PUBLIC SPEAKING

COMPLEMENTARY CLASS 28

TG (Group Dynamics)
Duration: 15-18 minutes
Grouping: Mixed Levels
Settings: Groups and U-shape
Procedures: Start the class by exploring the picture; have all the students in the Main Room for that. Ask
questions such as “What do you see in the picture?” – Possible answers: Numbers, food, fruit and drinks /
sandwich, hamburger, french fries, soda, juice, strawberry etc. “What does it show?” – Possible answers: A
problem to be solved, a riddle, an exercise etc. After brainstorming the picture, tell students it is a riddle with
numbers. With all students in the Main Room, give them 1 minute to try to solve it. When time is up, ask them
what the answer is, and if it was difficult or easy to solve it. You can share the Whiteboard screen with your
students and show them the process or you can invite a student to do that. If you choose the second option,
remember to allow students to annotate. For the next part, explain that they will work together to solve a
riddle, and that communication is fundamental for that. They should be attentive to the way that they talk to
each other, to time, and to the effectiveness of their communication. In this Teacher’s Guide, you will find two
suggestions of riddles, but you can also use others. Divide the class in mixed-level groups into Breakout Rooms.
Make sure to have as many different levels as possible in each group since lower-level students will need help
from higher-level students. Give them 5 minutes to solve the riddle. Visit the rooms to help the groups with
questions they might have and to check on how they are working. When time is up, bring all the students to
the Main Room, and have them share their riddles and answers with the whole class. Ask them if it was easy
or difficult, and in case the group could not find the answer, let the other group try. However, be mindful of
the duration not to lose track of time. If students can’t find the solution, give them the correct answer. Now,
it is time for the wrap-up. Keep the students in the Main Room, and ask questions 1 and 2 to close the activity.
Motivate students to answer and ask linking questions according to their answers. Emphasize the importance
of having good communication to solve problems, to influence people, to travel, to talk to friends, family,
workmates etc.
Finding Solutions
Correction Technique: Class Correction

1. Is it easy to find solutions for problems? Why / why not?

2. How can communication help solve problems?

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Answer (Part 1): Suggestions for Part 2:

= 4.5 1. Can you name three consecutive days without using the words Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, or Sunday?
= 3.5 Answer: Yesterday, today, and tomorrow.

= 2.5 2. Only one color, but not one size, stuck at the bottom, yet easily flies. Present in sun, but not in the rain,
doing no harm, and feeling no pain. What is it?
Answer: It’s a shadow!
=7

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

Let’s Review Some Content from Previous Classes!

In groups, prepare a presentation about the linguistic topics of your level. Write
examples and be prepared to explain the uses and structures. You will find some
pictures ahead to help you contextualize your examples. Feel free to use one or
more than one or even create your own context.

TG (Knowledge Sharing)
Duration: 16-22 minutes
Setting: Pairs or Groups
Groupings: Same Level and
Mixed Levels
Procedures: Explain to students
that, today, they are reviewing
content. Tell them that they are
supposed to write sentences
using the linguistic topics that
they have learned within the
chosen context. They can choose
more than one context if they
want to. After they finish, they
will present the sentences,
the uses, and the structure of
the linguistic topics. Divide
students in same-level groups
into Breakout Rooms and give
them 10 minutes to prepare
their presentations. Visit the
Breakout Rooms to help students
with questions they might have
and provide them with hints
for their presentations. Make
sure everyone is participating.
Remind students that you
can visit only one group at a
time, but they can ask for help
anytime they want (explain how
to use the Ask for Help function
in case they do not know). While
working in groups, students
can share a Google Docs
document so that everybody
can participate, and later share
their screen with you. The
Annotation tool can also be used
in the Breakout Rooms. Visit the
Breakout Rooms more than once
to check on students’ production
and remember to always give
them the chance to self-correct
whenever they make mistakes.
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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

When time is up, bring all the

students to the Main Room.
Then, give them around 10
minutes to present their
linguistic topics with context,
BEGINNER their uses, and the structures.
For the presentations, you can
share the Whiteboard screen,
and tell students to write using
• Question Words – where, when, what time the Annotation tool. You can
also divide the Whiteboard
into parts by using the Draw
• Verbs – to be, to have, to live function. Remember to allow
students to annotate. Make sure
you divide the time according
Answers will vary.
_____________________________________________________________________________ to the number of groups you
have in class. It is important to
help students overcome their
_____________________________________________________________________________ fears, so help shy and insecure
ones during the presentations.
_____________________________________________________________________________ If there are no students in a
certain level, the presentation
of the corresponding content
will not be necessary. Use Class
Correction when they make
mistakes or ask questions.
Motivate students to ask
questions to their classmates
BASIC who are presenting. Run chats
after each presentation so that
this moment becomes even
more interactive. Reinforce
• Question Words – how, how old, how long, how often, how far the importance of context in
communication, then link the
subject to the following activity.
• There + to be
Correction Techniques: Group
Correction and Class Correction
Answers will vary.
_____________________________________________________________________________
Knowledge Sharing
Presentation
_____________________________________________________________________________

_____________________________________________________________________________ Ask students to write examples

using the linguistic topics
described below, and explain
_____________________________________________________________________________ their uses:
Beginner: Questions Words –
where, when, what time; Verbs –
to be, to have, to live
Basic: Questions Words – how,
how old, how long, how often,
and how far; There + to be
LOWER INTERMEDIATE Lower Intermediate: Ability
and Requests – can, could, be
able to, may; Comparative Form
Intermediate: Paired
• Ability and Requests – can, could, be able to, may Conjunctions – either… or,
neither… nor, both… and, not
• Comparative Forms only… but also; Comparative
Form of Equality
Upper Intermediate: If-clauses
Answers will vary.
_____________________________________________________________________________ I and II; Adverbs and Modal
Expressions
_____________________________________________________________________________ Advanced: If-clause III and
Expressing Surprise and
Excitement
_____________________________________________________________________________ Upper Advanced: Passive Voice
and Strategies to Defend Opinion
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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

INTERMEDIATE

• Paired Conjunctions – either… or, neither… nor, both… and, not only… but also

• Comparative Form of Equality

Answers will vary.

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UPPER INTERMEDIATE

• If-clauses I and II

• Adverbs and Modal Expressions

Answers will vary.

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

ADVANCED

• If-clause III

• Expressing Surprise and Excitement

Answers will vary.

_____________________________________________________________________________

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UPPER ADVANCED

• Passive Voice
• Strategies to Defend Opinion

Answers will vary.

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

Interaction
Production
TG (Interaction and Production)
Duration: 20-25 minutes
Settings: U-shape and Groups
Groupings: Mixed Levels and
Nearby Levels
Procedures: Keep students in
the Main Room; start the activity
by exploring the picture. Ask
questions such as “What is going
on in the picture?” – Possible
answers: A man is giving /
delivering a speech, a man is
lecturing / a man is speaking
to an audience etc. Then, move
on to the Brainstorming. Ask
the questions and make sure
all the students participate by
having them agree or disagree
with each other. This part will
last around 5 minutes. Then,
explain the next part. Tell
students that they will prepare
a speech about the topics given
according to their level. Divide
A. Brainstorming students into nearby-level
groups into Breakout Rooms and
give them 10 minutes to prepare
1) How do you feel about speaking in public? their speech. While working in
groups, students can share a
Google Docs document so that
2) Have you ever had a public speaking experience? If so: everybody can participate and
later share their screen with
• How did you feel about your speech? you in case they need to show
a piece of information, pictures
etc. during their speech. Visit
• What was the best / worst part of it? the Breakout Rooms more than
once to check on students’
production and take notes for
3) In your opinion, what should people do to overcome the fear of giving a speech? further feedback. Remember to
always give students the chance
to self-correct whenever they
make mistakes. When time is
up, bring all the students to the
B. Now, it is the time for you and your classmates to give a speech. In groups, prepare Main Room again for them to
give their speech. It is important
a speech according to the topics ahead. to help students overcome their
fears. Help shy and insecure
ones during the preparation and
presentation of their speech.
During the speeches, take notes
for further feedback.
Correction Technique:
Note-taking + Feedback

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

BEGINNER – BASIC

This is Joshua. Create a speech to introduce him to your classmates. Talk about
origin, age, profession, and physical and personal characteristics. Use Simple
Present, Present Continuous, there + to be, expressions to talk about preferences,
and adjectives.

Answers will vary.

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

LOWER INTERMEDIATE – UPPER INTERMEDIATE

You work at a travel agency, and you have to deliver a speech about Paris in France
to some costumers. Talk about why they should visit Paris, the city’s characteristics,
details etc. Use comparatives, modal verbs, if-clauses I and II, adverbs, paired
conjunctions, and modal expressions. You can look for information about Paris on
the internet to help you write your speech.

Answers will vary.

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

ADVANCED – UPPER ADVANCED

You work at a multinational company, and you discovered a solution for a problem you
have been having for a while and is jeopardizing sales. Prepare a presentation to talk
about the problem and to show the solution to the board of directors of the company.
Use if-clauses, expressions of surprise and excitement, passive voice, strategies to
defend opinions, modal verbs, be going to in the past etc.

Answers will vary.

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

TG (Feedback & Closing)

Duration: 10-15 minutes
Setting: U-shape
Grouping: Mixed Levels
FEEDBACK Procedures: Select mistakes
that affected communication
during the previous activity
GRAMMAR USE and also from other parts of
the class that you consider
relevant for this moment. Take
_____________________________________________________________________________ the four aspects of language
mentioned in the feedback part
into account. Ask students to
_____________________________________________________________________________ identify the mistakes and give
them the chance to self-correct
VOCABULARY SELECTION them. If necessary, give students
some hints so that they can do
it. It must be a student-centered
moment, make sure you use the
_____________________________________________________________________________ Whiteboard and the Annotation
tools so that students can
_____________________________________________________________________________ identify the correct form. Also,
present accurate examples of
language. Then, move on to
SENTENCE ORGANIZATION the Closing section. Ask the
two questions and make sure
all the students participate by
_____________________________________________________________________________ having them agree or disagree
with each other. This is the time
for them to think that, even
_____________________________________________________________________________ though they can be afraid of
giving a speech, we can develop
this ability by practicing, and
SOCIOLINGUISTICS there are many hints to help us
improve our speaking skills and
deliver a killer speech.
_____________________________________________________________________________ FYI:
https://www.americanexpress.
_____________________________________________________________________________ com/en-us/business/trends-and-
insights/articles/7-tips-for-giving-
a-killer-speech/
Explain the For Next Class
section, then finish the class by
CLOSING giving students feedback on their
production. Whenever needed,
go for private closings.
a) How can we develop our ability to give a speech?
Correction Techniques:
Note-taking + Feedback for the
Feedback and Recasting for the
_____________________________________________________________________________ Closing when communication
is blocked. Remember that the
focus of the Closing section
b) Think about some tips on how to give a killer speech. is not to correct language
structures. Keep the flow of the
conversation, and lead students
_____________________________________________________________________________ to reflect upon the topics.

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 PUBLIC SPEAKING
COMPLEMENTARY CLASS 28

Watch the language videos of class T05 and do the extra activities on your platform.

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