Produce speech that is intelligible (clear and understandable with minimal listener effort) to native and proficient nonnative speakers of English. This includes the ability to

• understand the English syllable system,

• produce intelligible vowel and consonant sounds in English,

• use appropriate word stress,

• use sentence stress to indicate focus words, and

• use appropriate pauses and intonation to indicate thought groups.

Produce concrete descriptions and short narratives about people, places, or objects in spoken English. This includes the ability to:

• use a range of descriptive vocabulary,

• use appropriate prepositions of location and relationship, and

• use effective grammar and syntax at the sentence level, including subordination.

Select appropriate language to carry out social and occupational interactions and respond quickly and accurately to questions asking for specific information about familiar topics. This includes the ability to:

• use effective grammar and syntax in speech longer than sentence length,

• respond appropriately to questions spoken over the telephone,

• use the appropriate level of formality, and

use appropriate pacing of speech.

Select appropriate language to carry out social and occupational interactions and respond quickly and accurately to questions asking for information about schedule. This includes the ability to:

• quickly read a written schedule, résumé, itinerary, etc. and absorb the main information,

• scan a schedule for specific details, and

• respond appropriately to questions based on written content.

State a personal-opinion or position on an issue and express support for the opinion or position with relevant reasons, arguments, examples, or illustrations, in an organized and comprehensive way. This includes the ability to:

• summarize information read or heard that supports an opinion,

• state a position on a topic,

• support an opinion or position using relevant examples or details,

• make a recommendation and defend it, and

• present and support likes, dislikes, and values.

1. Prepare sets of pictures, in which all the pictures are about one same topic. Eg.: a cat lying sunbathing. 

1. Divide the class into pairs. Provide each pair with a set of pictures. 

2. Both students will have some time to look carefully at each picture.

3. Student A describes one picture, giving as many details as possible, without indicating which one is being described.

4. Student B tries to identify the picture being described.

5. Pairs take turns until all pictures have been described.

Answer the questions:

• What are the learning objectives?

• Which question types does the activity target?

• What student level is this activity suitable for?

• What classroom activities do you currently use to support the same objectives?