Promoting speaking in the classroom

Fatima Al-Kathiri Promoting Speaking 1



(1)


(2)



WORD BANK QUESTIONS

posters

lamp

bed

ball

cat

frog/s

sweaters

socks

basketball

book/s

bin

chair

window

shoes

curtain

desk

carpet

pillow

blanket

camera

pencil

guitar

clown

jeans

wall

shelf

floor

wardrobe

messy

tidy

winter

LEVEL 1

What do you see?

Name 3 school items.

What is the color of the…. (carpet, curtain, chair, shelf..)

Where is the …. (cat, pink frog, blue book, camera..)

How many… (frogs, books..)

Is the room messy / tidy? Why?

Is it winter? How can you tell?

LEVEL 2 Do you think it’s a boy’s room? Why? Where is he right now? Do you think he likes sports? Music? School? What do you like about this room? Would you like this room to be yours? Why?

LEVEL 3 Describe your room Describe your dream room Extension activity: Write 5 sentences describing the picture/your room.


Person's

Name From Occupation Weekends

1. Saudi

Arabia relax at home

2. Jason America

3.

mechanic play baseball

4. Mona

5.

teacher read novels

Person's

Name From Occupation Weekends

1. Layla

doctor

2.

professor go fishing

3. Ali Kuwait

4. Egypt banker play cards

5. Hind Oman


Healthy Food Eating

Names of

students

Could you tell me how often

you eat green vegetables?

a. Every day

b. a few days a week

c. once a week

d. less than once a week

Could you tell me when

you last ate green

vegetables?

What did you

eat yesterday?

Student 1

Student 2

Student 3

Student 4

Student 5



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The evaluation rubric will measure proficiency in expressing oneself in English.

CATEGORY 4 3 2 1 Score

Grammar

Grammar covered in

class was used to

communicate

effectively.

A few minor difficulties

arose from not using the

grammar studied in

class.

Grammatical errors led

to many minor

difficulties or one major

breakdown in

communication.

Grammatical errors

severely hampered

communication.

Vocabulary

Vocabulary studied in

class was used to

express ideas

eloquently.

A few minor difficulties

arose from not using

appropriate vocabulary.

Some difficulties arose

due to limited

vocabulary and/or bad

diction.

Communication was

severely hampered due

to lack of vocabulary.

Fluency

Student acted as a

facilitator, helping the

conversation flow and

develop.

Some minor difficulties

maintaining the

conversation were

evident.

Some effort was

required to maintain the

conversation. There may

have been a few long

pauses.

Much effort was

required to maintain the

conversation. There may

have been many long

pauses.

Listening

Student responded to

questions with

appropriate answers,

acknowledged all

statements, and

incorporated them into

the discussion.

Student responded to

most questions,

acknowledged most

statements, and

incorporated many of

these into the

conversation.

Student failed to answer

some questions

appropriately OR failed

to acknowledge some

statements and

incorporate these into

the conversation.

Student didn't

understand or ignored

most questions and

statements. Student

may have been using

notes.

Voice and non-verbal

communication

Pronunciation was clear

and inflection and

expressions were used

to enhance

communication.

No serious problems

arose, but better

pronunciation,

inflection, and/or non-

verbal communication

could have made

communication more

efficient.

Some communication

problems arose due to

unclear pronunciation

and/or lack of inflection

and/or expression.

Student may have been

difficult to hear.

Pronunciation,

inflection, and/or

expression confused

communication. Student

may have been very

difficult to hear.

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Promoting speaking in the classroom