Activities for Teaching Speaking

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    ACTIVITIES FOR TEACHING SPEAKING

    TABOO

    What is it? Vocabulary game. Students pair up. One student is the describer – s/he gets the

    vocabulary cards. The other students is the guesser. The describer picks a card and describes ordefines it until the guesser says the ord on the card. !airs try to complete ad many cards as

    possible in a time limit.

    "o can you use it?

    # To revie vocabulary already studied

    # To introduce ne vocabulary and see hat students already kno

    # To practice synonyms$ definitions$ descriptions.

    FIND THE DIFFERENCE

    What is it? %nformation gap here to students have nearly identical pictures. They must ask

    and anser &uestions to find the differences beteen their to pictures 'ithout looking at each

    other(s picture)*. search +oogle images for ,find the difference- and you can print many eamples.

    "o can you use it?

    # sking &uestions

    # nsering &uestions

    # +iving descriptions

    # 0ommunicating repair 'solving misunderstanding*

    ROLE PLAYS

    "o can you use it?

    STORIES

    "o can you use it?

    PICTURES

    "o can you use it?

    PAIR SHARE

    What is it? !airs of students brainstorm a topic$ anser a &uestion$ discuss an issue$ compare

    anser$ ect.

    "o can you use it?

    # Warm up activity

    # To help shy students get more comfortable speaking

    # 1irst step to a group discussion

    JIGSAW

    What is it? 0ommunicative group activity here each group becomes an ,epert- on an

    article$ topic$ issue$ argument$ etc. 2et$ form ne groups ith one ,epert- from each topic. The

    eperts have to teach/eplain their information to the ne group members.

    "o can you use it?

    # Students teach one other

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    # 3very student has to speak to give information to group members

    # 3very students has to listen to get missing information from group member

     Teaching Speaking

    Developing Speaking Activities

    Traditional classroom speaking practice often takes the form of drills in which oneperson asks a question and another gives an answer. The question and the answerare structured and predictable, and often there is only one correct, predeterminedanswer. The purpose of asking and answering the question is to demonstrate theability to ask and answer the question.

    In contrast, the purpose of real communication is to accomplish a task, such asconveying a telephone message, obtaining information, or expressing an opinion. Inreal communication, participants must manage uncertainty about what the otherperson will say. Authentic communication involves an information gap; eachparticipant has information that the other does not have. In addition, to achieve theirpurpose, participants may have to clarify their meaning or ask for confirmation oftheir own understanding.

    To create classroom speaking activities that will develop communicative competence,instructors need to incorporate a purpose and an information gap and allow formultiple forms of expression. owever, quantity alone will not necessarily producecompetent speakers. Instructors need to combine structured output activities, whichallow for error correction and increased accuracy, with communicative outputactivities that give students opportunities to practice language use more freely.

    Structured Output Activities

    Two common kinds of structured output activities are informationgap and jigsaw activities. In both these types of activities, students complete a task

     by obtaining missing information, a feature the activities have in common with realcommunication. owever, information gap and !igsaw activities also set up practiceon specific items of language. In this respect they are more like drills than like

    communication.

     Information Gap Activities

    • "illing the gaps in a schedule or timetable# $artner A holds an airlinetimetable with some of the arrival and departure times missing. $artner % hasthe same timetable but with different blank spaces. The two partners are notpermitted to see each other&s timetables and must fill in the blanks by askingeach other appropriate questions. The features of language that are practiced

     would include questions beginning with 'when' or 'at what time.' Answers would be limited mostly to time expressions like 'at (#)*' or 'at ten in the

    evening.'

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    • +ompleting the picture# The two partners have similar pictures, each withdifferent missing details, and they cooperate to find all the missing details. Inanother variation, no items are missing, but similar items differ inappearance. "or example, in one picture, a man walking along the street may

     be wearing an overcoat, while in the other the man is wearing a !acket. The

    features of grammar and vocabulary that are practiced are determined by thecontent of the pictures and the items that are missing or different. ifferencesin the activities depicted lead to practice of different verbs. ifferences innumber, si-e, and shape lead to ad!ective practice. iffering locations wouldprobably be described with prepositional phrases.

    These activities may be set up so that the partners must practice more than !ustgrammatical and lexical features. "or example, the timetable activity gains a socialdimension when one partner assumes the role of a student trying to make anappointment with a partner who takes the role of a professor. ach partner has pagesfrom an appointment book in which certain dates and times are already filled in and

    other times are still available for an appointment. /f course, the open times don&tmatch exactly, so there must be some polite negotiation to arrive at a mutuallyconvenient time for a meeting or a conference.

     Jigsaw Activities

    0igsaw activities are more elaborate information gap activities that can be done withseveral partners. In a !igsaw activity, each partner has one or a few pieces of the'pu--le,' and the partners must cooperate to fit all the pieces into a whole picture.The pu--le piece may take one of several forms. It may be one panel from a comicstrip or one photo from a set that tells a story. It may be one sentence from a written

    narrative. It may be a tape recording of a conversation, in which case no two partnershear exactly the same conversation.

    • In one fairly simple !igsaw activity, students work in groups of four. achstudent in the group receives one panel from a comic strip. $artners may notshow each other their panels. Together the four panels present this narrative#a man takes a container of ice cream from the free-er; he serves himselfseveral scoops of ice cream; he sits in front of the T1 eating his ice cream; hereturns with the empty bowl to the kitchen and finds that he left the containerof ice cream, now melting, on the kitchen counter. These pictures have a clearnarrative line and the partners are not likely to disagree about the appropriatesequencing. 2ou can make the task more demanding, however, by usingpictures that lend themselves to alternative sequences, so that the partnershave to negotiate among themselves to agree on a satisfactory sequence.

    • 3ore elaborate !igsaws may proceed in two stages. 4tudents first work ininput groups 5groups A, %, +, and 6 to receive information. ach groupreceives a different part of the total information for the task. 4tudents thenreorgani-e into groups of four with one student each from A, %, +, and , anduse the information they received to complete the task. 4uch an organi-ationcould be used, for example, when the input is given in the form of a taperecording. 7roups A, %, +, and each hear a different recording of a short

    news bulletin. The four recordings all contain the same general information,

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     but each has one or more details that the others do not. In the second stage,students reconstruct the complete story by comparing the four versions.

     8ith information gap and !igsaw activities, instructors need to be conscious of thelanguage demands they place on their students. If an activity calls for language your

    students have not already practiced, you can brainstorm with them when setting upthe activity to preview the language they will need, eliciting what they already knowand supplementing what they are able to produce themselves.

    4tructured output activities can form an effective bridge between instructor modelingand communicative output because they are partly authentic and partly artificial.9ike authentic communication, they feature information gaps that must be bridgedfor successful completion of the task. owever, where authentic communicationallows speakers to use all of the language they know, structured output activities leadstudents to practice specific features of language and to practice only in briefsentences, not in extended discourse. Also, structured output situations are contrived

    and more like games than real communication, and the participants& social roles areirrelevant to the performance of the activity. This structure controls the number of

     variables that students must deal with when they are first exposed to new material. As they become comfortable, they can move on to true communicative outputactivities.

    Communicative Output Activities

    +ommunicative output activities allow students to practice using all of the languagethey know in situations that resemble real settings. In these activities, students must

     work together to develop a plan, resolve a problem, or complete a task. The most

    common types of communicative output activity are role plays and discussions .

    In role plays, students are assigned roles and put into situations that they mayeventually encounter outside the classroom. %ecause role plays imitate life, the rangeof language functions that may be used expands considerably. Also, the rolerelationships among the students as they play their parts call for them to practice anddevelop their sociolinguistic competence. They have to use language that isappropriate to the situation and to the characters.

    4tudents usually find role playing en!oyable, but students who lack self:confidence orhave lower proficiency levels may find them intimidating at first. To succeed withrole plays#

    • $repare carefully# Introduce the activity by describing the situation andmaking sure that all of the students understand it

    • 4et a goal or outcome# %e sure the students understand what the product ofthe role play should be, whether a plan, a schedule, a group opinion, or someother product

    • se role cards# 7ive each student a card that describes the person or role to beplayed. "or lower:level students, the cards can include words or expressionsthat that person might use.

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    • %rainstorm# %efore you start the role play, have students brainstorm as a classto predict what vocabulary, grammar, and idiomatic expressions they mightuse.

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    • o topical follow:up# ave students report to the class on the results of theirdiscussion.

    • o linguistic follow:up# After the discussion is over, give feedback ongrammar or pronunciation problems you have heard. This can wait until

    another class period when you plan to review pronunciation or grammaranyway.

    Through well:prepared communicative output activities such as role plays anddiscussions, you can encourage students to experiment and innovate with thelanguage, and create a supportive atmosphere that allows them to make mistakes

     without fear of embarrassment. This will contribute to their self:confidence asspeakers and to their motivation to learn more.

    01 Word Prompts

    Team A Team B

    Students from Team (B) have to guess the words on

    your LIST. Before each guess, say a word which

    will help Team (B) to guess correctly. But D !T

    S"# T$% &'D ! #' LIST.

    Students from Team (") have to guess the words on

    your LIST. Before each guess, say a word which

    will help Team (") to guess correctly. But D !T

    S"# T$% &'D ! #' LIST.

    YOUR LIST (Team B must guess) YOUR LIST (Team " must guess)

    " horse B car  

    "* window B* Big Ben

    "+ elephant B+ cup

    " %ngland B floor  

    "- teacher B- angaroo

    "/ London B/ lemon

    "0 river B0 'ussia

    "1 2oo B1 ice cream

    "3 4argaret Thatcher B3 4icy 4ouse

    "5 arate B5 2ath

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    02 Kim's game (loger ! loger lists" see R#d$ard Kiplig %or origi o% game

    In my 6pocet7 6shopping 2ag7 6house7 6garden7 6country7 6dream7, there is 8 are 8 was 8were

    (The teacher imposes the necessary restrictions according to the vocabulary area)

    I paced my 2ag and in it I put9

    an : (longer ; longer list)

    an : and some #s.

    an :, some #s, a uestions to as opposing team(s)

    . chair   Ask YES/NO uestions!

    *. 2us Is it 2ig 8 round 8s?uare 8 rectangular@

    +. head Is there one in this room@

    . 2icycle Aan we eat it@

    -. computer Is it made of wood 8 plastic 8 metal@

    /. chocolate  Ask your o"n uestions

    ro#p B >uestions to as opposing team(s)

    . tree  Ask YES/NO uestions!

    http://members.aol.com/randywoo/bsahis/r-k.htmhttp://members.aol.com/randywoo/bsahis/r-k.htm

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    *. shoe Is it small8yellow8light8dar8circular@

    +. tea $ave you one in your house 8 country@

    . nife Do you lie it@

    -. finger Is it used every day@

    /. 2utton  Ask your o"n uestions

    ro#p 8 >uestions to as opposing team(s)

    . 2ra  Ask YES/NO uestions!

    *. pen Is it larger than a chair@

    +. mouse Aan I see one now@

    . coffee Do you find it indoors or outdoors@

    -. um2o et "re there a lot of them in this school@

    /. mo2ile phone  Ask your o"n uestions!

    ro#p 5 >uestions to as opposing team(s)

    . cat  Ask YES/NO uestions!

    *. house Is it hard 8 soft 8 high 8 tall 8 low @

    +. gate Is it li?uid or solid@

    . guitar Do I see one every day@

    -. sugar $ave you got one in your house 8 with you@

    /. washing machine  Ask your o"n uestions!

    09 :ar;et trader. g#ess t4e ,oe,tio (I ,a sell * LIST"

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    Ss9 ICm a maret trader and I can sell (camcorders) (compact diss) (televisions).

    T9 ThatCs right. #ou can.

    Ss9 ICm a maret trader and I can sell (steam engines) (saucepans) (guitars)

    T9 !o you canCt.

    8O

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    *. computer television . um2rella sunshade

    ro#p B  &o" is ''' like YYY(

       &o" does ''' dier rom YYY(

    : # : #

    . ettle teapot +. doctor dentist

    *. moustache 2eard . cooer fridge

    ro#p 8  &o" is ''' like YYY(

       &o" does ''' dier rom YYY(

    : # : #

    . horse dog +. 2eer whisy

    *. soc stocing . wristwatch eggGtimer  

    ro#p 5  &o" is ''' like YYY(

       &o" does ''' dier rom YYY(

    : # : #

    . ice snow +. dictionary encyclopaedia

    *. chemist pharmacist . record compact dis  

    0 BLIP (sometimes ;o3 as 8O77 POT" #ess t4e er

    %ach student is given a H%'B. (See that it is suita2le for the level of the class).

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    In pairs or as a whole class, discover the H%'B through >%STI!S.

    The nonsense word BLI should 2e su2stituted for the target H%'B.

    Write sample U7STIO

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    arg#e pait at4e pla ,omplai

    rest diet s,ream eCplore se3

    %idget smile traslate 4esitate #derstad

    iro a,##m +o;e 34isper ;it

    3i moe $ell oersleep DigDag

    0E #ess t4e A5/7RB

    ne student goes out of the room. The rest of the class thin of an adver2 or the teacher

    selects one and writes it on the 2oard for every2ody to see. It is ru22ed off the 2oard 2efore

    the student outside returns.

    The returned student ass a variety of ?uestions to different students. They all answer in the

    manner suggested 2y the adver2.

    "lternatively, the returned student can as mem2ers of the class to do things. They then haveto perform the actions in the manner suggested 2y the adver2.

    "fter hearing a sample of answers or o2serving a sample of actions performed 2y different

    students, the student who originally left the classroom is then ased to guess the adver2.

    ?uicly slowly noisily ?uietly angrily

     politely sadly happily sleepily shyly

    loudly rudely drunenly nervously romantically

    confidently anEiously hesitantly calmly lovingly

    dou2tfully #grammati,all$ warmly coldly timidly

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    0F T4e Prepositio ame

    The teacher thins of a room of a house and a hidingGplace in which to hide an o2ect.

    () ICve hidden #' BI'T$D"# '%S%!T and today is #' BI'T$D"#J

    Ss9 $ave you put it ==========================@

    (*) I hid my motherCs 84ristmas preset L"ST A$'IST4"SJ

    Ss9 Did you put it ============================@

    (+) ICm going to hide my 2rotherCs 84ristmas preset !%:T A$'IST4"SJ

    Ss9 "re you going to put it ========================@

    () %H%'# A$'IST4"S, my uncle hides my presentJ

    Ss9 Does he put it ================================@

     -ractise dierent tenses% A student can choose a hiding.place and the rest o the class can

    ask the uestions% Alternatively# students can "ork in pairs%

    0G 8lassroom oseratio  

    Seat T& students at the front of the class facing the white82lac 2oard with the other

    students looing on. The two students are 2oth given a chance to answer each ?uestion and

    they are awarded points for correct answers.

    Sample #estios

    . $ow many windows 8 ta2les 8 chairs 8 students are there@

    *. &hat are their names@

    +. &ho is sitting neEt to < 8 2etween : and # 8 opposite : 8 on the left 8 on the right@

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    . &hat is (s)he wearing@ 8 &hat colour is eig4t tall8short B#ild wellG2uilt Age middleGaged >air st$le curly

    >air legt4 long 7$es largeGeyed S4ape o% 4ead oval 8ompleCio fresh

    Arti,le o% ,lot4ig :aterial Patter 8olo#r

    shirt 8 sirt etc dar green plain 8checed light 2lue

    "s them to descri2e each other using suita2le words from each category.

      I sp$ 3it4 m$ little e$e somet4ig egiig 3it4 * letter AB8

    The o2ects sighted must 2e in view of all the students in the classroom.

    10 Simo sa$s (A,tio ers * Parts o% t4e od$"

    St#dets s4o#ld ol$ oe$ t4e ,ommads i% $o# pre%a,e ea,4 oe 3it4 Simon says. I%

    $o# omit t4e pre%a,e Simon says a$ st#det 34o oe$s t4e ,ommad ,a o loger

    parti,ipate i t4e game T4e last st#det to remai i t4e game is t4e 3ier

    Simon says9 hands up, hands down, thum2s up, thun2s down, fingers up, fingers

    down.

    Simon says9 touch your eyes 8 ears 8 nose 8 mouth with the forefinger 8 middle finger 8 ring

    finger 8 little finger 8 of your (right)(left) hand.

    Simon says9 put your right hand 8 left hand 8 2oth hands on your right 8 left nee.

    Simon says9 shut 8 open your eyes, stand up 8 sit down, stand on your right 8 left leg.

    Simon says9 2end your nees 8 2ody, straighten your nees 8 2ody.

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    Simon says9 fold your arms, put your arms 2y your side.

    Simon says9 wave your right hand, ST, ump up and down, ST.

    Simon says9 point at the ceiling 8 floor with the forefinger8 middle finger 8 ring finger 8 little

    finger 8 of your right 8 left hand.

    11 T7L7RA:S J :7SSA7S J A

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      >Aueen %liPa2eth II

    4icy 4ouse 4innie 4ouse Stan Laurel liver $ardy

    Ming Nuan Aarlos >ueen Sofia "ndrF "gassi Steffi raff  

     !elson 4andella &innie 4andella Nohn Lennon #oo no

    'ichard Burton %liPa2eth Taylor Bonnie (gangster) Alyde (gangster)

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    TarPan Nane (ungle girl) The Lone 'anger Tonto (cow2oy)

    rince Aharles rincess Diana Aindarella rince Aharming

    1& W4at's m$ atioalit$@ W4o am I@

    Student (") thins of a atioalit$

    Student (B) ass9

    Do you wear==============@

    Do you drin 8 eat ========= @

    Do you play (sport) or (game)@

    Do you play the (musical instrument)@

    Does it rain 8 snow a lot there@

    Is it very hot 8 very cold there@

    Do the people lie ====== there@

    "re the people there tall 8 short 8 romantic 8 hardGworing 8 rich 8 poor@

    Student (") thins of a %amo#s persoH %i,titio#s ,4ara,ter or ,artoo ,4ara,ter@

    Student (B) ass #%S8! ?uestions as in 12 id Yo#r Parter

    19 W4at's m$ +o@ (%rom ope lists" #essig games (,losed lists"

    #estios %or t4ose g#essig

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    Do you wor indoors or outdoors@ 8 in a trade or profession@ 8 in a factory or an office@

    Do you wor with your hands@ Do you wear a uniform@ Do you wor long hours@

    Do you wor from 3G-@ Do you wor regular hours@ Do you wor at weeends@

    Do you wor with people or machines@ "re you in a service industry@

    Do you sell something@ Do you earn a lot of money@ 4ust you have good ?ualifications to do

    your o2@

    6os

    ROUP 1

    . police officer *. nurse +. farmer . shopeeper  

    -. scientist /. artist 0. princess 1. dressmaer  

    3. civil engineer 5. 2riclayer . caretaer *. accountant

    ROUP 2

    . singer *. coo +. secretary . student

    -. driver /. engineer 0. president 1. painter  

    3. chiropodist 5. fishmonger . receptionist *. mathematician

    ROUP &

    . actor *. teacher +. manager . soldier  

    -. gardener /. musician 0. writer 1. chemist

    3. social worer 5. surgeon . 2eeGeeper *. newsagent

    ROUP 9

    . doctor *. housewife +. 2aer . pilot

    -. factory worer /. cow2oy 0. 2uilder 1. dentist

    3. solicitor 5. secret agent . dustman *. airGhostess

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      :imig lists o% +os. A ! B teams

    St#det A chooses !% of the o2s in ro#ps 1 ad 2 a2ove.

    St#det B chooses !% of the ops in ro#ps & ad 9 a2ove.

    The students have to mime their o2s so their partners can guess what they are.

    1= T4e Airlie >7LP des; mimig

    &rite a role card for each student in the class giving them a pro2lem which could occur in an

    airport. %ach student has to mime their pro2lem. The class try to guess the pro2lem 2y asing

    ?uestions, 2ut the student with the pro2lem is not permitted to spea. They can only signal

    #%S or !.

    This is a good game for teaching voca2ulary in a memora2le conteEt. The stranger the

     pro2lem, the more pro2a2le it is that the words will 2ecome part of the classCs active

    voca2ulary.

    7Cample o% a prolem.

     y "ie$s gone through passport control  "ith my boarding card % She is "earing a long red

    coat and is carrying a rolling pin. 0an you ind her(

     A pigeon has lo"n into the 1ood &all and is eating the ruit cake%

    The game is especially good for supplying the right formulae in difficult situations where

    languages may 2e a pro2lem9

    The "irline $%L des can 2e moved to another environment e.g. a language school, a

    hospital or a hotel (See A 4aley ; DuffCs hotel receptionist).

    1 T4e YesJ

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    thatCs not correct, eEactly, precisely, thatCs right, thatCs correct, I thin so,

    pro2a2ly, possi2ly, usually.

    The ?uestioners can try to trap them through deli2erate misunderstanding and

    echo uestions9 Did you say usually@ So you said you live in Stuttgart@ erhaps@

    #estios

    Do you come from "ustralia@ "re you sure you donCt@

    "re you single or married@ So youCre divorced. #ouCre not interested in marriage@

    Do you lie %nglish food@ So you LH% %nglish food. #ou thin itCs the 2est in the world@

    $ave you 2een to Olorence@ So you havenCt 2een to Italy@

    &hich is more important G health or money@ #ou said health@

    $ow many 2rothers and sisters do you have@ Oifteen@

    &ould you lie a million pounds@ So youCre not interested in money@

    "re you more intelligent than your parents@ So youCre less intelligent@

    Did you say you were stupid@

    Do you lie your teacher@ Is he 8 she the 2est teacher youCve ever had@

    The 2est in the world@

    &hat are your ho22ies@ So you lie listening to fol music@

    Aan you use a computer 8 play the piano@ #ou can@

    1E Word i edge3a$s (8oersatio game"

    Students wor in pairs. %ach partner is given a strip of paper with an unusual sentence written

    on it. They eep this concealed. If possi2le they try to learn the sentence off 2y heart.

    Then they start conversing a2out any su2ect, 2ut their real o2ect is to get their given

    sentence into the conversation without their partner realising and 2efore their partner is a2le

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    to do the same. To do this successfully they have to move the topic of conversation towards a

    conteEt in which their sentence could naturally occur.

    Sample sete,es %or strips.

    1 T4e %armer 3as ,arr$ig a $ello3 g#itar

    2 7lis Presle$ 3as 3aitig o Brig4to Statio

    &T4e ottles 3ere %#ll o% gree mil;

    9 S4e ;issed 4im o t4e ose ad 3et to ed

    = T4e re,4 st#det 3rote t3et$ loe letters

    T4e poli,ema 3as dressed i pi; s4oes ad a o3tie

    E T4e plae laded o t4e roo% o% B#,;ig4am Pala,e

    F T4e ea#t$ -#ee made me a ,#p o% tea

    G T4e %l$ too; o%% agai ad laded o m$ pillo3

    10 T4e dog slipped o t4e aaa s;i ad ro;e its leg

    11 T4e 3ater 3as so deep t4at t4e ,4ild 4ad to ,all %or 4elp

    12 T4e ;ig 3as glad t4at ood$ 3ated 4is a#tograp4

    To win the game, you have to continue speaing for a while a%ter gettig $o#r sete,e ito

    t4e ,oersatio 3it4o#t eig ,orre,tl$ ,4alleged #ou can also win 2y ,orre,tl$

    ,4allegig $o#r parter as soo as $o# t4i; t4e$ are re,itig t4eir  sete,e If your

    challenge is wrong, you lose the game. It is therefore good strategy to set traps for your

     partner 2y including strange sentences in the conversation which differ from your given

    sentence.

    1F 8ose-#e,es (Paper ! Pe,il game"

    %ach student is given an " sheet of paper with some fields to fill in. They only fill in !%

    field in order (from the top to the 2ottom) and fold the sheet over to the neEt continuous line ===================================================== to hide what they have

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    written. They then pass the paper on to the neEt student who fills in the neEt field and fold the

     paper over to the neEt line 2efore handing the sheet to the third student. This continues until

    all the fields are hidden. The paper is then passed on once again. %ach paper will contain an

    amusing story (se?uence of events). This is read aloud 2y the student. If the studentCs reading

    is poor, then the teacher should read the story out again using correct intonation and stress to

     2ring out the humour.

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     =========================================================================== 

     == 

    1G 8>ARA57S. oo; J pla$ J sog J %ilm J m#si,al

    ne or two students agree on the title of a song, a 2oo, a play, a musical, a TH programme

    or a film (!ote that films are often given different titles in different countries). They then tellthe class how many words there are in the title. If any definite or indefinite articles occur in

    the title, the students must tell the class where they occur in the title. They must also say

    whether the title is from a song, a 2oo, a play, a musical, a TH programme or a film. They

    must not say the name of the title.

    %:"4L%S (If the students are at a lower level, you can give them the titles)

    Fatal Attraction (* words) (The title is from a film)

    Cats ( word) (The title is from a musical)

    Gone With The Wind  ( words9 the +rd word is the definite article) (ItCs from a film)

     Red is the colour ( words9 +rd word is the definite article G a song)

     Starlight Express (* words) (ItCs from a musical)

    Chess ( word) (ItCs from a musical)

     I anna hold you hand  (- words. *nd word is slang made up from * words9 a song)

     !loing in the Wind  ( words9 the +rd word is the definite article) (ItCs from a song)

     "y !onnie lies o#er the ocean (/ words9 the -th word is the definite article G a song)

     Imagine ( word) (ItCs from a song)

     $es "iserables (* words including the Orench definite article) (ItCs from a musical)

    %ctopussy ( word) (ItCs from a film)

    From Russia ith $o#e ( words. ItCs from a film)

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    %li#er Tist  (* words) (ItCs from a 2oo)

     &aperbac' riter (* words G a song)

     EastEnders ( word with a capital letter in the middle) (ItCs from a TH program)

    Tom and (erry (+ words G a TH programme)

     &opeye the Sailorman (+ words9 *nd word is the definite article G a TH programme)

     )eighbours ( word) (ItCs from a TH program)

     Romeo and (uliet  (+ words) (ItCs from a play)

     A "idsummer )ight*s +ream ( words9 the st word is the indefinite article) (a play)

    T4e st#dets 34o 4ae t4o#g4t #p t4e title t4e 4ae to mime it  They can point to any

    R7ALIA (e.g. maps on the wall) in the classroom. If the game is proving too difficult for

    every2ody, allow the mimers to setch on the 2oard or mae animal noises, 2ut T$%# 4ST

     !T &'IT% or give away any of the words in the title.

    T4e ot4er memers o% t4e ,lass 4ae to g#ess t4e title . #ou can set a time limit or limit the

    num2er of guesses. The game is one of coGoperation 2etween the students who are miming

    and those who are guessing. " ?uic result points either to an easy title to mime or  good

     paralinguistic communication skills.

    Some students lie to mime every word in the title in consecutive orderQ others mime wholesituations which point to the full title.

    20 20 #estios. "nimal, Hegeta2le or 4ineral ("2stract with H connections)

    " student thins of any o2ect, su2stance, animal, person or a2stract noun and declares

    whether it is animal, vegeta2le, mineral or a2stract ()loe) would 2e declared as abstract"ith animal connections) (People count as animalJ)

    hrases which identify a wellGnown o2ect such as uncle Tom$s cabin are permitted.

    The other students are limited to *5 ?uestions. If they cannot guess the word(s) within the

    allotted num2er of ?uestions, then they lose the game. This is a competitive game. The class

    can compete against the teacher, taing e?ual num2ers of turns at selecting the o2ect or

    asing the ?uestions, and the T%"A$%' and STD%!T scores can 2e recorded on the

     2oard. Teachers should adust the level of difficulty when it is their turn to select o2ects to

    mae a fairly e?ual contest.

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    Biliograp4$

    4aley, "lan A *55- Drama Techni?ues9 a resource 2oo of communication activities

    4aley ; Duff A 301 repr 315 Drama Techni?ues in Language Learning

    Lee,&' Language Teaching ames ; Aontests

    Top of age

    T%"A$I! I!D%: R !%:T

    a. Twenty >uestions ($armer,*55)

    Twenty ?uestions is one ind of guessing games. The essential rule of this game is

    that someone nows something and others must find out what it is (&right et al.,31). This

    game is a useful teaching techni?ue since it can create a true communicative situation and

    com2ine the language practice in fun and eEcitement ways.

    • rocedures9

    Students are divided in two teams. %ach team thins of an o2ect and tell the other

    team that the o2ect is either animal, vegeta2le, or mineralG or a com2ination of two or three

    of these. If team " is in charge, so team B has to find out what the o2ect is 2y asing only

    yes8no ?uestions such as Aan you use it in the itchen@ , and team " can answer the?uestion in a complete answer lie !o,we canUt or ust in short answer lie !o or #es.

    If team B can find out what the o2ect is in twenty ?uestions or less, team B will get point. "t

    this phase, the teacher should arrange how many point that the team B will get if they can

    answer it in ust five ?uestions, ten ?uestions, or fifteen ?uestions, e.g. in or less than five

    ?uestions, the team will get *5 points, in or less than ten ?uestions the team will get -

     points, and so on.

    a. &here are 4y lasses@ (&right et al.,31)

    &here are my glasses@ is one ind of pictures games. $ere, the pictures hold the

    main role in conducting the games and pictures can cue responses to ?uestions or cue

    su2stitution through controlled practice.

    • rocedures9

    . Teacher copies the set of pictures for each group.

    *. Teacher divides the students into group of three or four.

    +. Teacher gives out the pictures.

    http://www.amazon.co.uk/exec/obidos/ASIN/0521601193/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/312533067X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194327167/thehistorofbr-21http://www.btinternet.com/~ted.power/games.htmhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/esl1104.htmlhttp://www.amazon.co.uk/exec/obidos/ASIN/0521601193/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/312533067X/thehistorofbr-21http://www.amazon.co.uk/exec/obidos/ASIN/0194327167/thehistorofbr-21http://www.btinternet.com/~ted.power/games.htmhttp://www.btinternet.com/~ted.power/teflindex.htmhttp://www.btinternet.com/~ted.power/esl1104.html

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    . Teacher tells the students that they 2elong to a very untidy family, and are always

    losing things. The pictures consist of the large and small pictures. The large shows the

     pictures of their family livingroom and small pictures show things that they have lost.

    -. Teacher then ass each player of the group to find out from other where these things

    are and draw them in his8her picture. ne player should 2egin 2y asing &hereis8are myVV..@ and naming one of the lost o2ect, then the other player answers and

    if it is right s8he will get points and gets the neEt turn

    /.  A game for use in the language classroom 0. The idea for this game has been supplied by George Tomlinson. He teaches

    at Kuso Junior High School in Pusan, Korea. This page has been made usingGeorge's instructions and original tet. ! ha"e tried it #ith se"eral classes andit #or$s really #ell. 

    1.  A suggested blac$board layout. 3.  

    %&& && (&& )&&

    *ruit

    +eather

    ccupations

    -ody

    tc.  

    5.  Score 

    Team A Team -

    . !ntroduction/ ! currently teach at a Kuso Junior High School in Pusan, Korea for the

    go"ernment of Korea. ! ha"e found one game... that isn't ne#, but is 0uiteeffecti"e. !t needs to be modified. !n order to do this you can use a picturedictionary to get some ideas for interesting categories. ! ha"e recreatedScrabble and a number of  other games, but Jeopardy by far has been the most capti"ating. !ts beensuch a hit that ! am planning to design an entire curriculum around it. Ho# !plan on doing that is using it in con1unction #ith 2+ord by +ord/ Picture3ictionary2 tetboo$ and #or$boo$. 

    *. Ho# to Play/ 4opy the suggested blac$board layout 5abo"e6 onto the blac$board. 3i"ide

    the students into groups of teams. The numbers refer to the difficulty of the0uestions ie, %&& is "ery easy #hereas )&& is more difficult. 

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     A team chooses a type of 0uestion eg. -ody &&. 7ou then as$ the 0uestion/!t's in the middle of the leg and #e all ha"e t#o of them. Ans#er $nee. 7outhen put a cross in the 2body &&2 bo so that this 0uestion #ill not be as$edagain. The team #ho gets the right ans#er can continue to pic$ thecategory... The team #ith the most points #ins... 

    +. 8otes/ ! delegate the tas$ of #riting on the blac$board to the classroom presidentand the classroom "ice president. This allo#s me the chance to monitor theeercise and all ! ha"e to do is gi"e the category descriptions. As studentsget better some of them #ill e"en be able to deli"er the descriptions of thecategories themsel"es as the 94 of the game. ! ha"e tried distributing a"ersion on paper but ! ha"e found that in this case the students are too busyloo$ing at their paper rather than listening to #hat ! am saying. This detractsfrom the listening s$ills that they can ac0uire and they don't see the TP: ! amperforming so that the meaning of the #ord gets permanently recorded into their long term memory ban$. 

    . Some Possible 4ategories/ 

    -. Places/ 5Geography6 Places/ 5Around To#n6 -an$, Store School/ 54lassroom6 54lassroom actions6 5TP:6 *amily/ 5t#ins, brother;in;la#, great grandmother, nephe#, cousin6  Acti"ities/ 5e"eryday6 #or$, coo$, clean, dri"e 

    +eather/ dri

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    This is my hand and this is 5pointing to it6.... #rist  This is my #rist and these are my...... fingers These are my fingers and this is my.... thumb This is my thumb and this is my......... pin$y