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.

1. Freer speaking activities

2. ‘Grammar for Language
Teachers’ course

3. Contents
What are freer speaking activities?
Why have freer speaking activities?
What makes them successful?
What problems can arise?

4. Accuracy Fluency
Controlled Freer
practice practice

5. Why have
freer
speaking
activities?

7. Isn’t this just conversation
practice?

8. Language Language
Speaking
input input

9. Language Language
Speaking
input input

10. PPP
Language
Speaking
input
Presentation
Practice
Production

11. Task Based Learning
Dogme
Speaking Language
input

12. Language Language
Speaking
input input

13. What
makes
them
successful?

14. Example
activity 1

15. 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

16. Language Language
Speaking
input input
Adjectives of
personality
Describing people

17. Example
activity 2

20. Teenagers
Is there any chance of –ing
Would you mind if I –ed
I’d be really careful…
Parents
I don't think that’s a great idea.
I’d like to but….
If you borrowed it, you’d probably….

21. Parents

22. Error Correction
If you would borrow the
car, you would crash!
Please let me to borrow it!
You will accident.

23. Language Language
Speaking
input input

24. What
makes
them
successful?

25. An
interesting
topic
Note: Cultural sensitivity

26. Personalisation

27. Warm up
Model
Time for preparation

28. Purpose
Structure
A bit of
conflict can
Structure
help!
Level

29. Relaxed atmosphere
Even participation
Appropriate level

30. How would you set this up?
Problems
You want to give up smoking
Your child is being bullied at school
You have a really bad headache
You’ve lost your job.
Your girl/ boyfriend has left you.
Your life is boring.

31. What problems can arise?

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.