SPEAKING

ACTIVITIES

Purpose of Teaching Speaking

These tasks give learners the
opportunity to introduce the
target language or to activate
language they have been
learning through Speaking and
Communication activities.

Steps to Introduce Speaking Activities

Present the conversation
Write

a comprehension question on
the board
Play the recording with books closed
Have students compare and help
each other
Check the answer with class
Students listen again and practice
Books open, students listen again
and read along
Explain any difficult vocabulary

Steps to Introduce Speaking Activities

Students practice the
conversation with a partner
Remind

students to use the

read/look up/speak approach
Circulate, help, correct (global
errors)
Students switch roles/change
partners
Students act out the role play
Follow up

Teaching Techniques Used in Speaking

Activities
Specific
Lead

objectives on the board

in
Effective use of resources
(audio).
Appropriate seating arrangement
for pair work.
Look up and say
Circulation / adequate
supervision.
Timing of activities

Teaching Techniques Used in Speaking

Activities - Communication
Comprehension

checks
Clear instructions / modeling
Prompts on the board
Students use of complete
sentences and elaboration
Student to student questions
Follow up
Summarizing, paraphrasing,
reporting

Teaching Tips
Students should not always work
with the
same classmates.
Remind students that they will
have to perform / read the
conversation.
Circulate and take notes on any
problems the
students seem to have for later
feedback.
Consider seating arrangement:
Face to face,

Teaching Tips
Provide

Ss with useful
expressions to be used
in the discussion.
Write some prompts with the
target language
Give immediate feedback only
when there is
a communication breakdown
(global error).
Move around the class and give

Potential Problems & Solutions

Inhibition

Warm-up
Pair & Group work

Nothing to say

Prompts
Pair & Group work
Summarizing, Paraphrasing

Lack of
vocabulary /
structure

Clear objectives (target

language and vocabulary)
Modeling

Potential Problems & Solutions

Mother language
use

Prompts
Use of classroom language
Timing of activities

Lack of
negotiation of
language

Useful expressions and

discourse language

Mispronounced
words,
global errors

Modeling, Immediate
feedback

Wrap up
Explain clearly what to4
do
2
Do a warm up/lead-in 1
Write objective on
6
board
3
Ask students to do the
5
task
7
Read instructions
Model the exercise

Bibliography
Harmer, J. (1998) How to
Teach English. Essex,
England: Pearson Education
Limited.
Stempleski, S. (2007) ICPNA
World Link Teachers Edition
Basic 5 - 8. Lima, Peru:
Thomson ELT.
Ur, P. (1996) A Course in
Language Teaching: Practice
and Theory. Cambridge,
United Kingdom: Cambridge
University Press.

Thank you!

Where are they?Are they

meeting for the first time?

SKILLS :
NTRODUCING YOURSELF
KING ABOUT OCCUPATIO

Introducing yourself
A: My name is Mariana/
Im Mariana.
B: (Its) nice to meet you
A: (Its) nice to meet you, too.

Asking about occupations

A: What do you do?
B: Im a music student.

Name
1 Gisella

Occupation(s)
Teacher (teaches English)

Gisella is a teacher. She

teaches English.

What is the task in

activity A?
In activity A we have to
introduce ourselves and
complete the chart with
information of our
classmates.
listen and answer the
Comprehension
question(s). Check

Demo Class

BASIC 5
UNIT 1
LESSON A
COMMUNICATION

Demo Class
Lesson A and B of each unit of World Link
culminate in a Communication section
which ties together the vocabulary,
structures, and content of the lesson in a
step-by-step, interactive task or project.

This provides a natural review of the

material
covered,
while
challenging
. Communication
students to extend its use in new situations.
The Communication section generally
begins with a warm-up that presents the
task and reviews vocabulary and language
needed to complete it.

Demo Class

Communication

Demo Class

Thank you!