64

SYSTEM OF ACTIVITIES TO IMPROVE SPEAKING SKILLS Activity One Topic: My House Grade: Twelfth Grade Lesson Objective: to get the students speaking about housing accommodation, and their past experiences in it Resources: Projector, markers, pair and group work Teaching Procedure Pre-Task Have students work in pairs and create a mind map on the word housing. Students are asked to come up with words related to housing in two minutes.

65

During the task 1. In pairs, tell each other about the place you live. Is it a flat or a house? Do you rent it? Describe your favorite room. 2. Tell your partner about an interesting place you have lived, e.g. I used to live on a boat, in a tent ... 3. In small groups, discuss the advantages and disadvantages of living in the following places. Each group presents a summary to the rest of the class.

Post Task 1. The students in pairs analyze the scripts to the answers of two native speakers that were asked about the place where they live. Mostly, students pay attention to the vocabulary and structures used. 2. The teacher plays the original recordings for pronunciation purposes.

66

Activity Two

Topic: Animal Talk Grade: Twelfth Grade Lesson Objective: to get the students interacting orally about animals: wild vs. domestic animals. Resources: Projector, markers, pair and group work

Teaching Procedure Pre-Task 1. Teacher write on the board: Animals as pets, and invites the students to watch a 5-minute video on cute, sweet animals at https://www.youtube.com/watch?v=t7ym77NL2t8

2. After the video ask students to name the animals they saw in the video. This activity should activate some existing vocabulary related to animals. 3. Answer could include: Cat Rabbit Puppies Mouse Pigeon Turtle During the task

67

1. Have studs work in groups of three, and discuss the following questions:

2. After the class has discussed the questions for 20 minutes, have the groups present the main results; encourage participation of every student. 3. The teacher writes the more common aspects on the board.

Post Task 1. Students in the same groups discuss the present simple examples found in the answers they provided that were written out on the board.

68

Activity Three

Topic: A Trip to Africa Grade: Twelfth Grade Lesson Objective: to get the students speaking about housing accommodation, and their past experiences in it Resources: Projector, markers, pair and group work

Teaching Procedure Pre-Task Ask the class if there are any countries in Africa they would like to visit. They could do some internet research in class, and find out about holidays in Africa. What would they do there? How would they travel? How would they plan the journey? During the task 1. Present this note using a projector, or have groups of four students get one copy.

2. Ask the students to move to the next stage of the task cycle planning. One member of the group, a speaker will be asked to tell the whole class the questions the group has decided on. The speaker is not allowed simply to write down the questions and read

69

them out, but can be allowed to take up to twelve words of notes to work from. So the group will begin to prepare the speaker for the report. 3. The speakers for three or four groups give some of their questions. As they do so, the teacher will make brief corrections where necessary and write up a list of their questions on the board. 4. Finally the class will listen to the discussion between Janet and her friend or read a transcript of their conversation. As they do so they will check to see how many of their own questions have been answered, and how many of the ones listed on the board. Here is a transcript of the conversation between Janet and her friend:

B: Janet, I hear youre planning a trip to Africa. J: Yes its very exciting. Going in September to see my son whos doing volunteer work in Zambia. So Im going to fly to Lusaka and hell meet me there and well do a bit of travelling round. I think were going to be staying most of the time in Monze, where hes working. Its about a hundred miles south of Lusaka. But were planning all sorts of exciting things. Were going to go on safari B: How long are you actually going for? J: Oh, six weeks. Quite a long time so we can do quite a lot. I think were going to one of the big game parks Luangwa a game park for a few days. B: Right. J: Probably going on down to see the Victoria Falls. And were actually going to Zimbabwe as well. B: Matter of interest. What airline are you planning to fly by? J: Sorry? Er, Air Zambia. B: Air Zambia. J: Ive had to do it as cheaply as I could and I looked onlin e and got this flight. I mean its a regular flight. Its not a charter or anything. B: Yes, yes.

70

J: But its er I think itll be okay I dont know.

Post Task 4. Use the text above for language analysis and study. Ask the students to identify and underline: phrases containing part of the verb GO phrases containing the word TO phrases with words ending in -ing ways of referring to the future expressions of time expressions of place

71

Activity Four

Topic: Getting to know your resources Grade: Twelfth Grade Lesson Objective: To talk about speaking in English outside the classroom, its importance and vocabulary around it. Resources: Projector, markers, pair and group work books (graded readers), video, magazines and Internet

Teaching Procedure Pre-Task

1.

In pairs students discuss the following questions:

a. Do you use English outside the classroom? b. How? c. What ways can you practice English outside the classroom? During the task

1.

Running dictation Put the text from worksheet one on the wall either inside or outside the classroom. Organize your students into pairs. One student will then go to the text, read the text and then go back to her partner and dictate the information to her. The partner who stays at the desk writes this information. When teams have finished check for accuracy. You can make this competitive if you wish.

72

2.

In pairs students then read the Getting To Know Your Resources task sheet Check any problem vocabulary at this stage. This worksheet can be adapted according to the resource room at your school.

73

3.

Depending on how the resources are organized in your center, students then go, in pairs, to the resource room or wherever the resources are kept and complete the tasks on the task sheet.

Post Task

Working with a different partner students now compare and share their experience. 2. Having monitored the activity and the final stage, use this opportunity to make comments on your students performance. This may take form of a correction slot on errors or pronunciation, providing a selfcorrection slot
1.

74

Activity Five Topic: Getting to know your teachers Grade: Twelfth Grade Lesson Objective: To be able to describe people (teachers) orally through talking about experiences and giving opinion Resources: Projector, markers, pair and group work Teaching Procedure Pre-Task In pairs students talk about an English teacher they have had.

What was her name? Where was she from? How old was she? Do you remember any of her lessons? What was your favourite activity in her class? During the task 1. Using the Getting to Know Your Teachers task sheet (worksheet three) and the Interview Questions (worksheet four) students write the questions for the questionnaire they are going to use to interview the teachers.

75

2. To set up the activity students then interview you and record the information. 3. Depending on which teachers are free at this time they can then go and interview other teachers and record the information. You may wish to bring other teachers into your class to be interviewed or alternatively give your students a week or so to complete the task, interviewing teachers before or after class, or whenever they come to the center.

Post Task 1. Working with a different partner students compare their answers and experiences then decide on their final answers on the superlative questions. 2. Feedback and reflection. Allow time for students to express their opinions and experiences of the activity. Provide any feedback you feel is necessary.

76

Activity Six Topic: Robbery in a Sweet Shop Grade: Twelfth Grade Lesson Objective: To be able to speculate orally in order to reconstruct a story using a few clues. Resources: Projector, markers, pair and group work Teaching Procedure Pre-Task Write up on the board:

77

During the task 1. Explain some of the words and phrases which might cause difficulties. A balaclava is like a ski mask. It covers someones face so only their eyes can be seen. Smarties are small brightly colored sweets with chocolate covered in a thin layer of sugar. A fake is something which is imitation, which is not real. 2. Ask learners what they think happened in the story, but do not tell them if their guesses are right or wrong. 3. Ask them to try to guess what happened in the story. Tell them to use as many of the ideas on the board as they can. The best thing is for them to work in pairs or groups and discuss their ideas. This will give them a lot of speaking practice. 4. Tell them you are going to ask some of them to tell their stories to the class. Give them some time to prepare their stories. Go round and listen as they work. 5. When they have had enough time to prepare their stories appoint a spokesperson for each group. Ask the groups to work with the spokesperson to prepare the final version of their story. 6. Ask one of them to tell the story. Try to choose someone who thinks the young man is the robber. 7. Ask the others if their stories are the same or different. Choose someone who has a different story and ask them to tell it. Try to choose someone who thinks the eight-year-old is the robber. 8. Engage the class in a discussion as to whose story is the most likely. 9. Hand out the story for them to read. Or, if you want them to have some listening practice you can read the story out before they read it.

78

Post Task 1. Ask learners to underline all the phrases with to: tries to rob sweet shop; attempted to hold up a sweet shop; to buy a newspaper; told her to fill up the bag; whether he wanted me to fill the bag with sweets or with money; who did not want to give her name; I pretended to reach for some money; asking the public to help. 2. Analysis. Ask them to look at these patterns: PATTERN A

VERB

to

VERB

tries attempted (not) want Pretended

to to to to

rob hold up give reach for

79

PATTERN B

VERB

NOUN

to

VERB

told wanted asking

her me the public

to to to

fill up fill help

3. Look at these sentences. Are they pattern A or pattern B? a. b. c. d. e. I need to borrow some money. We need someone to help us. The boy ordered her to fill up the bag. We always had to get up early. Can you help me to carry these boxes?

4. Help your learners to organize their knowledge of verbs followed by to:

These are the commonest verbs with pattern A:

agree, appear, attempt, begin choose, continue, decide, expect, forget, happen, hate, help, hope, intend, love, live, learn, mean, plan, prefer, pretend, promise, refuse, remember, seem start, try, want, would like.

How many of these verbs are to do with speaking? How many are to do with thinking? Can you find other words in the box which mean the same as: appear, attempt, begin, intend, like, want?

80

These are the commonest verbs with pattern B:

advise, allow, enable, expect, help, intend, invite, mean, order, prefer, tell, want warn (usually warn someone not to), wish, would like.

Can you find eight words that are also used with pattern A? How many words are to do with speaking? How many words are to do with wanting or liking?

5. Practice: Lead class discussions based on this:

Choose either:

Three things you want/would like to do over the next year. OR Three things you hope/intend/plan to do over the next year.

Write down the three things in your book. Close your book. See How many things you can remember.

You can listen to a few sentences before learners close their books, then make sure they all have their books closed and lead a class discussion about what people want to do and about what they hope to do. These sentences will generally be pattern A. Lead more class discussions based on this:

81

Choose either Three things your teacher doesnt allow you to do in class. OR Three things you would like someone to give you

Write down the three things in your book. Close your book. See how many things you can remember.

82

Conclusions of Chapter II The system of activities that is presented in this investigation is sustained on epistemological foundations that explain the process of teaching and learning, and the process of acquisition of the oral communicative competence competition in foreign language. A system of activities based on TBLT is proposed to favor the ability to speak, because its application requires an active participation on the part of the student as the center of attention and because the abilities are integrated to the real situation.

83

General Conclusions The appropriate treatment of the ability to speak as the main axis of communication would help enhance the interest in learning of the English language, taking into account the basic necessities to know a second language and adapting it to the environment in which the student is unwrapped The diagnosis made allowed us to corroborate that the main inadequacies are related with the inadequate handling of the ability to speak to the students since they are afraid fear of expressing themselves orally inside and outside the classroom, and the teachers don't practice to dedicate their time to fulfill the planned didactic units, related to the other abilities of grammar, reading and writing. Oral expression in its entire dimension allows both the teacher and the students the skills to delve into knowledge about a first and a second language (English Language). The correct use of this type of expression would help get a good speaking performance, and become a successful communicator. By carrying out this investigation, it has been demonstrated that teachers and students alike can develop high levels of oral communication, which in turn will allow them to obtain the abilities and skills to reach new lands of knowledge through an adequate integral education.

84

Recommendations To assess with the executives and teachers the implementation of the system of activities to be incorporated in the next cycle, and this way to favor the ability to speak in the students of the third year of high school of the as well as the rest of the students at Educational Unit Raymundo Aveiga of the City of Chone. To motivate the teachers to use the language with the students and colleagues in and out of the classrooms, so as to provide the students with an opportunity to be naturally exposed to the language and they can utilize it as a real means of communication.

85

BIBLIOGRAPHY AND REFERENCES Bellettini, O. (2011). Informe de Progreso Educativo Ecuador 2010: Grupo FARO, Fundacin Ecuador y PREAL. Brown, H. D. (1994). Principles of language learning and teaching: Prentice Hall Regents. Ellis, R. (2003). Task-based Language Learning and Teaching: OUP Oxford. Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. doi: 10.1111/j.1473-4192.2009.00231.x Graddol, D. (2007). The Future of English? : The English Company. Graham-Marr, A. (2004). Teaching Skills for Listening and Speaking. 5. Retrieved from http://www.abax.co.jp/downloads/extension/ETJ2004.pdf Halliday, M. A. K. (1977). Learning how to mean: explorations in the development of language: Elsevier. Harmer, J. (2001). How to Teach English: Pearson Longman. Holmes, J. (2008). An Introduction to Sociolinguistics: Pearson Longman. Jacobs, H. H. (1989). Interdisciplinary curriculum: design and implementation: Association for Supervision and Curriculum Development. Krashen, S. D. (1985). The input hypothesis: issues and implications: Longman. Leaver, B. L., & Willis, J. R. (2004). Task-Based Instruction In Foreign Language Education: Practices and Programs: Georgetown University Press. Long, M. H., & Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly, 26(1), 27-56. Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221-250. doi: 10.1177/136216880000400303 Moskowitz, G. (1978). Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques: Heinle & Heinle. Nunan, D. (1989). Designing Tasks for the Communicative Classroom: Cambridge University Press. Nunan, D. (1999). Second language teaching & learning: Heinle & Heinle Publishers. Nunan, D. (2004). Task-Based Language Teaching: Cambridge University Press. Nunn, R. (2006). Designing Holistic Units for Task-Based Learning. Asian EFL Journal, 8(3), 69-93. Prabhu, N. S. (1987). Second language pedagogy: Oxford University Press. Proyecto CRADLE. (2009). Retrieved from http://www.senescyt.gob.ec/Convocatoria_Ingles/adjuntos/Bases_de_Postu lacion.pdf. Proyecto CRADLE. (2011). Retrieved from http://www.senescyt.gob.ec/Convocatoria_Ingles/adjuntos/Bases_de_Postu lacion.pdf. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching: Cambridge University Press. Seedhouse, P. (1997). Combining form and meaning. ELT Journal, 51(4), 336-344. doi: 10.1093/elt/51.4.336

86

Shehadeh, A., & Coombe, C. A. (2012). Task-Based Language Teaching in Foreign Language Contexts: Research and implementation: John Benjamins Publishing Company. Skehan, P. (1996). Second language acquisition research and task-based instruction. Challenge and change in language teaching: Heinemann. Skehan, P. (1998). A Cognitive Approach to Language Learning: OUP Oxford. Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing: Longman. Ur, P. (2009). A course in language teaching. Practice and theory: Cambridge University Press. Willis, J. (1996). A framework for task-based learning: Longman.

87