INDOAMERICA PUBLIC PEDAGOGICAL HIGHER EDUCATION COLLEGE

LEARNING GUIDE N°14

SEMINAR AREA
ENGLISH PROFESSIONAL CAREER - V

WEEK N°14

WEEK N°14

PERFORMANCE CRITERIA OF UNIT

Talking about global warmingN°4through discussion
communicative activity for developing speaking skill.

THEMATIC CONTENT

 Global warming through discussion activity in

a speaking class.

Date: 02 - 08 -2021
Hours: 2 hours

Teacher: Luz Urquiaga Fernández

Fernández
 INTRODUCTION

Most institutions of higher education in Peru have in their mesh the compulsory
learning of a foreign language. Likewise, it has been part of the curricular
designs of Peru for a long time.
Learning other languages allows you to enrich your life, experience new ideas,
exercise your mind, benefit from world cultural diversity, obtain scholarships for
postgraduate studies, work in a transnational company, as well as an ability to
express yourself to others in a way understandable. It is time to reflect on the
importance of these studies.

LEARNING ORGANIZATION

a. Competence
It creates a comfortable climate to learning, democratic coexistence and the
experience of diversity in all its expressions with a view to forming critical and
intercultural citizens.

b. Capacities
Generates an environment of respect, trust and empathy based on the
appreciation of diversity.

Explaining the importance of learning the English language through the

development of speaking activities in the English language teaching .and
learning.

I. DIAGNOSTIC ACTIVITIES
1.1. Motivation:

Talking about how to develop a speaking class in the English language

teaching.

1.2. Previous knowledge:

Students answer some questions related to the lesson topic speaking skill in the
ELT.

1.3. Challenging conflict question

How can teachers develop speaking skill in the class?

page. 2
 II. CONTENT DEVELOPMENT

1. How should teachers develop speaking skill in the classroom?

 Encourage students’ conversation.

 Every social interaction gives students a new
opportunity to practice language.
 Some students might need a little guidance from
you to engage in conversations, so spark
interactions whenever the teacher can.
 Ask questions, rephrase the student’s answers, and give prompts that
encourage oral conversations to continue.
 Ask questions before and after a reading assignment not only helps sharpen
oral language skills, it also helps students think about what they’re read­ing and
absorb information from the words.
a. If there’s an introduction to the story or passage, ask students to read it and
answer purpose-setting questions: “Where does the story begin? “What kind
of story or article is this? Why do you think so?”
b. Ask students to predict outcomes: “What will happen? How do you know?”
 Communicative activities for promoting speaking skills: Discussion, role play,
simulation, information gap activity, etc.

2. What is discussion communicative activity?

 A discussion can bring out students’ interests
and motivate them; it’s a chance for them to talk
about the things they really care about.
 Giving and justifying opinions in English can
also bring students a sense of accomplishment,
as they are using the language to express
complex ideas.
 Discussion activities encourage critical thinking and are therefore excellent
preparation for speaking tests.
 The students may aim to arrive at a conclusion, share ideas about an event, or
find solutions in their discussion groups.
page. 3
 a. Before the discussion, it is essential that the
purpose of the discussion activity is set by the
teacher.
b. Teachers will give some topics or pictures and
instructions how to proceed. For example,
students can become involved in agree/disagree discussions.
c. The teacher can form groups of students, preferably 4 or 5 in each group,
and provide controversial sentences like “people learn best when they
read vs. people learn best when they travel”. Then each group works
on their topic for a given time period, and presents their opinions to
the class.
d. At the end, the class decides who defended the idea in the best way. This
activity fosters critical thinking and quick decision making, and students learn
how to express and justify themselves in polite ways while disagreeing with
the others.

3.How do we develop speaking skill?

To develop this skill, the students need

intense practice. Speaking practice is
usually done in pairs and in groups.

Communicative activities encourage and require a learner to speak with

and listen to other learners, as well as with people in the program and
community. Furthermore, research on second language acquisition (SLA)
suggests that more learning takes place when students are engaged in
relevant tasks within a dynamic learning environment rather than in
traditional teacher-led classes (Moss & Ross-Feldman, 2003).

page. 4
 Phrases for discussion

1. Introduction Steve doesn't like mobiles. -

Let's begin/start with ... Neither do I.
2. What you think about 4. Asking for clarification
somebody/something What do you think?
As far as I'm concerned ... What's your opinion?
I think ... Would you like to say
In my opinion ... something?
As far as I know ... What do you mean?
In my view ... What are your ideas?
I don't think ... What are you trying to say?
I don't believe that ...
Well, if you ask me ...
If you want my honest opinion ...
I've never come across the idea that
...
5. How to interrupt politely
3. How to agree/disagree
I'm sorry, but ...
I must admit that ...
Can/May I add something?
I agree/don't agree with you.
Sorry to interrupt, but ...
I believe/don't believe ...
6. Other opinions
I'm convinced that ...
On the one hand ... on the other
It seems to me that ...
hand ...
I wouldn't say that ...
They claim that ...
I don't think so.
They also say ...
You're right up to a point.
Opinion among teachers is that
You could be right.
...
I don't agree at all.
That's a matter of opinion.
That's right/wrong.
7. Phrases to keep a discussion
It's hard to say.
It's a fact that ... going
However, ... Let's get back to ...
That's why ... As we just heard ...
John likes computers. - So do I. Where were we?

page. 2
IV. LEARNING ACTIVITY

DISCUSSION ACTIVITY IN THE SPEAKING PROCESS

INTRODUCTION PHASE.

Motivation: In order to motivate the students, teachers can present some visual
aids, authentic material, realia, pictures, games, video etc. which are concerned with
the lesson topic, so teachers can catch student’s attention.

 What is the video about?

Previous knowledge: Students remember what they have studied before or

express their ideas about what they already know.

The teacher shows some pictures to reinforce some ideas.

 What is happening in the world?

 What are we going to study?
page. 2
II.DEVELOPMENT PHASE

1. Pre-communicative activity

Students learn the new topic by using a reading text (First students read
individually for some minutes, then Teacher and the students read together
so that teacher has to explain new expressions, new vocabulary related to the
text with the help of the video, pictures, flashcards, posters, etc.)

page. 3
 Practice the pronunciation

2. Practice stage

Students work in group and answer the questions according to the text
given. (teacher says the time limit to work in group)

1 Why is the earth’s temperature rising?

2 What natural activity causes the greenhouse effect?

3 Why do we need the ozone layer?

4 Why will there be more floods in the future

5 Why is planting trees a good thing?

 Asking for any volunteer to answer the question from 1 to 5 allowing

each groups’ participation.
 In this phase teacher may develop a second exercise depending on the
time and related to the vocabulary.

page. 4
III. EVALUATION PHASE.

3. Communicative stage

Discussion activity.

 Giving instructions about the questions and the time limit for answering each
questions.
Work in group and discus the following questions:

How is global warming caused?

What can we do to stop the damage in the

environment?
(recycling, consm less, transport, etc)

What should the government do in our country to avoit it?

 Giving instruction for using phrases for discussion such as what you think
about somebody/something, how to agree/disagree, how to interrupt
politely. etc.

 Saying the time to begin the discussion with all the

groups, goes around the class for monitoring and during
the discussion phase the teacher has to be a moderator.

 At the end, the class decides who defended the idea

in the best way. This activity fosters critical thinking and quick decision making,
and students learn how to express and justify themselves in polite ways while
disagreeing with the others.

Methacognition

page. 5
 III. BIBLIOGRAPHIC REFERENCES

- Jack C. Richards (2007) La enseñanza comunicativa de las lenguas.

- Harmer, Jeremy, (2007). “How to Teach English” Pearson Education Limited,
Malaysia
- MED, (2001) Didáctica General de la Enseñanza de los idiomas.
- MED, (2007) OTP para el área Idioma Extranjero. “Orientaciones para el Trabajo
- Pedagógico”
- UR, penny (1996) A course in Language Teaching, Practice and Theory Cambridge
University Press, UK Work in pairs or in group of four:

V. EVALUATION

Work in pairs or in group of 4

1. Read the information given in this learning guide and develop a discussion
communicative activity about global warming for developing speaking skill which
will be explained in class.

Desarrolló Acierto de Orden y Nivel

la tarea en ideas e coherencia académico
Nota
un 100% información en tema del trabajo.
Estudiantes pertinente al presentado
(0-8 p) (0-5 p)
tema. (0-4p) (0-4)

1.

2.

3.

4.

page. 6