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Chapter 7: Speaking Activities

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Chapter 7: SPEAKING ACTIVITIES




















7.1 Preamble
7.2 Importance of speaking activities
7.3 Speaking activities
7.4 Suggestions for teaching speaking
7.5 Method to get the conversation rolling
7.6 Examples of speaking exercises

Summary
References


Upon completion of this chapter, you should be able to:
Differentiate between the different types of speaking activities
List some suggestions for teaching speaking
Discuss how to get the conversation rolling
Describe some examples of speaking exercises


C
Chapter 1: Introduction to Listening
Chapter 2: Teaching Listening
Chapter 3: Listening Activities
Chapter 4: Assessing Listening Skills
5 Chapter 5: Introduction to Speaking
Chapter 6: Teaching Speaking
Chapter 7: Speaking Activities
Chapter 8: Assessing Speaking Skills




Chapter 7: Speaking Activities

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In Chapter 6 we discussed some methods of teaching speaking. In this chapter, focus will be
on the learning activities that may be developed or adapted by the teacher for adoption in the
classroom.


Teaching speaking is a very important part of second language learning. The ability to
communicate in a second language clearly and efficiently contributes to the success of the
learner in school and success later in every phase of life. Therefore, it is essential that
language teachers pay great attention to teaching speaking. Rather than leading students to
pure memorisation, providing a rich environment where meaningful communication takes
place is desired. With this aim, various speaking activities can contribute a great deal to
students in developing basic interactive skills necessary for life. These activities make
students more active in the learning process and at the same time make their learning more
meaningful and fun for them.


Hayriye Kayi, (2006) in an article, Teaching Speaking: Activities to Promote Speaking in a
Second Language suggested the following speaking activities:
Discussions
After a content-based lesson, a discussion can be held
for various reasons. The students may aim to arrive at
a conclusion, share ideas about an event, or find
solutions in their discussion groups. Before the
discussion, it is essential that the purpose of the
discussion activity is set by the teacher. In this way,
the discussion points are relevant to this purpose, so
that students do not spend their time chatting with
each other about irrelevant things.


7.1 Preamble
7.2 Importance of Speaking Activities
7.3 Speaking Activities
Chapter 7: Speaking Activities

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EXAMPLE:
Students can become involved in agree/disagree discussions. In this type of discussions,
Teacher forms 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. (It is essential that the speaking should be equally divided
among group members).
At the end, the class decides on the winning group 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.
TIPS for Efficient Group Discussions
It is always better not to form large groups,
because quiet students may avoid
contributing in large groups.
The group members can be either assigned
by the teacher or the students may
determine it by themselves
Groups should be rearranged in every
discussion activity so that students can work
with various people and learn to be open to
different ideas.
Students should always be encouraged to ask questions, paraphrase ideas, express
support, check for clarification, and so on.

Role-Playing
One other way of getting students to speak is role-playing. Students pretend they are in
various social contexts and have a variety of social roles. In role-play activities, the teacher
gives information to the learners such as who they are and what they think or feel. Thus, the
teacher can tell the student that "You are Kong Beng, you go to the doctor and tell him what
happened last night, and" (Harmer, 1984)
Chapter 7: Speaking Activities

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Simulation
Simulations are very similar to role-plays but what makes simulations different than role
plays is that they are more elaborate. In simulations, students can bring items to the class to
create a realistic environment. For instance, if a student is acting as a singer, she brings a
microphone to sing and so on. Role plays and simulations have many advantages.
First, since they are entertaining, they motivate the students.
Second, it increases self-confidence of hesitant students, because in role play and
simulation activities, they will have a different role and do not have to speak for
themselves, which means they do not have to take the same responsibility.
Information Gap
In this activity, students are supposed to be working in pairs. One student will have the
information that other partner does not have and the partners will share their information.
Information gap activities serve many purposes such as solving a problem or collecting
information. Also, each partner plays an important role because the task cannot be completed
if the partners do not provide the information the others need. These activities are effective
because everybody has the opportunity to talk extensively in the target language.
Brainstorming
On a given topic, students can produce ideas in a limited time. Depending on the context,
either individual or group brainstorming is effective and learners generate ideas quickly and
freely. The good characteristics of brainstorming is that the students are not criticized for
their ideas so students will be open to sharing new ideas.
Storytelling
Students can briefly summarise a tale or story they heard from somebody beforehand, or they
may create their own stories to tell their classmates. Story telling fosters creative thinking. It
also helps students express ideas in the format of beginning, development, and ending,
including the characters and setting a story has to have. Students also can tell riddles or jokes.
For instance, at the very beginning of each class session, the teacher may call a few students
to tell short riddles or jokes as an opening. In this way, not only will the teacher address
students speaking ability, but also get the attention of the class.
Interviews
Students can conduct interviews on selected topics with various people. It is a good idea that
the teacher provides a rubric to students so that they know what type of questions they can
ask or what path to follow, but students should prepare their own interview questions.
Conducting interviews with people gives students a chance to practice their speaking ability
not only in class but also outside and helps them becoming socialized. After interviews, each
Chapter 7: Speaking Activities

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student can present his or her study to the class. Moreover, students can interview each other
and "introduce" his or her partner to the class.
Story Completion
This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle.
For this activity, a teacher starts to tell a story, but after a few sentences he or she stops
narrating. Then, each student starts to narrate from the point where the previous one stopped.
Each student is supposed to add from four to ten sentences. Students can add new characters,
events, descriptions and so on.
Reporting
Before coming to class, students are asked to read a newspaper or magazine and, in class,
they report to their friends what they find as the most interesting news. Students can also talk
about whether they have experienced anything worth telling their friends in their daily lives
before class.
Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. For instance:
Diamonds: Earning money
Hearts: Love and relationships
Spades: An unforgettable memory
Clubs: Best teacher
Each student in a group will choose a card. Then, each student will write 4-5 questions about that
topic to ask the other people in the group. For example:

If the topic "Diamonds: Earning Money" is selected, here are some possible questions:
Is money important in your life? Why?
What is the easiest way of earning money?
What do you think about lottery? Etc.
However, the teacher should state at the very beginning of the activity that students are not allowed to
prepare yes-no questions, because by saying yes or no students get little practice in spoken language
production. Rather, students ask open-ended questions to each other so that they reply in complete
sentences.
Picture Narrating
This activity is based on several sequential pictures. Students are asked to tell the story taking
place in the sequential pictures by paying attention to the criteria provided by the teacher as a
rubric. Rubrics can include the vocabulary or structures they need to use while narrating.
Chapter 7: Speaking Activities

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Picture Describing
Another way to make use of pictures in a speaking activity is to give students just one picture
and having them describe what it is in the picture. For this activity students can form groups
and each group is given a different picture. Students discuss the picture with their groups,
then a spokesperson for each group describes the picture to the whole class. This activity
fosters the creativity and imagination of the learners as well as their public speaking skills.
Find the Difference
For this activity students can work in pairs and each couple is given two different pictures,
for example, picture of boys playing football and another picture of girls playing tennis.
Students in pairs discuss the similarities and/or differences in the pictures.









Here are some suggestions for English language teachers while teaching oral language:
Provide maximum opportunity to students to speak the target language by providing a
rich environment that contains collaborative work, authentic materials and tasks, and
shared knowledge.

Try to involve each student in every speaking activity; for this aim, practice different
ways of student participation.

Reduce teacher speaking time in class while increasing student speaking time. Step
back and observe students.

Indicate positive signs when commenting on a student's response.

7.4 Suggestions for Teaching Speaking
a) Explain how discussion can be used to encourage students to speak English
b) List the merits of using storytelling to get students to talk.
c) How does picture narrating help students talk in the class?
d) Discuss some of the ways you would use role-playing to persuade students to tak
in the ESL classroom.

Chapter 7: Speaking Activities

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Ask eliciting questions such as "What do you mean? How did you reach that
conclusion?" in order to prompt students to speak more.

Provide written feedback like "Your presentation was really great. It was a good job. I
really appreciated your efforts in preparing the materials and efficient use of your
voice"

Do not correct students' pronunciation mistakes very often while they are speaking.
Correction should not distract student from his or her speech.

Involve speaking activities not only in class but also out of class; contact parents and
other people who can help.

Circulate around classroom to ensure that students are on the right track and see
whether they need your help while they work in groups or pairs.

Provide the vocabulary beforehand that students need in speaking activities.

Diagnose problems faced by students who have difficulty in expressing themselves in
the target language and provide more opportunities to practice the spoken language.










Teachers want their students to talk as much
as possible, since conversation practice helps
students improve their pronunciation and
listening skills, and allows them to put the
grammar and vocabulary theyve learned to
use. Speaking is a fundamental part of
communication in another language. But
sometimes, getting students to speak is a real
challenge! Textbooks, filled with written
work and drill-type activities, arent always
helpful. So what can teachers do? Tanya
Trusler (2011) suggests the following:
7.5 Methods to Get the Conservation Rolling
Elaborate on some of the ways of teaching speaking in the ESL classroom.
Chapter 7: Speaking Activities

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Fear not! Remember that students usually want to talk. Their favourite types of activities are
generally ones that involve communication and interaction. Providing students with fun
speaking activities, therefore, will almost always be met with an enthusiastic response. Give
my favourite speaking activity a try!
Student-Generated Questions:
By having students write their own questions, you are getting them directly involved in the
conversation before it even begins! They are also more likely to listen to each others answers
(something that is often a challenge) because they want to hear how others will respond to
their questions. Usually, you will end up with funny, interesting questions that students are
interested in discussing.
General method:
Cut up enough small squares or strips of blank paper so that each student gets five
squares. (To save trees, use the back of used paper!)

Pass out five squares to each student.

Get students to write one question on each of the five squares. You can provide a
topic, such as travel for lower levels, or controversial issues for higher levels.
You could also choose whatever topic youll be discussing in class that day/week.
Sometimes I even give your choice of topics to the students, and I find that this ends
up being the most funit allows them to ask silly or creative questions.

Circulate and correct students vocabulary and grammar as they are writing out their
questions. (This also allows you to check that nothing inappropriate is being asked.)
Variation 1:
Put the students into small groups of three or four. Ive found that small groups
provides students with ample speaking time as well as with a good variety of
opinions.

You can set a time limit (such as 20 minutes) if youd like. For groups that finish
quickly, you can give them some questions that another group has already used.

You can follow up as a class after all the groups are finished. You could ask
something like, What was the funniest or most interesting thing your group talked
about?
Variation 2:
Do this activity as a whole class. That way, the students will get to hear all of their
questions being asked and responded to, which is fun for them.

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You can ask the same question to more than one student, too. Keep the conversation
going by asking if others agree or disagree with a students response.

Keep in mind that shy students have trouble speaking in front of the rest of their
classmates. Solve this by keeping the atmosphere informal and allowing students
answers to be short. Jump in with prompts or interjections to keep them talking, if
need be. Remind students that this isnt a presentation, just natural conversation
practice.

Since this variation will take the most time, set a limit, for example 20 questions a
day. You can then continue to use these students questions as a warm-up every day
for a week or so, if youd like!

Ive found that doing this activity as a class really allows classmates to bond with
each other.
Variation 3:
Put the students into pairs. While this way wont provide them with many opinions,
they will get in the most speaking time.

You can follow up as a class after all the pairs are finished. You could ask something
like, What was the funniest or most interesting thing you and your partner talked
about?

This variation works well in private or semi-private lessons, too.














Oftentimes, teachers have great difficulty getting students to talk. Suggest some of
the ways in getting the conversation rolling or getting as many students as possible
to talk in the classroom.
Chapter 7: Speaking Activities

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Activity 1: Reckless Taxi Driver Role Play (Simon Mumford, Izmir, Turkey)






Now seat the students in pairs one driver and one passenger. The
driver sits in front of and to one side of the passenger as if in a taxi.
This can be used to practice:

For the taxi driver:

Personal information- Where are you from? What languages do you speak? Are you
married?
Present perfect: Have you been to our country before? Have you seen...? Have you
read about...? Have you tried (food etc)? Have you heard about (recent event)?
Suggestions: Why don`t you visit... you should see... You could go to...and for the
passenger
Imperatives: Look out! Mind that lorry! Keep your eye on the road! etc.

Activity 2: Fact or Fantasay (Suniti, AUA, Bangkok)
This recipe involves stories - truth and lie - and a bunch of candies. Each student gets x
number of candies (5-10 is good). Teacher, too. The teacher models the exercise by telling
two short stories about him/herself. One is a true story (Fact) and one is made-up (Fantasy).
The students guess which is fact by showing a flashcard. The ones who guesses it right gains
one candy from the story teller...and the ones that guess it wrong, lose one. Each student then
7.6 Examples of Speaking Exercises
Set the scene.
An English speaking visitor goes out of an airport and hails a taxi. He sits in
the back. On the way to town the driver strikes up a conversation.
Unfortunately he drives fast and keeps turning around to look at the
passenger!

Chapter 7: Speaking Activities

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gets a chance to tell their stories. At the end of the activity, the person who has the maximum
candies is declared the "WINNER".

The students can of course savour the candies. This way the students get a chance to talk
freely and know more about each other. It can be used as a warmer, or at any time of the
term. This activity has been very successful in the ESL class.

Activity 3: Good Bad Ideas! (by Bill Habington, Takada, Japan)
This exercise is almost unfailingly successful in generating conversation and laughs with
intermediate and advanced students.
First take about 30 queue cards and write hypothetical "problems" on them (e.g. "My
shoe is torn", "I can`t afford to pay my rent", "My cat makes me sneeze", or
something more absurd like "My doctor scares me").

Explain to your students that you need their advice, but that they should avoid giving
you obvious advice, and try instead to give you strange or stupid advice.

Provide examples like: "If your shoe is torn, you should glue it yourself"; "If your
pants are too big you should gain 50 pounds by only eating cake"; If your nose is too
big you should have surgery to make the rest of your face bigger", etc.

Even if your students have to struggle to express these ideas, it`s a good exercise, and is
almost always solidly entertaining.

Variation: Let your students read out the problems, role playing that they are their own, then
solicit the advice of other students, coaching them as needed.
Activity 4: Mini-Fieldtrips (by Philip Decker, Salem, USA)
Taking students on "mini-field trips". Yesterday we
went on a tour of the school store. Before the trip we
practiced saying "How much is ...?" and "How much are
...?" Then each student prepared a question for our tour
guides, such as "Is the store school open during lunch?"
and "How much are the Snickers?". In addition to asking
questions, students did a sketch of something they saw
during the mini-field trip. They will turn these sketches
into postcards on large index cards. Eventually they will
each create a photo album of their incredible mini-field
trips. Upcoming trips include, a local park, the canteen, the computer lab, the school office, a
nearby store and so forth. Also, writing thank you letters to our tour guides is a good follow
up activity.
Chapter 7: Speaking Activities

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Activity 5: Guess What (Christina Filusova, About.com)
Prepare a list of funny words like: popcorn, bubble, monster, water in the glass, Hang Tuah,
etc. and put them into a jar, box or just on the table but tagged together that the students
cannot see them. Student pick up one and have to explain it in English without saying the
word (or the equally sounded verb). They really have to think ) and also we had a lot of fun!

Activity 6: The Best Things in Life are Free (Victoria Kelly, About.com)
At the beginning or end of a class get students to relax and then write down the first 5 words
that come into their minds. They can use a dictionary if they don't know a word in English.
Then get them to speak one by one for one minute in which they must use all 5 words in
some way. This is an interesting exercise because it gets students to talk about what's on their
minds and sometimes it even creates a class discussion. It also gives students a chance to
personalize their vocabulary rather than the whole class learning the
same words.
Activity 7: Stranded on an Island (Manx Steve, About.com)
Draw a picture of a desert island complete with coconut tree in the
middle. Write above it "You a trapped on a desert island" Then pose
questions and invite the class to respond. Questions such as "Who
would you want with you .... and why?" "What one thing would you
bring with you.... and why? "What would you do to stay sane?" This
activity can be fun and get everyone talking.

Activity 8: What I Did Not Do this Weekend (Christine, About.com)
What I did not do this weekend!. Ask students to write 3 short sentences about what they
did this past weekend on a slip of paper. It can be mundane like I cleaned the bathroom or I
had dinner with friends. Then pair up students and ask them to exchange papers. Now tell
them that you are going to ask your partner what they did on the weekend. They use the
information on the slip of paper to answer their partners questions. Encourage them to follow
up with at least 2 questions to elaborate on the idea. This activity is quite entertaining. Have
fun with it!




Chapter 7: Speaking Activities

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Activity 9: Talking about Past Activities
Speaking -Sample Phrases and Sentences


What did you do last Friday?

I went to a football game.
Where did you go?

I went to Kota Bharu.
When did you get back?

I got back on Saturday night.
Where did you stay?

I stayed with friends.
What did Sally have for lunch?

She had coffee and a sandwich.
What did Mike east last night?

He ate Japanese food.
How was the weather?

It was wonderful.
Activity 10: Asking for Information
Speaking -Sample Phrases and Sentences

What is this?
What is that?
This is a table.
That's a chair.
It's not a table.

What are these?
What are those?
These are books.
Those are pencils.
They are not books.
They're not books.

Who is that woman?
Who's that man?
Who is the teacher?

She's Mrs. Wong
He's Mr. Zainal.
It's Mr. Kumar.
Who are the children? They're Mei Ling and Salmah.

Where is Mr. Wong?
Where's Ms. Shalina?
Where's Mrs. Kumar?
He is over there.
She's (right) here.
She's not here.

Where are the parents? They're in the car.

When is lunch?
When's the movie?
Lunch is at noon.

It's at 9:00.
Chapter 7: Speaking Activities

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Activity 10: My Best Experience
Description:
Students get to know each other by asking and answering wh questions about a memorable or
best experience.
Preparation
A sheet of paper for each student.
Write on the board:
o Who
o When
o Where
o Why
o What
o How
Procedure
1. Give one piece of paper to each student.
2. Ask the students to think of their most memorable or best experience, and draw a
simple sketch on the paper outlining the experience.
3. Assign groups of 4 to 5 people.
4. The first person in the group shows his or her picture to everyone in the group. He or
she can only answer questions. The students in the group must ask wh questions to
find out more information about the picture.
5. When the first person is finished, the next person shows his or her picture.
6. Continue until each person in the group has answered questions about his or her
picture.
Extended Practice
Give each person in the groups a letter (A, B, C, and D). Ask all the A students to form a
new group, all the B students to form a new group, etc. The students in the new groups report
about their previous group members stories.
Activity 11: Shopping Role Play
Description
Students create a shopping role play by playing the role of shop
owners and customers.
Preparation
Chapter 7: Speaking Activities

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None.
Procedure
1. Ask the students to brainstorm shopping phrases.
2. Elicit phrases from the students and write them on the board under Shop owner or
Customer.
3. Ask the students to get into groups of 4 to 5 people.
4. Ask the students to find something to sell in their bags (e.g., cell phone, textbook,
jacket, pens, pen case, desk, bag, etc.) and decide the price.
5. Tell half the groups that they will be the customers. The "customers" walk around, go
to the shops and try to buy something using the phrases on the board.
6. Then, have the students trade places. Ask the students who were customers to be
shop owners, and vice versa.
Shopping phrases:
Shop owner:
Can I help you?
What size are you?
Here you are.
The fitting rooms are over there.
How would you like to pay?
Thats $3.50.
Im afraid thats the only size we have at the moment.

Customer:
Im looking for.
Thats great!
Ill take it.
I like it.
How much is it?
Thats it.
No, thats all, thanks.
No, thanks.
Im just looking.
Wow! Thats expensive.
Do you accept credit cards?
Could I try it on?

Extended Practice
Ask two groups to do the role play in front of the classroom.

Chapter 7: Speaking Activities

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Activity 11: I am.....
Description
Students get to know each other by presenting information following the prompt I am
Preparation
Index cards (one for each student)
Prepare 15-20 teacher responses to the prompt I am with pictures
For example:
I am from....., I like to ........, I enjoy .........,
Procedure
1. Write I am on the board and ask students to brainstorm 5-10 ways to finish the
sentence.
2. Give one index card to each student. Ask students to write their name at the top of the
index card and write their responses to I am under their name.
3. The teacher introduces his or herself using the prompt I am Show pictures to
make the presentation more interesting. Answer any questions.
4. Tell the students it is their turn to introduce themselves to the class. Ask each student
to take turns standing at the front of the room and delivering their self-introduction.
Collect the index cards after each presentation.
Extended Practice
Tell the students to use the responses on their index card to write an introductory paragraph
about themselves.
Redistribute the index cards so each student has a classmates card. Tell the students to use
their the responses from their classmates' card to write an introductory paragraph about their
classmate.
Activity 5: 21 Questions
This is a great way to review vocabulary and is suitable for
upper primary level students to advanced students. Choose
one child to select a secret word and write it down on a piece
of paper. Make sure the word is reasonable, a noun, and
something other classmates should know. Then let the
students start asking yes or no questions about the word.
They have 21 questions to guess the right answer.
For example, if the student chooses the word "helicopter,"
Chapter 7: Speaking Activities

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one student may eventually ask, "Is it a machine?" And then another may ask, "Can it fly?"
Sooner or later, someone will say "Is it a helicopter?" Be sure to reward those who ask
intelligent questions.
Activity 5: Chain Story (Nikei Meade, Interactive ESL Speaking Games)
This is fun story game and it actually can get quite hilarious.
Write down new and old vocabulary on the whiteboard. Write
down one word per one student. Number the words and give the
students a number. Then, starting with word number one and
student number one, the first sentence of the story must be
made. This sentence must include the word the student is given.
Then student number two follows and so on. Remember to
correct grammar along the way.
Be sure to create a peculiar mix of words. It will make the
students laugh. Here is an example list: "five zombies, fat cat,
supermarket, scared boy, red bus, laughing engineer, angry
policeman, and quiet tunnel. Using these eight words, the story may turn into a red bus full of
zombies stuck in a quiet tunnel while the laughing engineer won't let them out. Or something
that runs along those lines.













a) Listed above are several activities that aim to encourage students to speak English.
Briefly explain the merits of each activity. Do you think you can implement them in
the Malaysian primary school? Explain.
b) Surf the internet and look for other activities that you can implement in the
classroom to get your students to talk. Share them with your classmates.
Chapter 7: Speaking Activities

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Summary
The ability to communicate in a second language clearly and efficiently contributes to
the success of the learner in school and success later in every phase of life.

Before the discussion, it is essential that the purpose of the discussion activity is set
by the teacher.

One other way of getting students to speak is role-playing where students pretend
they are in various social contexts and have a variety of social roles.

Simulations are very similar to role-plays but what makes simulations different than
role plays is that they are more elaborate.

Students can briefly summarise a tale or story they heard from somebody beforehand,
or they may create their own stories to tell their classmates.

By having students write their own questions, you are getting them directly involved
in the conversation before it even begins.

Picture narrating is when students are asked to tell the story taking place in the
sequential pictures

Information gap is when one student will have the information that other partner does
not have and the partners will share their information.

Provide maximum opportunity to students to speak the target language by providing a
rich environment that contains collaborative work, authentic materials and tasks, and
shared knowledge.

Remember that students usually want to talk. Their favourite types of activities are
generally ones that involve communication and interaction.

21 Questions is a great way to review vocabulary and is suitable for upper primary
level students to advanced students.

Chain story is is fun story game and it actually can get quite hilarious.





Chapter 7: Speaking Activities

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References
Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language (3rd ed).
USA: Heinle&Heinle.

Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8.
Boston: Allyn&Bacon.

Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling Publishing
House.

Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge:
Cambridge University Press.

Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.

Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, November.


McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a teachers
guide. Malden, MA; Oxford: Blackwell.

Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-Hill.

Staab, C. 1992. Oral language for today's classroom. Markham, ON: Pippin
Publishing.

Tanya Trusler (2013). ESL Library.com. The Resource Site for English Teachers.

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