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Explains how speaking is shaped by audience, responsive interaction, and personal topics, and highlights the role of planning, notes, rehearsal, and formative feedback in longer tasks. Provides classroom techniques including structured role plays, peer discussion with open questions, peer feedback training, and targeted work on stress and intonation. 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As such, a collaborative, dynamic approach to learning and teaching is central to developing learners’ language skills, reflecting how language is used beyond the classroom. This includes exploring not only each of the four language skills (reading, writing, speaking, listening) in isolation, but also how the skills relate to and are used in combination with the others.  \nTop Tips   \nMessage over language  \nThe most important part about speaking is conveying the message. This can be lost if the speaker uses overly complicated language. Sometimes we need to encourage learners to take a step back and ensure that they can use clear and simple language effectively before they move on to incorporating more complex structures.  \n1  \nUnderstanding speaking   \nWhen exploring speaking with our learners, it’s important for both teachers and learners to be aware of the processes and sub-skills* this involves, as well as consider anyone else involved in the interaction.  \n1. We usually adapt how we speak according to a specific audience/listener in mind. This means considering the most appropriate language and style (register, tone and genre conventions) in each situation.  \n2. In our day-to-day life, we often speak in response to something someone else says or something we have seen, read or heard. For example, someone summarising a lecture they’ve heard, a learner giving a presentation on research findings to a class, a friend telling another about an online post they’ve just seen.  \n3. We often have most to say when we talk about ourselves, our interests and our experiences.  \n4. Longer speaking tasks, for example, presentations or job interviews, benefit from planning, using notes, rehearsing and formative feedback*.  \n5. To help convey meaning and logically structure what we say, we use different features of spoken discourse, like stress, intonation, tone, speed of speech and pauses.  \nTop Tips   \nPresentation pace  \nCC A listener can get lost if a presenter speaks too quickly without appropriate pauses. A natural speed, suitable volume, pausing and rising and falling intonation help keep a listener interested. Encourage learners to notice and analyse examples from recordings of authentic presentations. Drill* selected sections from the text, to build confidence with stress, rhythm and intonation.  \n2  \nClassroom techniques  \nThere are many approaches to developing speaking skills. Whichever you take, the following techniques will help address the key points noted above.  \n1. Allow space for learners to express themselves and share opinions, thoughts and experiences with peers. When learners engage in meaningful, communicative speaking tasks together, the speakers and listeners both develop important language sub-skills*, like getting the meaning across, asking for clarification, etc.  \n2. Use role plays to provide opportunities for learners to explore different situations. This enables them to practise responding to each other and use language in a meaningful, authentic way. Co","cbCairOgptcclbtT","https://ap.wps.com/l/cbCairOgptcclbtT","pdf",1470526,"English","# Using this guide\n# Trinity’s approach to language skills\n## Message over language\n# Understanding speaking\n## Presentation pace\n# Classroom techniques\n## Error correction\n# Adapting and creating speaking resources","[{\"question\":\"What is the core principle behind Trinity’s approach to speaking skills?\",\"answer\":\"Trinity emphasizes authentic communication as fundamental, using a collaborative and dynamic approach that reflects how language is used beyond the classroom.\"},{\"question\":\"How should teachers help learners convey meaning more clearly?\",\"answer\":\"Teachers should encourage clear and simple language first, before adding more complex structures, and focus on discourse features such as stress, intonation, speed, and pauses.\"},{\"question\":\"Which classroom techniques are recommended for developing speaking?\",\"answer\":\"The guide recommends allowing space for learners to share opinions, using role plays for realistic situations, training learners for peer feedback, and incorporating focused practice on stress and intonation.\"}]","PowerHouse - GESE 2 - Speaking Skills: A Guide for Language Teachers - Trinity’s Approach to Language Skills | PDF",1790618536,23]