Speaking Activities THP V 2
SPEAKING ACTIVITIES
Practice Activities - Read the activities and decide which provide the most controlled language practice, and
which the least controlled. (most from “Conversation” by Rob Nolasco and Lois Arthur, OUP, 1987).
C
Chhaaiinn S1 introduces himself to S2: - I’m Rob.
N
Naammeess S2 introduces herself to S1: - Rob, I’m Paula.
S3 introduces himself to S1 & S2: - Rob, Paula, I’m Francisco.
etc….
Find Find someone in the class who can:
Someone Play the piano Name:
Who… Water – Ski Name:
Speak French Name:
etc……..
Students mingle in the classroom and ask several Ss until they find someone whose
names they can write down.
Look Ss are given one minute to read a dialogue carefully. Ss close books, and form
and groups of three:
Speak S1 = Role 1 S2 = Role 2 S3 = Prompter
S1 and S2 must keep up eye contact, and try to act out dialogue, S3 helps when
others forget lines.
The Ss deal out gift cards (pictures of objects). They lay person cards (cards with names
Gift of people) face down in the centre of the table. Ss take it in turns to pick up a person
Game card and decide which of their gifts they are going to give to this person and why.
If the group accepts the reason, the pair of cards is put aside. The first one to get rid
of all their gifts is the winner.
Split Write one part of an exchange for each S in the class, e.g.
Exchanges - What’s up? - I’ve lost my contact lens.
- What was the film like? – The photography was OK.
- Dinner’s ready. – Coming.
Each S memorizes their half of an exchange. Ss circulate freely, to find the other
half of their exchange. When they do so, they move to one side of the room.
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Speaking Activities THP V 2
Discourse Ss are given the following frame and make up a dialogue according to the
Chain guidelines.
Greet B. Acknowledge A’s greeting.
State how busy you are. Mention Peter’s West’s
retirement.
Confirm and state when.
Ask a general question as
Make a non – committal to who might replace
answer. West.
Word T holds up flash cards and Ss respond by making a sentence, e.g.:
Flash Cards do/ironing
(Oral Drill) clean/windows
sweep/floor
dust/furniture
Have you done the ironing yet?
Have you cleaned the windows yet?
Have you swept the floor yet?
Have you dusted the furniture yet?
Describe SA has a picture, which he describes to SB.
and SB draws and colours in picture following A’s instructions. If B has not understood
Draw something, she/he can ask questions, can ask A to repeat or give more details, etc.
At the end of the description A looks at the drawing and B looks at the original
picture. Both discuss any problems of expression or difficulties of comprehension
and their effects on the drawing.
No Write the following on the BB:
Regrets Your School
Your Friends
Your Habits
Your Hobbies
Ss write a personal entry for each heading, e.g. the name of their school. They then
decide which of these they would or would not change if they were to live their lives
again, and share their thoughts in small groups.
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