Speaking to speakin anumber of difer Students ae,however, often reluctant to spe Spoken language srncing suds prom compctetn spoken tg sone of ut maa gm. This ian gre tum tourgestand how spoten nish functions and gg them portuntest aeqite conversational stati ‘Spoken Exglh gram ito cternt ‘rom ts wien equivalent. For example iatical question such ‘ay Colfee? Such ellipsis isa cemmon feature si.you know, sort of and unm, to “Duy in witingwe that Theirwedding was beautiful. in speech ~ atleast Bish Engin -we might mate the subject ofthe sentence (their wedding) tail and say rect questions such asCan come over suchas Ave you doing anything this evening? sot of proce gests twenty years of corpus linguatis a very short +90 shor. perhaps to know 4 "tundestad what ws be! bsy (Chan 2011), We need to help ow students to be able to use phrases such as Would you mind repeating that? o dont quite understand what you mean by that (oF ents help our sadentsto use trying to makes ~0F To986 ‘sn 04 paau Aa a6en6ue, Ete | OL bua OUD SERED FeO} aAEY SuapMS 34 fe "ye 52 "Bue payed 2 tm oy shou Sapmas 34 ou gADeR| a OURAN PAUdKeY YM. UO “uodas a wopns 2 pue (=|) 2quinu e puedo e sayeajput saypeat an fame Ws UD SEY OY JOD a Bu POY FOQUUAL Y>E9 a} 02 | wou saquinu 2 use 2 pays ae so Poona) yom syn op asa auakiaNa a pue {52 as oy WANS eye: e op sco UayinsaFEOHDAS, Jo aDUasOX ax paveoNag Poomamn wely’06e 124 Auew uonewesaid aH ey UoredPRIed Ko‘epuEHY Sen6ve] uo yomsayeaunnioddo apr swam Rue | Seas af 00123, spiemor p09 suApMS NO sn few UOI=LIOD YN ne Bune Gump {ouzauien ue spear Jey 01 UR pue mou BPD O}INoY aN “SlopHINC yegDeR!SY | no Ave Buneadse ws uecasedae am. dat fous saute Bu05 Lonesiaaun an daa paou Bk fay sasayd puespnM ut Buipon; puewaUsSBeINODUe pt SUNS swaps aia Cuneo sansa pay ayo ium 2M ‘BNOge paUaRUAW am > 2a}-a99 B43 UO ae fay 8 Aa ayn wo Bute e ane jm Bugs ase UL so}0us04>e03 axeLidoudde Bundopy sauapmes sno uays.uo 249 2m (2'9 395) swuepnis weinjey 1°2°T2 Paice ASE [aja suonenys yas ur ead ayer 02 pue yeads 03 swapes | smRG #6 secu an zeynaydag sopyn2e fousny Bupnuy214 21.4.4 hapeat They can do this by of task repetition whic Tove the students recording wi they come to repeat the task after almost alays perform better ont Speaking activity types “Thee ae a umber of widely-used categories of speaking activity. Many of them fll Someuere at the communicative end ofthe communication continuum (se 4.3). We wit look at specific speaking xamplesin 21.5. Acting from scripts ‘We can ask our students to act out scenes from plays andor their coutseboois, sometimes ‘ming the results. We often ask students to act out dialogues they have witten themselves. Playscripts tis important that when students are working on plays orplyscripts, they should ret it s “real acting. In other words, we need to help them to go through the ‘crip asf we were theatre directors, drawing attention to appropriate stress, nton and speed. We can to decid on adverbs (anxioushy, quiet. passionately, et.) ‘to describe how their ines should be seid~sothat when they are said, they will have real ‘meating.8y letting the students think about and say their fines repeatedly before they ‘ve ther final performances, we ensure thet acting out is both avearring and a language producing activity. Laura Mccoli made drama a main feature of her work with her adult students. They stated with preliminary stages which included relaxing, breathing exercises and learning how to laugh with each other. Dun asemotion, action, physical ‘atk mond (2005: pronunciation and gen contestuase‘anguage, develop the student" empat In appropriate problem-solving and engage them as together the emotional and ‘that drama practises such things as gesture, facial expression, eye contact and movement, proxemics (how close people are toe: nother] and prosody. xample 8 in 21.5 is demonstration of extended script acting, Dialogues Students can act out coursebook dialogues or dialogues they write themselves, ‘and, just swith other scripts, they need to have opportunites to practise before they are asked to do's, In order to address some ofthe concerns about the absence of speech ‘phenomena that we expressed in 21.1, we can ask our students to extend] amend coursebook dialogues in order to mate them sound more natural. 21.4.2 21.4.3 Speaking ‘We can have them exaggerate intonation and gesture. etc to make the actity more enjoyable and, in order to practise the same cialoque more than once, we cantaye them say then ret va (opring,sosng hpoy. era. Bato 2008) ‘We need to wart create the right kind of supportive atmosph to.give the students time to work on their dialogues, so that everyone feelscomfortabe Communication games ‘Communication games am to get the students talling a fluently as posible Two particular categories ae worth mentioning here: ‘nformation-gap games Many games depend on annformation gap: onestudent has to the right order (describe and arange) “Television and radio games Wien imported into the clas-o0m, games fom radio and TV chaipetson thinks of an object andtels a team that the objects either table or mineral ora combination oftwo or three ofthese. The team has “just amine’ is along-unning comedy contest on UK rao. Each particpanthas to speak for 60 seconds ona subject they ae given bythe chairperson without hesitation repetition (or deviation. nthe radio show, ain the classtoom, “deviation” consists of anguage mistakes ‘3 wells wandering off the topic If another contestant hears any ofthese. he or she interrupts, gets pon and caries on withthe subject. The petson who isspeaking atthe end of 0 seconds gets two points. ‘There ara number of comedy improvisation games, too, such asthe one where people take patina conversation but one of them is tol (secret that he orsheis for example, ‘an undercover taxinspector who haste find outifthe ates are cheating on ther taxes. The ‘thers have to work out what their colleaque's secret occupation i. Incther games, diferent trick oF devices ae used to make fluent speaking amusing. In “Fishbow!. for example, two students speak on any topic they tke, but at 2 prearranged signal, or2 ofthem has to reach into fishbowl and take out one af the may pieces of paper ‘on which te students have previously written phrases, questions and sentences. They have tO incorporate whatever ison the paper into the Comvessation straightaway. Discussion Discussions range fom hight formal, whole-lass staged events to informal snal- ‘group interactions."2789 1 0p Aout euros Sumas saynoue uy yadas‘ajqsedy “va pve “auop aney Koy ey asheUe c} euagauod aus suonsonb ene fsno.neid are Uy wh sU9pms so ayo} age 3403 PSBU aM uoneiuetad aq eae cr UORSOd poob ew aq Ua jn Jewvasad 2 pres ey sayeads yn Uo ApmIPoe) ANG vay VED wed pea Bas tA Pe vonewesaid 9006 e sayew eum. an vo iatno601 epDap ued se an pue Joypee2 a sin 09 hun a:0j09 sed ur 190 ye ay ose oat B96 Aq 46°12 235) wats Bunangap 2.29 wayg anoudun ue fay 49 0 wow) aquosuen pue suo peWaSaud soL2 Jo UOIIAN xp I02—4 04 S|LaprIS ‘243 a6e;no>U8 UeD 3p v0 wos gpg a 9pm, “vse way ue sas ay wo ds ppous pS BORON 9 HraMON sn (9102 235) aq; Sunura, a10w axe Kawp ‘pasedaid ave fayp asnesag ‘uegesianuo snoouewods |[PabO)U! 404 PSUBISSp 30U ae Syjea BPMs *22}04> UNO say AD Co} e UO UOREWUASA & ‘seu (Suepnys 10} uapms e avayrn ryEQ pavedazd aun st KwagDe Jo puny weEEdUN 300 suonewasaid pue syjepavedaig ¥'y'T2 10 WIE OY awDIN sNaNGO UE pe 5odind Jeep € uoIsnospp 34 soNb ao!OUD preayue UE Yons ayew oYBu}ey 30 8} a4, “uebe wero 2en 2483 01 21ge 39 YOU J wapms 249 eA OF plead SUUILIERD 9 ujeay> sem wapms aq was ‘ua 2843 05} uoas sey ays 284) mous oF pms 210] (DUMSANADDE BuyBeI024 yo sheM 1839 24) 30-340 sASURSUED e BUaIERY ‘aygedciva arma 21g autos ap) 20 at S805 02 ‘)ou! 2u0 wap sues 9Un01 pugcs% 2 'o sayonasolians auawn6e yo pun! 2 8 2yy soU6 0 sued U0 Aenpepu aya "soap 29 pinoys Aau Ayn Jo} uoundue dagen fay “au wou aveadsmeys 0 Srionyuo> wor eavor54 10 Bum OLN “vosiod 9 a SOAR BUOAWWOSSSAIUR AYBIAN AON] 3yE Youuco uanjed an ue ye9| esata aamoy ARRRUNLO.UN UooHeG JeOy e089 ‘2u.u Buyer ae 200d Jo saquin ey>ry ul oUENaDs Lo paseq si asneng pae> oF “A899 Uoqteg, 94251250 Jo sopenap Avew panvunsy U>iyn aueB Buaeqep edo y ‘Yop a6ed uo 9} ayduie aos eunoye jo aera Ue Joy es 02 Bun a aupeun co) 28) @ 78 0 A NO Sul sig sno16 rou: w sauy>aads wag asg>e1d oy sapmes ayn Mo|E 2 e2p1 ood “einos8 ausiayp ain oy saysqamn vais aE SIuy an uaIA pu edna ow ss 249 pvp we 1280 a saneqap Jo} swaps Butedard jo shem poo6 usyo are (I"p'7t 223) ssenbapyy wax doy APU erp suBUnbLe Yu. E99 ss220m 0} wa}paiBu! hay eRe wo siybnour (pend. 55) uma 2.9 pn SessaNBOId aaeqap aun se uy hay suonde 3Ur pe WNoKSeD aig uncie 21Co1# nogesatou Axons ane sep a asa 21, iss6Ons uoisno} eH Aum pa 50g pa dan spur us anage uossnap uo payiequis Aain anja srs 40 spy (592 260d u0 9 adie aaqdew piow e aya susemissy pey zznuey sou 2 ia Gupes, 240 jo s6uer ajoyn 2 yo} sou (Buyuoasujeze) sdnae5 2zm9 224 pasn agjue su P euuow pu aa 05chapter 24 Questionnaires ned, they enseaethat both the 10 each ott. Depending upon the natu repeated use of patterns ~and thus canbe situated in the middeof our communication continuum (se 3.1.4). The students teacher ¢ ‘question: ‘example ofa questionnate see Examy Simulation and role-play Many students derive great benefit from simulation and roleplay. udents may simulate a reabife encounter (suchas a business meet aeroplane cabin a hotel foyer, 2 shon or They can act out the simulation as character and express thoughts a students these roles, we caltthe simulation a role-play. Thus, we might tell 2 student: You are 2 motorist who thinks that pavking restrcivns are unnecessary or Yoware Micelle and you |want Robin to notice you But you don’ want him to know about ur brot specific purposes (ESP) . 1g Kong students role an extended research project, he situation. andthey need tobe given sm to function pmperly. Of course, we wil 1st ainforrnat Gassman, teacher: Two of your pupis Sean and Cathy, told you tet they had seen the knife but ae afraid to confront Brin about it. You believe them absolitly but didn’ actually see the knife yoursel. However, you don't want Brian to know thaSean and Cathy are ef five the students role ay the me decisions they have comet, Clea ‘tuations, bt other role pays such 2s planning meetings, televsiontopical debate shows and public protest meetingsare fail easy to replicate in the classaam. Speaking In 3 diferent kind of roleplaying activity, the students write the kind of questions they right ask someone when they meet them forthe fist time. They ae then gia postcards or Tira, by broadening the the world ouside, te se @ much wider range of language than sorne Storytelling In ou ly ves. we tel stoves althe tine. When we ave a work we taltabout our youre Whan we get home, we tak about wat happened at work We tlleach othe he Story of moviewe Sow ora bookwe have read We spend Hours of ou fvesteling other to us and gusiing about other peopl. Ad namo formal sty -we tak about tings that have happened and el he repetition isa vital part of successful language learing (see 3.1.3), then the teling anc retelling of stores woulo seem tobe anideal way of doing this. Speaking sequences Example 1 ‘The king and ques’ ‘ir: the students Age: any Level: inermediate and above farR182| ose 4615¢ In2 discussed how to help and encourage reluctant students to speak. One of the ways of doing this sto provoke fluent speaking - what Sonia Mile cals'quickspeak. activity (fom Mumfore 2004}is a fun way of doing this. the students to get into two rows facing each othe. + Puta student at one end: thisstudent ithe king A the other end, putanather student: ‘thisisthe queen. 383Sse 4 ‘dous pue ob aay pue kay jn SoNBCII mau ayew 01 WANA 5 “ABO}D a}oWN dt (Benne sway qwaiayp oun ap ney aya aun au aqua: Blow aeU!NOK owNy yDea puE anBOED Nem’ ay ues og — aw awaresiegy ‘ajduer2J04 (asemyos vonewasard 0K Uo apys Maue WO 10 p1eog a4 UO 24,8) spvom snoen Suroures Aq sin op ue> nog veaddesp anBojep axa Sunes weNs « ‘2I0UAU pe aygefolua a1ow anGojep axa afew ai y>ed pue uonevoI Paree6Ber ain sou aun Aes oy svepmasquesayp areuwoU pue an HED nO, auy) WDea 40} uotatadasyenpupul pue escy3 asn ue> no, anBojep aya ead ons le0q ay Uo anBofep UTM aA sway (aop2erd ur sae] pue euBv0 axa pa6uEy> aq we> prog, ot sms wore Ta eens ry om wo dogs soya rao as PooHNND Aww zor sem nxt rch ppaseuy weno sues ‘wr com fesse 541 -y axqssod se uontess2Avo> Buoy} ayo y>nus se 9 op Ut ojduieXd Jo) +42 941u, Mp pue auIod “gum vay) no uo Busno9} axe swvapnys xR REA ans axEHN « ‘asrbeud 2 waypaueM aie ey Jaquiawias ‘uapms af cay ok onbuuyDar sanBojep Bupeaddes, aig san 4 Bure a0 29 onus “aen Guxgawos O14 ano seypuenq ua pue uonnadayaxduss se suey Anne anBofe|p sty, © 39 (LewmD|aepewo yeu anpelanpe Gunes :96y uoiog pu -sonBoep Guveedden sAunsry oad wounds oa9@ aq mswapnsaN say subuyyuo> Busey c ardwexy va Dee tp 84} 01 dh Bio scp 3S 2 vanamoy eTUG os Tu 24S € Pue Joop 810 “awed & pue seo 29 ajdoad omy ay oy 0 se S200 ‘ajonoad enbueg saan ue Bury 24s, ve ovary eso pun au cr mowala eweIp, © Buppe jo hemes ey UE oun ‘ou, “BuReeds ut s2uSpRUOD st dnjarap swepras dey E> SOUS uoRNesAO) 9 S0pp [Le wszo] aoge pue eau 3H ‘hoge pue a6eu351 aby Yoi¢ 01 souye) Buryeads 204 ay ado he snoge Apa 23 03 age 99M SIDR) SUNY eum pue own oun, 2 aidueg ‘woos pueaap aia sea wopmassaynoue “a uop any Aous way ieq.NU EY 10} >}4o2 aN Anode ALE: exc 01 2°74 fan due 1 — @ 21005 Aoi Hy RSMO nO yea UF WuApNS y-9 111 wou saquunu e 240 ype Bu soon 01 dnos6 y2ea 396 pu (dnasS Jed auc) 2p ainqunsp > 0 séno.8 ut sawepmes aur ng 2% Bulsn panayre aq UED PS eI Y ‘enn su Beads 30} pu ~ Kowonys yur axon 0 51 ANNIE SN sdewied 10)12811001880 204 og “aueM eH nOge Jopnis at asv9s Nok un snURUOD 339] pue AAD ‘sje Summauos 3noge et 0} aney fay aeua eaunoUue PU spur i 54 pue “yBnoua pey say s=poap Bum axa vay ‘pasaBGins sey vaanb aya doy a yOge Duryea wens 01 ey Aisetpauan aun suoddey 4g vou >} aU e saoUnoUL pu Suey J24 Seo waanb ain yun dogs yunsnus pueado1 yun anoqe aysoddo 4s9n6, ao Aerepowun yeads 0 ney fain oon e warp say Buy 2A vo4y 229 SIUapMS 20 a “hes 0 sSunp jo:ye Buuuns uapmsJ2up0 a 295 fata quewow an 240} aig aBueUD 0 uaaNb PEcaer 2 + Get the students to stand up and move around the dass. complimenting each thes. They can imagine that they areata very fashionable party (and pretend tha they clothes jewellery, etc). Monitor what they are doing so tat you play more enjoyable by the students that they ae at ge and exotic costumes) same way as we dd to make coursebook dialogues more invo Example 4 Broken telephone ‘im; the student wl get practicein translating from one language to anather Athy: reverse transition Age: older children and above eve: any “This activity, taken from Kerr (20146) asks the students to translate in and out ofthe L1 _and L2. tis great fu and forces them to think carefully about what they are saying. iis ‘an activity that only works fora class where all the students snare a language (other than ot istheir ist language. The teacher does not necessarily have to sh to one ofthe students (Student sentence into the L1 and whispers the translation to another 1 sentence back into Englsh and whispers ito anather at sentence into the Lt and whispers it to another reaches its final destin ‘alteady), check that itis an English vers ‘Then get the students to compareit with the oiginal + Go back through thet see where’ nthe telephone’ hasnt broken down not, give the last person one more turn. robaby not be the samel wo enjoyable way of Example 5 ‘The times of my ite ‘Nim: the students wl be able to talk about te nes ‘Actvty: conversation: teling anecdotes Age: adult Lovet: loermediate and above (cern lcse 48 Spin Inthe following sequence fadaptes from an ‘interactive fame’ lstening activity by Rost amd ‘ison 2073}, the students tak about their lives and answer questions from ther classmates deal activity because it requires very litle preparation on the part ofthe teacher are and the yeas that these tookplace. ave to talk about these evens, so they should choose ones they are happy to share. + Ge each student five of sicsmall cards. Tell them to wate only their significant ite their own. The persoawhno “wns that date has to say what the date means, and hast talk for atleast 40 secends ‘onwhat happened in tat yet + Encourage the other members ofthe group to ask questions about what the tude has jist told them. +The student wins has just talied ab fe event now picks different date andthe student who put that date inthe ci speak about the event it represents. Once ‘again, the rest of the group have to ask questions about the event. + Naitor the dtfrent groups. prompting if necessary, and pethaps noting down any language that you think weuld be worth clscussing whe the activity is over. ‘tl the groups to choose the most 1g event they heard about and mate sure that they know all about ferent groups to report back to the class about the event they have chosem you can then discuss the language you heard and perhaps do some ane Example 6 ‘Aman, dog and a woman ‘ise the students wi be abe to reassemble 2 story by communicating with eachother Act. story ceconstrction Age teenage and older vet intermediate and abovefcerR 81] Max 43-50 In 214.7, we said that storyteling was one ofthe most useful and enjoyable activites tat language students can be ivoNved io, both forts human qualities, and also because it ves purposeful repetition. The folowing sequence uses the ast, ad then encourages the stents tote and 397£9 354 [ee uaa}arogepue sipous pe Supe pue vans UIE e moyed pueasve wm RUBPMS aN AMY one ou sade "20nDU) 01 ay pow fay Bu a aL ‘sdb ess 1 sxe OF 0p [Le xsToT none pu a ‘anode pueuarpiy> 261 36 Bpeas snsuasuao sway asor2qe aq muspms 3 nice ‘easduers 116 mou 284 U "AIRS B 4 01 sdnai6 wow yea “dno aq wy feme seumaxd RSS aa imei400 Speaing kes: really hard about exact Studying 3 playscript (and then perfoming i makes students think rely ¥ DIRECTOR Principles need finance. A they can o tw they wil gain great contdence in th pes (0 Go My Man by Stel Fee SARAH Yes. for an audition fora TV commer DIRECTOR —Talktome abit about apash. Ahobby or someting you are passionate about. You have thy seconds. Go pens in an auction, Accept their suggestions. Ask them how SARAH Emm... ah ah. a pash? Im pasionate about acting. I cn say feel when they go for an aucion that, cart? them they are going to read pat ofa scene from a dark comedy where an actor goes Dene SARAH (speed tals) | mean ~ acting isa vocation ~ that’s nota cliché. thas : eee Sy sia gotons esos Doyo ike eo? Wy? ne sad it. Netconnect ad aps aan eet tn deco: mat cies 9h Tet ge tem et oho ffeserematesine «Cowman then Freon ‘them how the director says Name. Age. Agent? elcing that he probably bars the words out with 2 very bored sounding ow and unvaried intonation. How, then, does: ly (probably in the same way because she s tying to echo the directors speech -to create a connection) ‘SARAY peers int the bright lights She steps forward a tle, DIRECTOR you could jus stay onthe biue mark, please, ARAN Oh yes, Sony. she takesa step back) DIRECTOR Name, age. agent. SARAH Soreh Rafter. Tityfout The Actors Agency. DIRECTOR Never heard of SARAH Isa cooperative. DIRECTOR | see. Profiles. “SARA turns slowly from right oft Hurry it up abt SARAH Right. Sony. DIRECTOR le. SARAH alway fnd it dificult to smile if ve been tldto, say something funny? DIRECTOR SARAK (she smiles) Tat does itfor me every time. DIRECTOR Have you done any adssecently? SARAH ve made quite a few but not fora while. DIRECTOR e, Amy cereal commercials? SARAH. | did turn down an ad for Nesté once.1'm not sured do that now ta be. Why would you choose sucha hfe? | dd burn. don't naw how much longes without blow i burn b ‘SARAH'S mobile ings. Sorry. Thought 'd turned it of. students how it can be sais th the students focus on the part where Sarah ‘spec tall. an they say Sarah's ‘words a this pint? + When you have gone through the scrip in this way, eth students practise in pais ‘again. One of them is Sarah the oth should do the scene again but change + Have several pais ead te scene, and ask te restof the class to make notes and come Lp with suggestions of haw it might be done diferent. + When you ae satisfied that the students are comfortable withthe script they can rehearse fora final performance. point about using drama excerpts i director. When they have ished, they is thatthe students get to concentrate make our students say the tines better and beter and more and more ly forthe scene. the students wil be ale to havea discussion about he effect of lent movies Activity: wholeclss discussion Age: young adutjacut Level: lowintarmeciate (cern a2y61] Mcse 30-3545 | we want our students ta be abe to discuss effectively, they need toh about wiat they ae going to say. They need to have oppauities schemata, They 280 need time to gather their thoughts and put them inorder,apap 5 sBuUMKe pue“voROW aut sueBe 0 so] sazon uoin avokiaky waads Bussop 2104s e yews on osode pe sasodoud a Aoy « spends Uo89 Uo Yum awa easoduy "SUIOd aYp BxeUso: axoKue 14 dn aReQap BUR HadD + ‘aydues 0g ‘sons aus wpa uawnéve an dn Gyo fyrouyp ancy swap an oan ave 24 UBL a 0 5 25 1 1 3}eq29 Jo wOd 2 Saou eas Day AjessapaU ou op swauunGve ayy etn swe vuado ap cw sudo :palgns ag uo suowudo fue an 0 won aanuy “PHO a 1920] Ue fat ease Sande doa sro © ageqap suapns aka “AARDe Gon. osl6s ssoppr Lisiea as] muerpelsiepowsmwieddn pray aroqe pee aeuse —:a6y PPyeauoy any pemspms yy ob eruiexs ‘svaurS yusloyos un 2533014 pu 2eo3 soar 2 suonse66ns Bayo ;Punoy aaa four ey UO 98e Ye mE EIA Sse BOAR LM IDIyD + ‘sdno16 0 sued v punoyaney fay eyR IES oy WHOL 125 « IPR ETP PE Hd sot Pu ‘seuueiBort sfon jo stay param yuakend oy epsmEd WO Ty, SY = ue sounuerBoxd AL pue zorSt eeaeaaiiaeaanee STE RE 408 24.6 aperat Making recordings ing 3 wide vatety ‘of language (and multimecta skal) both in the process and the product of making a video or audio recording In most Example 11 News bulletin ‘Aim the students will ana the nguage of ews broadcast in ede tobe able to deer their own Activity: anatss and acting out ge: att Level uppesintermedat and above (cEFR82] Mase 58-66 "News bulletins are especialy interesting for students of English satonly because they want to be abe to understand the news in English, but aso because news broadcasts have special formats and use recognisable language pattems. Recognition ofsuch formats allows teachers to ask students to put their own bulletins together, based on thenews from today’s papers ‘or websites, oF they can tum stevie which they have been stung ito newscasts. How. for example, would television news present the deaths of Romea and Juliet the Spanish conquest of Mexico, the Lincoln asasination othe demise of Gapiain Ahab in his pusut of the great whale? + Get the students to watch news bulletins and analyse the lengua ticular to stories and the 1ch group to choase the newsstories they wish to tell, ‘order in which they wish to tll them, They can be sores in today’s news of, as suggested above, events rm 2 different time to be mported on as they "were happening now). Monitor the groups and be preparedio prompt and help nV. ps have chosen thelr news ‘be prepared to help as befor ts to decide who is going to do what inthe fining process (see 2 ne student can operate the camera, another can check that the scripts read corecty, other students can be the nevseades, et. students ime to record their news broadcast atch the differen broadcasts and offer comments and su te feedback. Maybe have the students repeatthe activity, say, in 2 e, making use af the feedback you have given. he expertise ofthe students, it may be a goodies to give thern time to edit their broadcast before bringing to the next lesson, they need write the script. While they 21.6.1 Speaking ‘We cam abo have the students record thei own coadcasts, advertisements ‘or roleplays especially where we ask them tosamulate 2 typical TV format, such asa topical debate show), example 12 Movie aking ‘Aim: the students wil analyse, perform ad fim a drama scene ‘Activ: analysis and acting out Age at Level: upperintermediate and above cerk02} Mose 59-65 When students read a story, study an earactfrom a n form some kind of mental picture idea of what the characters look and sound ly geting inside a text ito have the students make a film based on what they ‘work with 2 coursebook s fom a perception of them that they mn ony. With these In ‘the text so that even a coursebook calogue becom ‘Any text hich volves human interaction can be this way. For example ‘would it be posible to flm Robert O'Comor's ist nerveracking cas inthe prison (Gxample 1, on page 321)? on about acting and direction and a close focus onthe online, they will go vt page 191}1 Getting everyone involved secase i volves one camera operator and maybe confined to one narrator ang one veal director, thee isa danger that may get ot ofthe Nideomsking process. There ae several way Groupworkifmore then one vdeo camesiavalable, we can die a casieto group Thatway ech member of each group can havea rol to pefom. Process ie cn ensure partcpationin the decson-maing proces by insisting that no roles (thas aco, camera opeetr, decane shoul be chosen ul the st moment. 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