Teaching speaking

TEACHING SPEAKING 1.Chain Stories Give each student a card with a simple form of a verb written large. The verbs may have regular or irregular past forms or the teacher can use a mixture. The students supply the past form. Put students into groups of five or six. Give each group a sentence to begin their story. Going around in their circle, the students each add a sentence to their story, using their verb. The stories may be serious or funny, but they should make some sort of sense. Example: Starting sentence: Yesterday, I decided to go to the park. Student 1: I saw an old man sitting on the bench. Student 2: The old man was reading a newspaper. Student 3: The newspaper fell off the bench when the old man got up. After the groups have finished, they may repeat their stories for the class, write their stories, or just end the activity in the groups. 2. Brainstorming(What people like to do on vacation?) Discover something new take language, cooking or sailing lesson join an archaeological dig …………………………… Enjoy nature go camping, hiking or fishing relax at the beach ……………………………………. Take an exciting trip  visit a foreign country  travel through their own country by car  ………………………………………….. Stay home catch up on reading fix up or redecorate the home …………………….. Which of the activities above do you like to do on vacation? Check () the activities and add one of your own. Make a list of other activities you like to do on vacation. Then compare with a partner. (New Interchange II- Unit 5- page 38) 3. Information gap This speaking task is for students to ask questions to find out what they canfrom the others. Student A's Information Student B's Information 4. Group discussion Discuss the advantages and disadvantages of zoos of the new kind. Use the cues below: the conditions the animals are in the money spent on reconstructions of the animals’ natural environment the animals that people can visit the dangers that keepers may have (Tieng Anh 10- Unit 10 - page 107) 5. Guessing game The teacher has a set of flashcards with simple pictures (e.g. means of transportation, clothes, food, places, and actions). He/She chooses one card, but does not show it to class. They must guess what it is by asking questions, e.g. T: Guess how I went to X. Ss: Did you go by airplane? Did you go by car? Did you go by bus? 6. Role play Imagine you are a journalist. Use the cues below to interview a classmate about his/her background or that of a person he/she knows well. Change the roles when you have finished. Greeting date of birth place of birth home parents brother(s) sister(s) primary school junior high school senior high school favorite subjects thanking (Tieng Anh 10- Unit 3-page 35) 7. Story telling & memory game Ask the children {at least 5 to 6} to sit around in a circle. Ask one child to say a sentence in a story form e.g. "once there was a boy". The next child will have to repeat that sentence and add something more to it like "once there was a boy whose name was John". In this way the children keep building up a story as well as remembering what the previous sentences were. The child who forgets a line will go out of the game. This game not only improves a child's memory but also encourages him/her to be creative in story telling. 8. Survey interview The teacher starts by talking to the students about the five or six most popular films that are currently on show or which have been extremely popular in the last six months or a year. Students are told that they are going to find out which of these films is the most popular in the class. The teacher hands out the following form- or writes it on the board and has the students copy it. They put the names of the films they have discussed in the left-hand column. Suggested structures: Have you seen X? What did you think of it? Sample 9. Personal Information Exchange Work in pairs. Ask your partner questions about his/her daily routines. Get up?	 Breakfast?	 Go to school?	 Lunch? Dinner? Homework?	 10. Questionnaire Divide the class into pairs, and give each student a copy of the worksheet. Have them ask each other the questions on the paper, then write their partner’s answers. Example: Anton: What have you done more than three times today? Maria: I have drunk water. Anton writes: Maria has drunk water more than three times today. Worksheet