situation means that the speakers share their understanding with each other in some kinds of exchanges. Here, the speakers deliver their intention in
appropriate diction so that the listener will understand the meaning. Third, speaking is using language to express meaning. It means that he speakers
express their intended meaning to the listeners so that they can make sense of the speakers. Here, the participants have the same knowledge so the
speakers’ intended meaning can be easily delivered.
b. Speaking Tasks for Children
The gap between children speaking L1 and L2 is a large one but with practice pupils will gradually build up their confidence and spoken
language. They need a wide variety of activities, different patterns of interaction and opportunities to maximize talk in the classroom in order to
sustain speaking. The teacher needs to develop a repertoire of activities providing a balance between control and creativity, repetition and real use
and provide varied models of spoken English. The next table shows some examples of speaking activities and its purposes and materials.
Table 2: A typology of speaking activities Contd, Brewster et al. 2002: 107
Activity Type Purpose
Materials 1. Look, listen and repeat
- The teacher shows a picture, says the word, and
pupils repeat. - To introduce new
vocabulary or structures - To focus on form and
pronunciation - The same technique, using
a word card instead of a picture card will provide
basic reading practice. - Picture
cards - Word
cards
2. Listen and participate - Examples of this are often
found in storytelling sessions or when rhymes or
poems are recited in class. Pupils are encouraged to
participate by repeating key vocabulary and phrases.
- To involve pupils actively when listening to stories or
rhymes - To provide a meaningful
and familiar context in which to repeat language
items Storybooks,
rhymes, riddles,
poems
3. Reading aloud - Some games, like phonetic
Bingo or Snap, require pupils to read words or
sentences aloud. - To practice pronunciation
and soundletter combinations
- Bingo boards and
cover cards - Snap cards
4. Memory games -
Games like “I went to market and bought …” and
Whispering game require children to repeat a certain
structure or word. - To develop memory skills
- To practice pronunciation - To provide hidden pattern
practice - To improve concentration
and listening skills Short
spoken messages or
lists of items
5. Dramatization - A story or situation can
often be acted out, thereby involving pupils in variety
of different related activities. Short dialogues
can also be created around a situation and acted out with
puppets. - To provide a memorable
occasion for practicing spoken English
- To develop confidence - To develop memory skills
- To provide integrated skills practice
- Develop social skills of interaction and turn
– taking -Storybooks
- Script optional
- Various materials
for related activities
- Puppets
6. Rhymes, action rhymes, songs, chants, tongue
twister - These are learned as
chunks of language and involve pupils in imitating
and miming. Some rhymes and songs offer ready-made
dialogues. Rhymes and songs with actions also
- To develop memory skills - To provide pronunciation
practice - To consolidate or
introduce new language Rhymes,
songs, chants
provide exercise and encourage body control
7. Retelling a story - This activity involves
pupil in retelling a simplified version of a
story. Children can often be helped in this activity with
picture prompts, or by matching speech bubbles
with pictures. -To check if pupils have
understood the main events in a story
- To provide pronunciation practice, as well as some
storytelling techniques -Storybooks
- Captions written on
cards or in speech
bubbles, picture
prompts
8. Using flash cards - Flash cards are often used
to prepare pupils for freer activities. The teacher gives
a flash card to a pupil to prompt hisher to ask a
particular question. The teacher can then ask the
class. - To provide controlled
practice where pupils are focusing on producing
grammatical form and pronunciation
Flash cards
9. Guessing games - These types of games
usually involve pupils in asking question or
describing something or someone.
- To provide a realistic context for practicing the
pronunciation of specific structures
None
10. Information gap - These activities are usually
carried out in pairs or groups and often involve
pupils in asking and answering questions. One
partner has some information that the other
does not. The aim is to find out what this is in order to
complete a worksheet. - To give pupils a chance to
work independently of the teacher
- To practice fluency - To use the language for
real communication - Develop social skills of
interaction and turn taking Worksheet
for pupils A and B
11. Questionnaires and surveys
- Pupils interview other classmates about some
topics, and record the information on a chart.
As above, and - To practice listening skills
- To use the information collected for specific
purpose Worksheets
for pupils to complete
12. Dialogues and role-play - To provide fluency
Cards
- Role-play provides an opportunity for language
that has been presented in one context to be used in
another. practice
- To extend language use - Develop social skills of
interaction and turn taking
4. Total Physical Response a. Definition of Total Physical Response
