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What is it? Do you like it? Why?

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Speaking activity - work on micro skills

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Speaking activity - work on micro skills

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1. Learners work in small groups. Each person takes a card with a topic word on it. One person in each group must start speaking on their given topic. Others attempt to interrupt and change the topic politely to their topic, while all work to maintain a balanced 'cafe' talk.

2. Hand out a list of expressions for interrupting politely (e.g. 'By the way') but including some unlikely or incorrect ones (e.g. Now I want us to talk about...'). Learners select the correc items from the list (Then have a conversation using them).

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1. Set task
Tell learners they must phone a business contact to make an appointment for a meeting to discuss future plans.

2. Plan the speaking
Ask learners to work in pairs to decide what the caller will say and how the receptionist will respond. Learners make notes of particular phrases.

3. Rehearsing the speaking
Learners practice in pairs. You listen and suggest correction and improvements.

4. Do the task
Make new pairs. Without further discussion, learners 'phone' each other and do the task

5. Review and feedback
The pairs meet and reflect on whether the task was done well. Maybe whole class discuss the question and you offer notes. You may draw attention to specific language that learners could use and specific ways of interacting appropriate to the genre.

6. Add/ correct/ revise
The pairs work out how they could improve next time.

7. Redo the task
Make new pairs. The task is done again.

*Exposure to examples ( can be put in any stage of the sequence): playing a recording of competent speakers doing the task and ask students to take notes of language used.

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1. What kind of error
- Fluency: correct later or briefly, unobtrusively.
- Accuracy: immediate correction or later.

2. Whether to deal with it (is it useful to correct it?)

3. When to deal with it? (now, end of activity? later?)
Listen discreetly and collect a list of overheard errors. Use this list to discuss, set an exercise, plan the next lesson.

4. Who will correct it? (teacher? student self-correction? other students?)
- Self-correction
- Student-student
- Teacher-student
- Small group
- All class
- Coursebook/ reference books

5. Which technique to use to indicate than an error has occurred or to enable correction.
- Indicate what kind of error it is, where on a sentence the error is, etc.
- Invite correction or help the students towards a correction

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Jeevika

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Ideas for correction work after a fluency activity

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Ideas for correction work after a fluency activity

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1. Write up a number of sentences used in the activity and discuss with the class

2. Write the sentences on the board and let students correct each other

3. Invent or write a story that includes a number of errors you overheard during the activity. In pairs or as the whole class, find the errors and correct them.

4. Write out two lists headed 'A' and 'B'.  Each list with the same 10 sentences from the activity. On one list, write the sentence with error and the correct version on the other list. Divide students into two groups and hand out the appropriate list to each group. The group discuss their own list and decide if their version is corect. Two groups then compare two sheets.

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1. You believe that meat eating is natural for human and that vegetarians are missing out on a important part of their diet.

2. You have been vegetarian for six years because you believe it is healthier.

3. You like the taste of meat, but don't eat it out of moral reasons as you feel it is wrong to kill animals.

4. You are the planet Earth. You don't think people are listening to you.

5. You are a chicken. You feel very strongly that you are being exploited by the meat industry.

(Go to page 157 in the book for more).

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Role cards should contain the following information:
- Name
- Sex
- Job
- Age
- Personal appearance
- Character
- Interests

Points relevant to the task
Pieces of information you know (maybe others don't know). Your opinions about the issue/ problem/ situatio/ people/ etc. What you want to happen, be decided, etc. Items of language you may need.

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Give a simple problem-based question. E.g: 'What are the four most useful thing to have with you if you are shipwrecked on a desert island?' or ' Put these items in order of importance.'

1. Introduce the problem, probably using a list on a board or on handouts.

2. Start with individual reflection - learners each decide what they think might be a solution.

3. Combine individuals to make pairs, who now discussion and come to an agreement or compromise.

4. Combine the pairs to make four; repeat the task.

5. Keep joining groups until the whole class have to discuss together to come up with one solution.

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[Adapted from "Learning Teaching" by Jim S.]
Prepare a list of items that learners can discuss.

- What is the most useful invention?
- What's the best improvement  that could be made to our town?
- What are the worst programmes on TV?
- Who's the most important person of the last 100 years?
- What are the qualities of a good language course?

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[Adpated from Learning Teaching" by Jim S.]

Planning a holiday. Collect advertisments and brochures. Explain all students can go on holiday together but they must agree on where to go. Divide groups. Their task is to plan a holiday for the class with a fixed budget for each person. They need to prepare a presentation and persuade the whole class.

Example 2
'Survival'. Students imagine they all stuck in a forest as their bus broke down, injuries, etc. They have to discuss how to survive.

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The subject is 'pop festivals'. Devise a discussion activity suitable for a range of levels.

Commentary
In groups, plan a pop festival for your town.

- Who should be invited?
- Where would it be?
- What problems might there be?
- How will we keep the locals happy?

At the end, have the groups design their own posters to include important information and encourage visitors to come. Groups visit each other and ask questions.

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A picture of a vacant site with three buildings: a hotel, a leisure center, and a retirement house.

Possible discussion: a decision as to which of the three buildings should be built on the vacant site. Students can be given role as architects, local residents and town council.

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Frame the discussion
A lead-in for beginning and close as well as a text that everyone reads.

Preparation time
Students need time to look up vocabulary and think through.

Don't interrupt the flow
Students need to raise their hands before speaking. Pay attention to the whole class. Invite students to speak with natural comment such as "Jen, what do you think?"

Specific problems are more productive
Divide students in two groups and provide with some resource data, graphs, recent accidents, newspaper article, etc. Have them discuss together.

Role cards
It's easier to speak in someone else's character than in your own.

Buzz group
If the class seems to die at its feet, divide the whole class into group of 4 or 5. Ask them to summarise the task and if they agree with what different people have said. Ask them to think of a few comments to share with the class.

Break the rules
Go straight into the discussion.

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Activities leading to fluency and confidence in speaking

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Activities leading to fluency and confidence in speaking

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- Learners repeat sentences you say

- Learners look at a list of hints and tips for making business presentations

- Learners listen to a recording and practice repeating words with the same difficult vowel sound

- Learners listen to and study a recording of social conversation

- Learners prepare a monologue about their hobbies and then give a five-minute speech to the whole class.

- Learners learn by heart a list of useful chunks of language they can ue in conversation

Secondary activities that will be helpful

- Learners chat with you about their weekend plans

- Learners work in pairs and agree on their list of best five films of all time

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FOCUS: give students opportunity and encouragement to speak. Fluency and confidence are important goals.

Topics and cues

Bring a topic to class and a cue (provocative question, short newspaper article). Little or no explicit grammatical or vocabulary points. Prepare follow-on article or question.

Structuring talk

Main role: structure the talk. Make all learners get a chance to participate. Adding to the discussion to keep it interesting. Reduce your own participation.

Avoiding talk-talk loop

Teacher tends to add more questions when there is silence. Ask one clear question and patiently wait for reponse. Do not confuse the class and close down people by asking more questions.

Open questions

Ask open questions (WH-questions) to elicit longer answers.

Playing devil's advocate

Take an opposing or contrasting viewpoint to provoke students' opinions.

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- Small talk at the beggining of lesson: the whole class chats about recent events

- You write a controversial question based on the day's news on the board. The class work in groups of four or five students to discuss it

- Pairs of learners have different pictures cut from today's newspaper. They compare their views, initially describing their two pictures

- Everyone is given the name of a famous person (which they keep secret). The whole class stands up and walks around, meeting, chatting adn answering questions about recent events 'in character'.

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Planning
You need a relevant topic; an initial cue; followed-on cues.

Teaching it
Open questions
Monitor participation levels
Invite people in
Avoid the talk-talk loop
Listen more than talk
Play devil's advocate