the sentence with a clause: Although I …/Even though I…
Because they... This way those who are listening will have to wait until they hear both clauses.
7. Fluency over Accuracy
When encouraging students to take longer turns speaking, I recommend keeping corrections to a minimum. In fact, consider simply letting them speak and giving them feedback at the end. This works for two reasons. If you insist on correcting them, you will not only interrupt their train of thought (which they are trying so hard to keep!) but it will also affect their confidence. So, when they’re done speaking, offer some suggestions for improvement. But don’t forget to offer praise as well!62 B. Speaking Is the Nature of Spoken Communication
course, be faced upon, but we can still say that they feel the need to speak, otherwise they could keep silent.
b. They have some communicative purpose. Speakers say things because they want something to happen as a result of what they say. They may want to charm their listeners, they may want to give some information or express pleasure. They may decide to be rude or to flatter, to agree or complain. In each of these cases they are interested in achieving this communicative purpose.
What is important is the message they wish to convey and the effect they want it to have.
c. Select from their language store. Speakers have an infinite capacity to create new sentences (especially if they are native speakers). In order to achieve this communicative purpose they will select (from the store of language the posses) the language they think is appropriate for this purpose.
These there generalizations apply equally to someone having a private conversation and to the politician giving a speech to thousands. They apply to the school teacher and the radio announcer, the judge and the shop assistant.
It is important, too, to realize that these generalizations do not only apply to the spoken word: they characterize written communication as well, and although a difference may be that the writer is not in immediate contact with the reader (whereas in a conversation two or more people are together), the same also applies to the example of the radio announcer, and, to some extent, the academic giving a lecture in a packed hall (although there is of course much greater contact here).
Assuming an effective piece of communication, we can also make some generalizations about a listener (or reader)
of language. By effective communication we mean that there is a desire for the communication to be effective both form the point of view of the speaker and the listener. Of course there are many other characteristics that are necessary for effective communication (for example some communicative efficiency/competence on the part of the speakers), and there are many possible reasons for breakdown in communication, but once again three points can be made about the listener, such as:
a. They want to listen to “Something”. Once again ‘want’
is used in a general way. But in order for someone to understand what they are listening to (or reading) they must have some desire to do so.
b. They are interested in the communicative purpose of what is being said. In general people listen to language because they want to find out what the speaker is trying to say – in other words what ideas they are conveying, and what effect they wish the communication to have.
c. They process a variety of language. Although the listener may have a good idea of what the speaker is going to say next, in general terms, he or she has to be prepared to process a great variety of grammar and vocabulary to understand exactly what is being said.
Whenever spoken communication takes place, of course, there is a speaker and a listener.
wants to say something
Speaker... has a communicative purpose select from language store Listener ... wants to listen something
interested in communicative purpose
process a variety o language63 2. Speaking Helps Other to Know You
Our country is based on the principle that every individual has a contribution to make toward an interesting, alive, worthwhile community. Most of you enjoy being with your “belong” what about those students who for some reasons do not feel that security? Ask yourself the following questions concerning each member of the English class:
Do I really believe ………….
that everyone is important?
that everyone has something worthwhile to offer to the class?
Perhaps most of you know just one side of many of your classmates. It will benefit each one in the class, including the teacher, if you start the semester knowing each other or understanding each other. Usually in every group there are a few students who have transferred to the school. It is especially important that you help them to have a feeling at the members of your class and ask yourself such as the following questions:
1. How many in this group do I really know well?
2. What are their likes and dislikes?
3. What do they consider to be their strong character traits?
4. What are their home responsibilities?
5. Have they moved from place to place many times?
6. How many part-time job?
7. What valuable lessons are they learning on the job that they might share with the class?
63 Adapted from Jeremy Harmer. The Practice of English Language Teaching. London and New York, 1991: 46-48.
3. How You Speak Is Important
Your speech is the important instrument of communication you posses; in addition, it is an index of your personality. Though you may wish to hide what you think or how you feel, your speech gives you away. As you speak, you reveal your sincerity or lack of sincerity, your pose lack or poise, yourself confidence or lack of confidence. It is not only want you say it that is very revealing. Certain basic skills which you can practice in you English class are needed if you are to be effective in oral communication.
4. Preparing a Speaking: Five Important Steps
Before we speak, it is better to prepare something that are needed in speaking, namely:
a. Compiling a list. Compile a list of facts or activities which concern you and which will all the members of the class to become better acquainted with you.
b. Using an outline. The following outline may serve as a suggestion for your talk about yourself. As you make your own outline, use facts form the list of activities, which you compiled.
I. My background
A. Place in the family (youngest child, oldest child, only child).
B. Early important experience.
II. Experiences which I should like to share.
A. ………..
B. ………..
C. ……….
III. My ambition or dream.
c. Selecting Descriptive Details. Now that you have made a skeleton outline, you are ready to think about
developing your ideas. Since you are so well acquainted with your subject, it is not necessary to write out this first talk. But mere statements of facts won’t help the class really to know you. The class members want to know how you feel about facts which you give. What are your feelings? Your thoughts? As you give the facts, include many little details or descriptions which help people to understand your point of view.
Betty included in her theme the following phrases which reveal how she felt about the examples she gave:
………….. I felt heartbroken …………I want to be independent………. severe curb on my activities
…………. Regardless of the complaining …….. I enjoy the feeling of leadership ………… I gain a great deal of satisfaction ………..… I have been teased ………….
Found so thing………
d. Using Forceful Language. You can strengthen your speaking by putting the action your sentence into the verb instead of the noun.
Noun
Weak: We had a rehearsal of our class play last night.
Verb
Stronger: We rehearsed our class play last night.
e. Rehearing the Talk. Now that you have an outline and have through about some of the things you wish to say about each point, you are ready for the next step, rehearing your talk.
1) Rehearse your talk from outline. It is not necessary to write out the introduction or to memorize it.
If you wish to make a good impression, you will practice by talking from your outline in rehearsal at home. Go to your room and practice your talk
two or twice times.
2) Use your best English, avoid common error, such
“My brother don’t..” However, your classmates are interested in you. They are going to listen to your message, do you best by not to be self-conscious about your speech.
3) Be Presentable. As a rule, a person shows that he looks his best.
4) Watch your posture. Posture is important, when speakers stand squarely on both feet with head- erect, they show poise.
5) Avoid nervous mannerisms. As you talk, stand quickly. Do not sway nervously back and forth; do not put your hands in your pockets.
6) Use eye contact. Looking at your audience helps to capture attention. Direct eye contact gives the audience the feeling that the speaker is sincere.
7) Speak clearly. It courteous to speak loudly and clearly enough for all members of the group to hear.
8) Aim to communicate. As you think about going the talk, concentrate on the purpose of communicating- of letting your classmates really share your experience. If you think about communicating, you will forget about being nervous.