Spoken Production

Activities

Spoken Production

Task 1

Read the Speaking Skills framework HERE.

 

Task 2

Identify the level of spoken production according to the framework.

 

Task 3

Watch the video and identify the level of the speakers.

(WATCH VIDEO)

Task 4

Match the activities for spoken production to the corresponding level. Choose the correct sentence.

Activity 1:

The 10-day trip

A group of English teenagers are coming to stay in the country or region. They have only got 10 days to find out about your students’ culture and see what is on offer.

Each group of students must plan an itinerary. It does not have to include all the tourist sights they could go to a concert to hear local music or have a meal with a family or visit a school. Each must agree on the best introduction to their country and region, bearing in mind the age of the visitors.

Stress that students do not have to plan anything they would find boring.

British Council

 

Activity 2:

Jigsaw Puzzle Challenge

Take 3-4 large pictures/photos and stick them on card. Pictures can come from Sunday supplements, travel brochures, calendars, magazine adverts etc. Pictures specific to students’ interests will motivate them e.g. film stills, cartoons, news stories, famous paintings, famous people.

Draw puzzle shapes on the back of each picture (4-5 shapes) and cut out the picture pieces.

Give each student in the class a jigsaw piece. They must not show their piece to anyone.

Students then mingle and question each other about what is on their puzzle piece to try and find people with pieces of the same jigsaw.

The object of the game is to find all pieces and put together the jigsaw. The first complete picture puzzle wins.

TE Editor

Activity 3:

Create a biography

Step 1. Take a biography of a famous person and write each detail on strips of paper.

Step 2. Keep the identity secret so they have to guess, if appropriate.

Step 3. Draw a table on the board for students to copy and make notes e.g. place of birth, early years, famous for..

Step 4. Give out the strips (split the class in two if large and give out 2 sets).

Step 5. Students mingle and ask each other questions until they have as many details as possible about the person.

Step 6. Take away the strips and put students in pairs or small groups to use their table of notes to write the biography.

British Council

Task 5

Look at the problems that students may come across when doing spoken production activities. Suggest an appropriate solution.

Problems:

* Lack of motivation or interest (required)

Students choose topics Students design/ prepare activities Students provide material ...

* Lacking fluency

Plan beforehand Use visual support Use keywords / notes Record students (voices/video)for self-monitoring Use different speakers on tape Demonstrate and practice intonation patterns Practice word and sentence stress ...

* Nervousness, shyness

Acquaint the speaker to the situation Acquaint the speaker to the environment Acquaint the speaker to the type of audience ...

Lacking the proper vocabulary

Provide keywords Learn / revise keywords Use pictures to help memorize Provide / revise phrases (set of words) Consider the level when choosing an activity ...

 Pronunciation that gets in the way of understanding

Expose to a lot of listening material Record students fort self-monitoring Use different speakers on tape Demonstrate and practice intonation patterns Raise awareness of word and sentence stress ...

 Lacking correct grammar structures

 Provide grammatical structures Revise grammar Focus on the needed structures ...

Submit

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Task 6

*  Look at the following text. These are the activities used for the preparatory level. Continue the lesson plan, with a suggestion for an activity to use on the execution level and another for the monitoring/ repairing level.

Delicious Pie

Step 1 – Read the Story

We were two Australian student nurses training at an English hospital. During visiting hours, we would take a break in the ward kitchen and often a kindly visitor would slip us a cake or some chocolate.
One night a woman brought a pork pie to the kitchen and asked me, “Would you ‘eat this up, love?”
My friend and I ate every crumb and were delighted–until the woman returned and asked, “Is my ‘usband’s pie ‘ot yet, dear?”

EFL/ESL Lessons and Lesson Plans. From The Internet TESL Journal

Step 2 – Vocabulary Practice