General Strategies For Teaching

Speaking
1. Discussion and Debate
Discussion was used in following up the text. There is absolutely
no need, though, to restrict debate to the topics of printed
passages. Anything that is worthy of thought and discussion can
be the basis of a communication session. Debate can be
introduced at any time and last for just as long as interest persists.
a) Organizing discussion groups
b) Using discussion cues
c) Project presentations
d) Topic talks
a) Organizing discussion groups.
It is best if discussion takes place in groups, with a secretary
designated to summarize in any public follow-up. In the small
group situation, everyone gets an opportunity an opportunity to
offer an opinion and the supralinguistic features of genuine
interaction are developed, too.
b) Using discussion cues
A simple blackboard or poster prompt can provide the stimulus
for a lengthy discussion or argument. In newspaper, there are
frequently interesting statistics in ready-to-copy graph or chart
form.
c) Project presentations
Project work lets us extend learning time and gets students doing
something original and worthwhile in English. Even introvert
students enjoy tackling a project. A project is an in-depth study of
a topic of interest to the individual students. They collect all the
information and data themselves and build up a document of
some sort
d) Topic talks
Topic talks are different in that they involve little or no research.
Nor is written work needed, apart from notes. The range of topics
should reflect learner interests as well as examination topics. A
list of six or more topics can be agreed by the class, after which
the students form groups of four to six, depending on seating, and
each member of the group chooses a different topic.
2) Drama Activities
Role play is used a great deal in situations where the students'
future use of the language can be defined fairly clearly. It is
frequently found in state schools, as well as in LSP situations. As
well as being enjoyable, it offers a mental escape from the
classroom. It can be tightly controlled, perhaps as a logical
development of a dialogue in the textbook, or it can be relatively
free, with considerable scope for imagination and creativity.
A. Role adoption
 Introducing role adoption
B. Prescribed role play
 Talk cards
 Role play at the desks
C. Free Role Play
D. Free role play from a text
A. Role adoption
Role adoption is a term to describe a drama-type activity where
just one student of a group or pair takes on a new identity,
transforming practice and exploitation of the text into real
performance.
 Introducing role adoption
The first time you use role adoption, bring one good student to
the front of the class to take the role. The questions asked by the
class will probably be factual, confined to the text or very close to
it.
B. Prescribed role play
In any role play there are two or more actors. Prescribed
role play is often functional in focus, with a series of
tasks to be accomplished in a specific situation. Usually,
the class is taught the needed formulaic expressions and
related vocabulary beforehand, in a traditional
presentation-practice mode.
 Talk cards
It is evident that much of the language needed is printed right
there on the card. This may not be a bad thing, especially where
the language is new or where a student is weak and needs
support.
  Role play at the desks
Once the students have the outline of the play let, in whatever
language or style is appropriate, they play act it, marshaling all
their linguistic resources to convey the messages.

C. Free Role Play

This is more difficult, but only in that the students have to devise
their own scene. Every play let created is different in several
ways from those composed by other pairs. An advantage is that
weaker students can restrict themselves to a few simple
exchanges, while more able learners profit from the freedom to
be creative and take risks.
D. Free role play from a text
This involves no preparation time at all, for
the teacher or for the students, a number of whom
go to the front of the class to become the people
portrayed in an incident in the day's text. However,
they are told that it is one week (a month or a year)
later and that they are to act out a follow-up. They
can explain why they acted in the way they did, they
can accuse others, argue, insult, apologize, say what
happened to them afterwards, continue from where
the text left off, and so on, depending on the nature
of the passage.
Innovative strategy for
Teaching Speaking
1. Using surveys
It is teaching strategy which can be used to get the language
learners interviewing each other. In order to interview other,
they can design a questionnaire consisting of several
questions of a certain topic (Harmer, 2007a)

Procedure:
• Explain how to use the questionnaire.
• Ask students to answer the questionnaire them selves.
• Ask them to interview two or three friends.
• Ask them to report the result of their interview.
2. Using gossiping groups activity
It is a teaching strategy to exploit human weakness for gossiping
to provide language proficiency practice (Bow, 2002).
• Ask students to sit-in group of three.
• Each member should speak in English using a variety of tense,
positive and negative statements, questions, and exclamatory.
• Choose the person to be gossiped about (e.g a movie star,
athlete, politician, leader of a country, etc.).
• Distribute a piece of paper containing e.g three different gossip
items to each group members.
• Have the participants talk and listen to the gossip items in their
groups.
• Form new groups of three.
• Have them gossip again using all information they gained in
the previous round.
• Have a representative of the group to discuss the topic in front
of the class.
3. Using debate
It is a teaching strategy which concerns with controversial issue
which should be argued by two groups who strongly agree
(proponent) or disagree (opponent) to the topic raised (Harmer,
1991).
• Introduce the topics to participants.
• Define two sides of groups (affirmative and negative).
• Give a lottery to determine affirmative and negative groups.
• Give time (10 minutes) for each group to support their points
of views.
• Conduct the debate of each different topic within 15 minutes.
• Make sure in every group that the first speaker defines their
position (opening statement), the next 2 or 3 speakers give
their arguments (rebuttal statement), the last speaker gives
their conclusion of their points of views (closing statement).
4. Using role play
It is a teaching strategy in which students are given particular
roles and they have to speak and act in their new character
(Harmer, 2007a).
• Give the participant role cards which tell them how they feel
and what they want to achieve.
• Present the class with the situation.
• Ask the participants to work in groups of five.
• Ask them to discuss the roles they are going to play.
• When they are ready, ask them to perform the role play.
5. Panauricon technique
Panauricon is a teaching technique, which arranges students in
the oral class in a rotating circle, allowing them the opportunity to
practice drills or conversation with as many different partners as
possible (Kelem, 2006).
1. Asking prior knowledge to the students (e.g give a picture of
a public figure)
2. In Pre- Panauricon technique, the teacher can use Total
Physical Response (TPR) to set up the Panauricon technique.
Total Physical Response (TPR) could be used as a warming
up activity before applying Panauricon Technique.
3. The teacher begins Panauricon technique by instructing the
students to make two circles, an outside circle and inside
circle.
4. This step is started by doing pair works where the students
who sit in the outside circle had to have partner with the
students who sit in the circle. The students can practice by
doing conversation about topic given by the teacher.
5. The teacher can give the name of the group to the students.
6. The teacher makes wheel turned by instructing the students
to move to the other position.
7. After twenty minutes, the teacher asks the students to stop
the activity.
8. The last step is the teacher asks the students to report
students’ work in front of the class. This activity can help the
students to be more confident to speak in front of other
people.