphasizing communication and message delivery over accuracy. Allow them to use visual aids liberally. They may be shocked by how much they can say in just a few words.
Intermediate Learners
It can be challenging to practice speaking with intermediate students. At this point, pupils may feel inhibited or hesitant since they are frequently aware of their errors and perceived deficiencies. Similar to when instructing novice students, the focus should be on conveying a message. Success in a communication setting depends on how well everyone can understand one another, not on how well they can use grammar and pronunciation. Encourage your pupils to give up trying to be flawless. Encourage your students to employ a variety of words. Make sure they challenge themselves and use the right synonyms in place of basic terms like "good," "bad," or "very."
Advanced Learners
It’s enjoyable and difficult to tutor advanced students. Students at this level typically have a strong grasp of vocabulary and grammar difficulties, broadening the range of topics you can cover in class and the degree of difficulty of the subject matter.
At this level, debate clubs, roleplays, even producing short videos or podcasts, are excellent teaching tools for speaking. The challenge of teaching advanced students lies in teaching the finer points of pronunciation and focusing on the correct use of language.
Strategies and Methods for Teaching Pronunciation
Speaking strategies refer to the various techniques used in order to effectively communicate one’s thoughts and ideas through the use of language. These strategies are used to ensure that the audience understands the message being conveyed, and they can be used in a variety of contexts, ranging from formal speeches to everyday conversations.

The primary purpose of speaking strategies is to facilitate communication between individuals, allowing them to express themselves in a manner that is clear and concise. This involves the use of various techniques such as active listening, using appropriate tone and intonation, and adapting one’s language and vocabulary to suit the audience.

Effective speaking strategies allow speakers to engage their audiences, make persuasive arguments, and present complex ideas in a way that is easily understood. They also help to build rapport and trust between the speaker and the audience, which is important for establishing positive relationships.

Some common speaking strategies include:

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   Active listening: This technique involves actively paying attention to the speaker, both in terms of verbal and nonverbal cues. It includes making eye contact, nodding, and avoiding distractions such as checking mobile phones or fidgeting.
   

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   Using appropriate tone and intonation: The tone and intonation of a speaker’s voice can greatly impact the overall message being conveyed. A speaker may use intonation to emphasize certain words or phrases, while tone can convey various emotions such as anger, sadness, or excitement.
   

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   Adapting language and vocabulary to suit the audience: Speakers need to adapt their language and vocabulary to suit the audience they are addressing. For example, a speaker addressing a group of academics may use more technical language than when speaking to a general audience.
   

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   Structuring the message effectively: It is important to structure the message in a logical and coherent manner, using clear and concise language. This helps the audience to follow the speaker’s argument and understand the key points being made.
   

In conclusion, speaking strategies are essential for effective communication, as they allow speakers to engage their audience, convey complex ideas, and build positive relationships. Effective speakers must use a variety of techniques to ensure that their messages are clear, concise, and easy to understand.

All language learners can use the majority of these techniques.
Embrace Accents
Many students are reluctant to talk because of their accents. No matter how much they practice or are exposed to English, many English language learners will still have some accent. Even over the course of a lifetime, their accent could vary. Regional accents are present even among native speakers.
Make a point of accepting the accent in your classroom if it does not prohibit you from understanding your students. What distinguishes each of your students is an accent.
The 4-3-1 Linguistic Method
This technique, which has students speak for four minutes, three minutes, and then two minutes about one particular topic, was created by Professor Paul Nation. Fluency, or the capacity to speak naturally and without excessive pauses, is the subject of this activity. It’s excellent for advanced and intermediate students.
Implementation is simple:

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  Introduce the subject and have the vocabulary ready
  
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  Allow students time to get ready.
  
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  Group pupils into pairs or groups.
  
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  Give them time to rest after one student speaks for four minutes without interruption.
  
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  Students give the same speech in three minutes while switching partners or groups.
  
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  Again, relax
  
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  Once more changing, students have two minutes to deliver their message.
  
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  Together, the students reflect.
  

Students typically speak more slowly and pause more often when they have four minutes to develop their ideas. They will have to provide the same information in less time at the ensuing intervals. Given that they have already rehearsed speaking about the subject, they will probably reduce their pauses and speak more quickly.
Put technology to work for you
Regardless of their English proficiency, some students might feel uncomfortable speaking to their peers or teachers. Self-paced workouts are a fantastic technique to hone their abilities and boost their self-assurance.
Five Exercises to Complete Outside of Class
Utilize these techniques and activities in your classroom to help your pupils improve their speaking abilities. However, the amount of time spent in class is frequently only a few hours per week, which is insufficient to develop speaking skills. Give your pupils practice with these five simple speaking tasks. A daily commitment of just five to ten minutes will have a significant impact.
Sing along
Request that pupils listen to their favorite English song several times. Many passages will most likely be memorized by them. Allow them to look up the lyrics online and read them while they listen. Your kids will eventually be able to sing their favorite song in the shower, the car, or while sitting in front of their computers. They will have increased their vocabulary and improved their pronunciation without it feeling like labor.
Talk to yourself
Many students are nervous about speaking English to others, especially when they are in the beginning or middle of their learning journey. When your students are alone, have them talk to themselves.
Allow them to describe what they’re doing or build up imaginary discussions in their heads. The key is to speak out loud. Ideally, your students should practice in front of a mirror to watch how their lips works, but simply recounting their clearing or cooking procedure is a good place to start.
Tongue Twisters
Tongue Twisters are well-known for a reason. They call attention to difficult-to-pronounce sounds or words and ensure that speakers focus when uttering them. Your children can practice on their own or with friends and family, or you can create a fun tongue twister tournament in your classroom.
Celebrate wins (no matter how small)
Communicating in a foreign language can be intimidating. After all, there are an almost unlimited number of mistakes that can be made. Make sure your pupils celebrate their victories, no matter how minor.
Perhaps they were able to order at a restaurant while on vacation, or they turned their voice assistant to English and it finally understood them, or they were able to chat with another online game player. Every instance of successful communication is reason for joy and an indication that your kids are on the right track.
Playback Duration
Request that your students record and listen to their own voices. They will most likely recognize their errors and correct them on their own.

It will be beneficial to consider how you order your lessons when you prepare your curriculum. Are you beginning with small building blocks and gradually expanding? Or are you starting with the big picture and working your way down? These two approaches are given names.

Bottom-up instruction begins with little details, such as vocabulary terms or the step-by-step procedure of completing an algorithm. As students acquire these skills, the teacher expands the scope of the session to include a reading passage that incorporates the vocabulary words or math worksheets that require the student to apply the algorithm.

Top down teaching, on the other hand, begins with the big, abstract notion and works down to the small specifics. For example, you could show your pupils a chemical reaction and then have them learn about the various molecules in each material that occurred in the reaction.

Both strategies can achieve the same lesson objectives. The two tactics simply differ in how you organize and present material to students.
Bottom-up processing occurs when someone attempts to grasp language by examining specific meanings or grammatical qualities of the text's most fundamental elements (e.g., sounds for listening or words for reading) and then progresses to attempting to understand the entire text.
Top-down processing is the use of prior information to comprehend the meaning of a message. Top-down processing goes from meaning to language, whereas bottom-up processing goes from language to meaning.
Bottom-Up Teaching Strategies
If you decide to educate your students from the bottom up, you should consider the smallest component of what your pupils need to know before moving on to the greater picture. For a bottom-up lesson framework, employ the following strategies:

Choose relevant vocabulary words like ‘condensation,’ ‘evaporation,’ and ‘run off’ as you begin a lesson on the water cycle.Before educating your children about the water cycle, explain them the definitions of these terms.

Make flash cards containing sight words like ‘you,’ ‘and,’ ‘them,’ or ‘run,’ and have your kids practice them with a partner.
Teach your kids phonemes and then have them sound out words using those phonemes.
As your children learn about rainforest animals, show them diagrams of sloths, cheetahs, and toucans and describe their many anatomical parts.
Teach your students how to calculate the area of a circle. Then, offer them a variety of circles and ask them to apply the formula to them.

Top-down language processing occurs when someone uses background information to forecast the meaning of language they will listen to or read. Rather of depending on the actual words or sounds initially (from the bottom up), they form expectations about what they will hear or read and confirm or reject them as they listen or read. Top-down processing is regarded to be an effective method of language processing; it makes the most of what the person contributes to the circumstance.

Example
Asking students to estimate what a newspaper item might be about based on the headline or first sentence will encourage them to digest the story top-down.

Learners can be encouraged in the classroom to employ both bottom-up and top-down tactics to assist them understand a book. In a reading comprehension test, for example, students use their genre knowledge to predict what will be in the text (top down) and their grasp of affixation to guess meaning (bottom up).

The process of speaking in our study refers to the psychological process through which the speaker delivers one utterance and the hearer understands it. The process of speaking involves at least two factors in terms of the psychological interaction between attention and language.
Speakingg stages refer to the different phases or steps of a speech or presentation. There are typically four main speaking stages:

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   Preparation stage: This is the initial stage where the speaker decides on the topic, researches the content, and organizes the presentation.
   

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   Introduction stage: This is where the speaker introduces themselves, sets the tone, and gives the audience an idea of what the presentation will be about.
   

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   Body stage: This stage is where the speaker delivers the main content or message of the speech. This can be broken down into several sub-stages, depending on the structure of the presentation.
   

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   Conclusion stage: This is where the speaker summarizes the key points, closes the presentation, and thanks the audience.
   

These speaking stages are a useful framework for preparing and structuring a speech or presentation, and can help ensure that the presentation flows smoothly and is well-received by the audience.

There are normally three parts in a class with the goal of practicing speaking: “pre”, “while”, and “post”.
We can use the pre-stages to prepare students for the final speaking task. The preliminary stages frequently incorporate some form of reading or listening.
The while-stage is the actual speaking work. It helps students to practice speaking (or a specific aspect of speaking/writing).
The post-stages provide learners with feedback on their performance and the completion of the task. This frequently includes some reading or writing. This approach is used in many coursebook speaking and writing courses.
Task-Based Learning and Teaching Speaking
The focus of the lesson in task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI), is on the use of real language and on requiring students to complete meaningful tasks in the target language. These duties may include going to the doctor, seeing friends for coffee, or resolving a problem.

These types of speaking courses provide feedback based on job completion rather than accuracy. For example, did the learner successfully interact with customer support and arrange for the shipment to be returned? TBLL is often used to improve fluency with important language characteristics or vocabulary and to boost student confidence.

“How to Teach Speaking will increase a teacher’s knowledge on this crucial subject and provide ideas to take and use in class” (Scott Thornbury)
“Elementary, Intermediate and Advanced Communications games are publications that are widely popular with many teachers worldwide. The books come with easily photocopiable materials and clear instructions for teachers. The perfect way to supplement and extend material in a lesson. The books are organised according to themes, topics, language function and of course, being in separate books, according to language complexity to suit different levels” ( Jill Hadfield).

3. 
   Chapter 2
   

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   Lesson plan and summary description related to the topic.
   

Title: Speaking about Countries

Grade Level: Elementary School (2^nd grade)