Just like writing, the language we use in speaking depends on the text type we are using to communicate through. For example, chatting to a friend would require a lower level of formality and therefor a different register than having a job interview. And as with writing, successful speaking involves accuracy, fluency, coherence, cohesion and appropriacy of language based on context.
The speaking skill can be further divided into subskills. For example:
- Accurate use of language (e.g. grammar: correct choice of structure, correct form etc. lexis: appropriacy etc. phonology: use of intonation etc.)
- Paraphrasing (conveying the same message through different language).
- Asking for clarification.
- Use of interactive strategies (to keep an interaction alive).
In the classroom we can help our students develop speaking subskills through a range of relevant activities. For example, an individual drill could help ensure that a student is using the accurate intonation for an utterance, a role-play activity could be used to practise the interactive strategy of turn-taking.
Speaking lessons generally consist of three stages:
1. A lead-in stage where new language is focused on or presented.
2. A practice stage, moving from controlled practice to freer practice.
3. An extension stage where students get further, often personalised practice.
Take a look at this lesson plan from http://www.onestopenglish.com/ which is previewed below.
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| From here |
Can you identify the three stages listed above?
What speaking subskills are practised in this lesson?
In the lesson plan, pre-speaking task 2 is an example of an integrated skills activity as it provides listening practice related to the topic. Why would a teacher decide to include a listening (or perhaps reading) section in a speaking lesson?
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