Slides. A presentation for the Bachelor's degree in English Language Teaching, from the university of Rouvuma - Nampula

A proposal to promoting students' speaking skills through communicative activities. A case study of Mapara Secondary School, Nampula - Mozambique.

1. Welcome to the presentation Sérgio Acapito

2. Topic: A proposal to Promoting Students’ Speaking Skills through Communicative Activities. A case of Mapara Secondary School, grade 9 stream B, day shift.

3. Structure of the study Chapter I: Introduction. Chapter II: Literature Review. Chapter III: Research Methodology. Chapter IV: Data Presentation, Analysis and Discussion. Chapter V: Proposal, Recommendations and Conclusion.

4. CHAPTER 1: INTRODUCTION Statement of the problem At Mapara Secondary School, the bulk of grade 9 students of all courses, dayshift, were not able to communicate in English, neither in the classroom nor outside the classroom. RESEARCH OBJECTIVES General objective: Find out the causes that hamper most of grade 9 students, dayshift, at Mapara Secondary School, from communicating in English. Specific objectives: 1. To observe and delve the classes in order to get a leeway for probing about the teaching and learning processes;

5. Cont. 2. To scrutinize the teaching methods and activities that the teachers use; 3. To propose some practical technique, activities and lesson plans to improve students’ speaking fluency. Critical questions 1. Why teachers at Mapara Secondary School don’t use communicative methods that foster students speaking skills in their teaching of English? 2. Why do students at Mapara Secondary School barely communicate in English during the classes?

6. Hypothesis Teachers may still be using traditional methods such as: Grammar Translation Method, Direct Method, during the lessons. Perhaps the students are not motivated enough to cope with the teachers` teaching methods. Merit of the study This research is very crucial in education field because: 1. It is going to benefit positively teachers and trainees who deal with English as a Second Language; 2. It provides some effective teaching techniques and strategies to overcome; 3. Teachers will experience and find out how some speaking activities such as, role-plays, dialogues/conversations, oral presentations and discussions are useful develop their students’ speaking skills/fluency.

7. CHAPTER 2: LITERATURE REVIEW Thornberry (2005:1) cited by ( Junadiai , 2011:8), defines speaking as a speech production that becomes part of daily activity which involves interaction. Teaching speaking to students is of a great importance given the fact that it enables them to develop their communication skills/abilities in English fluently. Harmer (1991:122) states that “communicative activities are all activities designed to provoke communication between students and/or between the teacher and the students”.

8. Cont. Types of communicative activities: Role-play: (Jones (1978:21) says that a role-play is a “creative and entertaining method of learning, which enables students of English to use authentic language in everyday situations). Dialogue / Conversation: (Dialogue is a two-way communication process. That is, what A says helps to shape B’s replay, which in turn influences A’s answer and so on, (Goncalves 2011:25)).

9. CHAPTER 3: RESEARCH METHODOLOGY Design Method: Quantitative Methodology Research instruments: Questionnaire and Direct Observation. Target Population: 116: 60 male [students] and 73 female [students]. Sampling Method: Purposive sampling Sample: 22 participants: 2 teachers; 20 students: 12 male and 10 female. Sampling technique: Random sampling.

10. CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION Possible reasons that make students not being able to communicate fluently

11. Most used activities by the teachers

12. Findings Teachers are unaware of teaching speaking skills; Teachers are not motivated because English is regarded as unimportant subject; Much use of Grammar Translation Method, Direct Method, during the lessons. Some teachers of English take advantages of GTM and they do little to change the scenario.

13. CHAPTER 5: PROPOSALS, IMPLEMENTATION, RECOMMENDATIONS AND CONCLUSION Proposals Receptive skills Lesson Plan model with communicative activities (p.55) Speaking Activities Activity 1: Discussion based on the picture Activity 2: Oral presentation in front of the class Activity 3: Dialogue Activity 4: Pictures description Activity5: At the clinic

14. Recommendations To the Ministry of Education Should ensure that teachers can implement the CLT implementation for all the classes in order to nurture students’ communicative competence. To the Course Designers design teaching material (course books, textbooks, teaching aids, etc.), which might be very communicative. To the teachers Should use the speaking activities as a teaching aid to foster students’ communicative competence.

15. Conclusion This research is entitled “A proposal to Promoting speaking skills in ELT, through Communicative Activities, it was objectively conducted in order to find out the reason why the students of grade 9, dayshift, at Mapara Secondary School were facing problem in speaking the target language. The results show that the teacher relied on the same speaking material provided by school; The study found also out that students fail to communicate fluently because they are not exposed enough to the target language.

16. I am grateful for the attention