This document provides strategies for developing speaking skills. It discusses motivation, confidence, and practice as key factors. Specific strategies covered include improving pronunciation with repetition, minimal pairs, and tongue twisters; expanding vocabulary through movies, podcasts, and patterned responses; and improving fluency, comprehension, and grammar through self-recording, speaking aloud, and listening feedback. The overall message is not to be afraid of making mistakes while practicing these skills.

1. Strategies for
Developing
Speaking Skills
Presentation by: Jay-ar A. Padernal
III-BSEd English, UMDC

2. MOTIVATION
CONFIDENCE
PRACTICE

3. Aphabet Aerobics (Blackalicious) - Daniel Radcliffe
https://www.youtube.com/watch?v=XbKxIQxgFvk

5. 1. What do I do to improve my pronunciation?
2. What do I do to improve my vocabulary?
3. What do I do to make my grammar better?
4. What do I do to improve my fluency in
speaking?
5. What do I do to improve my
comprehension in listening and speaking?

7. (English as a Second Language Instruction)

9.  You say the target sound and have your
students repeat it after you.
If you are teaching a long word with multiple
syllables, start with the final syllable of the word
and have your class repeat it. Then add the
penultimate syllable and say the two together
having your class repeat after you. Work
backwards in this manner until your students are
able to pronounce the entire word correctly.

10. e.g.,
pronunciation

11. e.g.,
pro.nun.ci.a.tion
/prəˌnənsēˈā ʃ(ə)n/

13.  Instead of presenting a certain sound as
part of a complete word in English, you
can simply pronounce the sound itself
repeatedly - normally in shorter in words.

14. e.g.,
stu.dent
/ˈst(y)o͞ odnt/

16.  A minimal pair is two words that vary in
only one sound.
You can use minimal pairs to help your
students with their pronunciation by
focusing on one particular sound. In
addition to the pronunciation benefits, your
students will also expand their
vocabularies.

17. e.g.,
rat rate
pin pen
dim dime
pat bat

19.  You can always encourage your students to
look at your mouth and face as you
pronounce certain sounds, but they will also
benefit from seeing what physical facial
movements they are making as they speak.

22.  When your students are facing a
pronunciation challenge, it could be
that English spelling is adding to the
mystery of the spoken word.

23. e.g.,
/sit/ ?
/sIt/ ?
/pul/ ?
/pɔl/ ?

24. e.g.,
/sit/ seat
/sIt/ sit
/pul/ pool
/pɔl/ Paul

27.  Though tongue twisters are probably more
popular for practicing consonant
pronunciation, they are also a valuable
resource for vowel practice.

28. e.g.,
1. Red lorry, yellow lorry
2. She sells sea shells by the seashore, and
the shells she sells by the seashore
are sea shells for sure.
3. Luke Luck likes lakes.

32.  Listening to music and singing can be a
good way for ESL students to practice their
pronunciation. Because singing requires a
person to maintain vowel sounds over more
than just a moment, it can give your
students a chance to focus in on the target
sound and adjust what sound she is
making.

34.  This will improve your overall
communication in the language and will
make you develop expertise in the subject.
The movies include daily conversations and
common subjects that a learner can relate
to; thus, understanding and retention
apparently increase.

36. A podcast or generically ‘netcast’, is an episodic series of digital audio or video
files which a user can download to listen

37. PODCAST | Build Your English Confidence
https://www.youtube.com/watch?v=FfwwDCzs2vE&t=742s

40.  By using a device to record what you are
actually saying, you have empirical data to
play back for each – yours and your
students.
 For your students (and for yourself too),
listen to what he or she actually said rather
than what he or she thinks he or she said.

42.  Although, we talk with others a lot but we
are actually not listening to our own voice
and clarity of speech. So, if possible then
speak out loud what you are
communicating to others in English. This
also goes when you’re reading a book or
any similar material.

44.  Usually, we run out of vocabulary and
expressions. Then, lack of confidence kicks
in. We can avoid this if we follow a pattern
in our answers or sudden speeches.

45. e.g.,
O
R
E
O

46. e.g.,
O – opinion or answer
R - reason
E – examples / example situations
O – overall conclusion

47. e.g., “What’s your favourite fruit? Why?
O –
R -
E –
O –

48. e.g., “What’s your favourite fruit? Why?
O – My favourite fruit is Durian.
R – I like its milky and buttery flavour.
E – When I was young, my mom bought...
O – That’s why I like durian...

53. “Never be afraid of making mistakes.”