I.

Speaking Activities
1) Find Someone (for YES/NO-questions)

Example: Target Item: Future using 'will'

Steps:

1. The teacher tells the students to copy the table on the board into their notebooks.

Find someone who.............. Names

……will visit his/her grandparents this weekend.

.....will go shopping this weekend.
.......will write a letter to his/her friend this week.
.....will have a picnic this weekend.
.....will watch an American movie tonight.

2. The teacher elicits the questions from the students. Example: Will you visit your
grandparents this weekend?
3. The teacher tells students to ask each other the questions and fill in the table. Only
one name of a student who answers "Yes" can be filled in for each statement. The
first student who fills in the table is the winner.
4. The teacher demonstrates the activity by asking a few students the questions.
5. The teacher checks the students understand what they are going to do.
6. The teacher tells students to stand up, move around the class, ask and answer the
questions, and fill in the table.
7. The teacher monitors and notes down their mistakes in the target items.
8. When one student calls out that he/she has finished, the teacher tells the class to sit
down.
9. The teacher checks the students' answers.
Eg: Who will visit their grandparents this weekend? Sok will.
10. The teacher corrects some mistakes he or she has heard while monitoring.

2) Interview (for YES/NO-questions and Wh-questions)

Example 1: Target Item: Past Continuous Tense with Questions & Statements

A: What were you doing yesterday at...?

B: I was......ing.
Steps:

1. The teacher tells students to copy the table into their notebooks.

Name 6:00 9:00 12:00 3:00 6:00 10:30

Sophal getting up at school having football watching sleeping
lunch TV
 Sokha

2. The teacher elicits the questions from the students:

Example: What were you doing yesterday at 6.00?

What were you doing yesterday at 9.00? Etc.

3. The teacher tells the students to work in pairs. The students should interview each other
and fill in the table.

4. The teacher demonstrates the activity by asking one student the questions.
5. The teacher checks the students understand what they are going to do.

6. The teacher monitors the activity, and notes down any common mistakes that the students
make.
7. The teacher checks the activity by asking two or three students to tell the class about their
friends.
8. The teacher corrects some mistakes he or she has heard while monitoring the activity.

Example 2: Target item: Simple Present with YES/NO-questions. (Do you like.....?)

Name vegetable bread Ice- fruit fish meat coke

s cream
Dara X √ √ √ X √ √
Sok √ X √ X √ X X
…

Example: Sokha: Do you like vegetables?

Dara: No, I don't.
Sokha: Do you like bread?
Dara: Yes, I do.
Etc.
Follow the same steps as above.

3) Questionnaire (for YES/NO-questions)

Example: Target Item: Present Simple "Do you get up early on weekdays?"

Steps:

1. The teacher tells students to copy the table into their notebooks.

Questionnaire
 HOW DO YOU LIVE?
Do you .......
Me S1 S2 S3
....get up early on weekends?    
...play football on weekend?    
. ....drink wine?    
....like Chinese food?    
....watch TV a lot?    

2. The teacher elicits the questions from the students to ensure that they know how to make
those questions:
E.g. Do you get up early on weekends?
Do you play football on weekends?
Etc.
3. The teacher tells every student to put a tick in a 'Me column' next to the statements
which are true for themselves.
4. The teacher tells students to move around the class, ask each other the questions, and fill
in the table.
5. The teacher demonstrates the activity by asking one student the questions.
6. The teacher checks the students understand what they are going to do.
7. The teacher monitors the activity, and notes down any common mistakes that the students
make.
8. The teacher checks the activity by asking two or three students to tell the class about their
friends.
9. The teacher corrects some mistakes he or she has heard while monitoring the activity.

4) Survey (for YES/NO-questions)

The students will use this technique for practicing YES/NO-questions. Every student should
think of what he or she wants to find out or investigate from their classmates. For example, one
student might want to know how many students of those whom they will ask in the class use
Facebook every day. Thus, that student will ask "Do you use Facebook every day?" to all other
students if the class is pretty small, or to ten students only if the class is large. The teacher can
decide how many students each of them will ask.

Example: Target Item: Simple Present with YES/NO-questions

Steps:

1. The teacher tells students to copy the table into their notebooks.

Question: Example: Do you use Facebook every day?

Answer: YES NO
Ask:
Result (%)
 2. The teacher asks every student to think of what he or she wants to find out and
writes one YES/NO-question with 'DO YOU......?"
3. The teacher may give some examples of possible questions that the students
might ask, such as the following:
- Do you live in a flat?
-Do you have a pet?
- Do you like watching TV?
- Do you read a lot every day?
-Do you use Facebook every day?
NB: It is more interesting and exciting for the students if the teacher asks each
student to use his or her own question (provided it is still question relating to the
TIs of the lesson) that he or she wants to investigate or find out among the
classmates.
4. The teacher tells every student to write his or her question at the top row of the
table.
5. The teacher demonstrates and checks the students understand. Example:

Question: Example: Do you use Facebook every day?

Answer: YES NO
Ask: IIIIII IIII
Result (%) 6 out of 10 SS or 60% of the 4 out of 10 SS or 40% of the
SS I asked use Facebook SS I asked don't use
everyday Facebook everyday

6. The teacher tells the students to ask the other students in the class their
questions and fill in the table.
7. The teacher monitors the activity, and notes down their common mistakes.
8. The teacher checks by asking two or three students to tell the class about their
findings.
9. The teacher corrects some mistakes he or she has heard while monitoring.

5) Chain Game (for positive and negative statements)

Step:
1. The teacher calls 5 students to come to the front of the class, and demonstrate it with that
group of students. The teacher asks the rest to watch the demonstration.
2. The teacher says a sentence: “Yesterday I got up at 6:00 and …”
3. The teacher tells the first student to repeat the sentence and then add a sentence of his/her
own. “Yesterday I got up at 6:00, and I ate breakfast and …”
4. The next student repeats the two sentences and adds his or her own sentence.
5. Students 3, 4 and 5 do the same, adding a sentence each time.
6. Next the teacher puts the whole class into groups of 4-5 people.
7. Each group plays the Chain Game.
8. The teacher monitors the groups, and notes down their mistakes in the target item (Past
Simple).
 9. The teacher corrects some mistakes he or she has heard at the end of the activity. He or
she writes the mistakes on the board and asks the students to correct them.

6) Role Play (for all types of forms)

The idea of role play is to create the pretense of a real-life situation in the classroom. meaning:
students simulate the real world. For example, a teacher asks the students to pretend that they are
at a restaurant. What the teacher is trying to do is give the students practice in real-world
English, as it should be used in English- speaking environments. Thus, the teacher gives each
student a different role to play in each setting situation.

Example: Target Item: "I'd like a cup of coffee, please."

Topic: Eating out
Work arrangement: Pair work

Instructions:
With your partner, do a role play between a waiter and a customer in a restaurant.
Student A is a customer and student B is a waiter or waitress.

Steps:

1. The teacher puts students into pairs.

2. The teacher gives each student a different role to play. For example, students will have a
conversation about eating in a restaurant. Thus, the situation is a customer is ordering
some food and some drink in the restaurant. Student A the role of a customer while
student B plays the role of a (The teacher may give ROLE CARD A to student A and
ROLE CARD B to student B. ROLE CARD A: You're a customer in a restaurant. You
want some fried rice with chicken, fish soup and some Angkor beer. ROLE CARD B:
You're a waiter. You have fried rice with chicken but not fish soup, and you have many
different kinds of beer but not Angkor beer.)
3. The teacher invites a pair of students to the front to act out their role a as a model play

4. Students start doing their role plays.

5. The teacher corrects some mistakes he or she has heard at the end of the activity: He or
she writes the mistakes on the board and asks the students to correct them.

7) Another Example of Role Play Activity

Example: Target items: "Can I have.....? Have you got?" with the topic going shopping

Steps:

1. The teacher puts students into two groups: group A-3/4 of the whole class size and group
B-1/4 of the whole class size. Teacher gives a role as a customer to group A and a role as
 a shop assistant to group B (give everyone in group B a different name of shops they are
working in: a butcher's, a green grocer's, fruit shop....).
2. The teacher tells each group to prepare a list of things they need to buy (a shopping list)
or a list of things they are going to sell (a selling list) in their individual shop. Each group
should also think about what questions or statements might need to be used as well.
3. When they finish preparing, the teacher tells the students in group B to sit in different
places, using these places as their shops.
4. The students in group A walk round and try to buy what they have listed in their
shopping lists by practicing the target items above.
5. The teacher monitors students and notes down their mistakes in target items.
6. The teacher asks what the shop assistants have sold and what the customers have bought.
7. The teacher corrects some mistakes he or she has heard at the end of the activity. He or
she writes the mistakes on the board and asks the students to correct them.

8) Plays (for all types of forms)

This is an expansion of the dialogue technique, where a class learns and performs a play. This
can be based on something they have read; or composed by them or the teacher; or an actual play
from the literature of the target language. Rehearsals and other preparations are necessary. The
production of a class play is perhaps most appropriate for the end of a course or a year's study to
be performed at a final party or celebration.

Example: Target Items: Present and Past

Topic: Folktale
Work arrangement: Group work

Instructions: In your group, choose one folktale you know well. Tell the story to everyone in the
group. Share roles of the characters in the story among the group members. Prepare and rehearse
it for the demonstration.

Steps:

1. The teacher chooses a short story or a folktale. For example, The Grasshopper and the
Ants, from Language in Use, Pre-intermediate, by Adrian Doff & Christopher Jones
(1991). Cambridge University Press.
2. The teacher has students read the chosen story silently and checks students understanding
of it.
3. The teacher puts students into groups of five people.
4. The teacher tells the groups to share roles of the characters in the choose a narrator story
and
5. The teacher tells each group to prepare their play and rehearse their story.
6. The teacher invites each group to act their story out in front of the class.
7. The teacher conducts a short feedback time and gives some comments to each group.
9) Inside-Outside Circle: (class building, mastery, information sharing)
Students stand in two concentric circles, inside facing out and outside facing in. Students share
knowledge or interview each other with facing partners, then rotate after a time limit. Variation:
Team Inside-Outside Circle. Next, teams work on improving their presentations, then rotate and
give them to their new ‘partner’ team.

10) Think-pair-share/square: The teacher asks a question. Students think of a response

individually, then use interview procedure to share answers with the class or square by
discussing answers within their teams.

11) Three step interview: With students in pairs, one is the interviewer and the other is the
interviewee. Students reverse roles as interviewer and interviewee. Each student shares with the
team what he or she has learned during the two interviews. Variation: for groups of three, two
students interview one.

II. Technology for Classroom

www.Classroomscreen.com
www.Kahoot.com
www.Padlet.com
https://www.canva.com/your-projects

III. Reference:
Kao, S. (2019). Practical Methodology in TESOL. Kao Sophal Publications. 

Barkley, E. F., & Major, C. H. (2010). Student engagement techniques: A handbook for college
faculty. Jossey-Bass, a Wiley Brand.