Teaching speaking

Other Techniques and Activities
There are many other techniques and activities that teachers can use for their speaking classroom. We live in, what Professor Kumaravadivelu describes as, post method era, where there is no such a thing as the best method. It is the teachers’ decision to determine which kind of method that suits their students most. The teachers can take a little bit of ALM and combine it with a little bit of CLT and create a new method, such as describe below.


Games
Play is a purposeful activity and games are a part of playing. Games are a very appropriate teaching technique in the young learner classroom. There are many kinds of games the teachers can create. The examples are Memory games, This and That, Role play, Guess games, etc.


Talking and Writing Box
Teachers can experiment with this kind of method. They can put the pictures or topics in the box and the students can choose one that is interesting to them, or teachers can do it like the example below:

The teachers can show a funny picture, the funnier the better, and give students some multiple choices relating to the language focus and also give them choice to give their own opinion.


Tongue Twisters
This method can be used to teach pronunciation in a fun way. Children may have trouble pronouncing certain English language sounds. For example, children who speak some Asian language may have difficulty pronouncing the English – language /r/ and /l/ because of the way that they occur or their absences in their native languages. Sometimes, the difficulty also occurs because children often do not know how to form their lips and mouth in such a way as to correctly articulate the sounds.
Children adore tongue twisters because they perceive saying the sounds as a game or challenge. Tongue twisters generally have the same phoneme repeated over and over again, which is quite hard. The examples of tongue twisters are:

Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

I saw Susie sitting in a shoe shine shop.

Where she sits she shines, and where she shines she sits.

How can a clam cram in a clean cream can?

Denise sees the fleece,

Denise sees the fleas.
At least Denise could sneeze
and feed and freeze the fleas.

The thirty-three thieves thought that they thrilled the throne throughout Thursday.

Can you can a can as a canner can can a can?

Six sick hicks nick six slick bricks with picks and sticks.

I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.

Picky people pick Peter Pan Peanut-Butter, 'tis the peanut-butter picky people pick.

Luke Luck likes lakes.

Luke's duck likes lakes.
Luke Luck licks lakes.
Luck's duck licks lakes.
Duck takes licks in lakes Luke Luck likes.
Luke Luck takes licks in lakes duck likes.

2 Direct method

The direct method of teaching was developed as a response to the Grammar-Translation method. It sought to immerse the learner in the same way as when a first language is learnt. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different.

Example
The teacher explains new vocabulary using realia, visual aids or demonstrations.

In the classroom
Aspects of the Direct Method are still evident in many ELT classrooms, such as the emphasis on listening and speaking, the use of the target language for all class instructions, and the use of visuals and realia to illustrate meaning.