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view video at https://www.youtube.com/watch?v=lLOLbCTSpFQ or at www.elt-training.com How to set up freer speaking activities to practise English and tips on making them successful.
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Freer speaking activities
‘Grammar for Language Teachers’ course
ContentsWhat are freer speaking activities?
Why have freer speaking activities?What makes them successful?
What problems can arise?
Accuracy FluencyControlled practice
Freer practice
Why have freer
speaking activities?
Isn’t this just conversation practice?
Language input Speaking Language
input
Language input Speaking Language
input
Language input Speaking
PPP
PresentationPracticeProduction
Language input
Speaking
Task Based LearningDogme
Language input Speaking Language
input
What makes them
successful?
Example activity 1
A good friend• Name
• How I know her
• Job/family etc
• Why I like her 1. Think about a friend of yours
2. Tell your partner about them
3. Your partner must ask you two
questions afterwards
Language input Speaking Language
input
Adjectives of personality
Describing people
Example activity 2
Parents
TeenagersIs there any chance of –ingWould you mind if I –ed
I’d be really careful…
I don't think that’s a great idea.I’d like to but….
If you borrowed it, you’d probably….
Parents
Error Correction
If you would borrow the car, you would crash!
Please let me to borrow it!
You will accident.
Language input Speaking Language
input
What makes them
successful?
An interesting
topic
Note: Cultural sensitivity
Personalisation
Warm upModel
Time for preparation
PurposeStructure
Stru
ctur
e
Level
A bit of conflict can help!
Relaxed atmosphereEven participationAppropriate level
Problems
You want to give up smokingYour child is being bullied at schoolYou have a really bad headacheYou’ve lost your job.Your girl/ boyfriend has left you.Your life is boring.
How would you set this up?
What problems can arise?
Learners are unable to express themselves.
Learners feel inhibited
Learners have nothing to say.
Learners are unclear about what to do.
Some learners are silent, others do all the talking.
Learners use their mother tongue.
Learners make lots of mistakes with the language.
Learners are unable to express themselves.
Learners feel inhibited
Learners have nothing to say.
Learners are unclear about what to do.
Some learners are silent, others do all the talking.
Learners use their mother tongue.
Learners make lots of mistakes with the language.
Learners are unable to express themselves.
Learners feel inhibited
Learners have nothing to say.
Learners are unclear about what to do.
Some learners are silent, others do all the talking.
Learners use their mother tongue.
Learners make lots of mistakes with the language.
Learners are unable to express themselves.
Learners feel inhibited
Learners have nothing to say.
Learners are unclear about what to do.
Some learners are silent, others do all the talking.
Learners use their mother tongue.
Learners make lots of mistakes with the language.
Learners are unable to express themselves.
Learners feel inhibited
Learners have nothing to say.
Learners are unclear about what to do.
Some learners are silent, others do all the talking.
Learners use their mother tongue.
Learners make lots of mistakes with the language.
Learners are unable to express themselves.
Learners feel inhibited
Learners have nothing to say.
Learners are unclear about what to do.
Some learners are silent, others do all the talking.
Learners use their mother tongue.
Learners make lots of mistakes with the language.
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