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UNIT 9, 180H, LEVEL 5 COURSE, I-TO-I TEFL
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- TEFL Level 5 Diploma 420 Hours
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UNIT 9: TEACHING THE FOUR SKILLS1.Introduction:
The four skills are:
• Speaking
• Listening
• Reading
• Writing
2.Teaching Students to Speak English:
Topic
• The topic that you choose is very important. It should be something that:
• The students are interested in and can relate to
• Is appropriate for the culture in which you are teaching
• Your class will be able to discuss, given their level of vocabulary
Activities
• Your main speaking activity should be something that students will find
engaging.
Tools
• Students need to have the tools for the job -i.e. the vocabulary and the
grammar that is needed to carry out a speaking activity. You should generally
base speaking activities around another area of English that they have dealt
with recently and practise any vocabulary or grammar at the start of the
activity.
Positive feedback
• Praise and encourage effort and make it clear that you value everyone’s
attempts (no matter how good or bad). This will help to create the right
environment to break down the fears that some students will have.
2.2 Lesson Stages:
Sample lesson structure
Introduction
• Introduce the lesson/activity and set the scene.
Presentation
• Introduce or review the language to be used.
• This can be pretty much anything from vocabulary to grammar to
pronunciation, depending on the aim of the lesson and activity.
Practice
• Irrespective of the level of your students, it’s a good idea to practise the
language they will be using. In speaking tasks, it can also be useful to give
your students a bit of time to think of some ideas for what they will be talking
about. This can help the production stage.
Checking understanding
• Remember to check that your students understand what you are asking them
to do. This check can take the form of concept checking questions or even a
practice run or activity.
,Production
• Ask your students to carry out the task. While your students are engaged in
the speaking activity, do make sure that you monitor their progress. You can
walk around the group listening to individuals, encouraging and helping as
necessary, as well as making any notes for correction and feedback at the
end of the activity.
Review and feedback
• Once the activity is finished, provide positive feedback, praising the areas that
students got right and helping them to develop and practise the areas they
found more difficult. One useful approach is to get students themselves to
model any corrections.
2.3 Accuracy versus Fluency:
Getting the balance right
• Some activities encourage students to be accurate whilst others focus more
on encouraging the students to speak fluently.
2.4 Approaches for Teaching Speaking:
Scaffholding
In scaffholding you:
• Use words and phrases that reinforce correct use of language
• Encourage the students to produce more language
• Gently correct errors
Some techniques:
• Use phrases like “yes” and “uh, huh” to encourage students to give more
information
• Echo a word, turning it into a question to ask for more information
• Repeat a word, giving the correct pronunciation in your reply
• Echo a phrase, but with grammar corrected
• Ask short questions to keep the conversation flowing
Controlled speaking practice
Controlled practice is useful for:
• Working on accuracy, pronunciation and word stress
• Building students’ confidence and motivating them to produce grammatically
correct language
• Overcoming students’ fear of making mistakes when they speak
Some approaches:
• Scripted roleplays
• Repetition
• Drilling
Free speaking practice
• The key purpose of free speaking practice is to improve fluency. More
specifically, the aim is to develop your students’ ability to speak at a natural
speed without too many hesitations.
Correcting errors
• Making errors is an important part of the learning process. Circulate around
the room as your students are involved in an activity and make a note of
mistakes that you hear. At the end of the activity, write down three-four
key/common mistakes that you heard. Ask students to work in small groups to
, identify the problem and correct it. Alternatively, you can work with the class
and elicit the correct form.
2.5 Ideas for Speaking Lessons:
Survival Information
Different countries (advanced students)
Call out a series of countries in turn. Tell students to write ten word the believe
describe people from each country. This can generate a huge range of vocabulary.
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