1. Noticing AGAIN! Can you think of
activities to focus on ACQUISITION
(use the tape scripts to so do).
Read the text on pages 166 & 167
for next class, and bring materials/
ideas about the topic of respect
and discrimination.

3. Before we
analyse it,
let’s do it

4. A. Conversational
Routines
B. Styles of Speaking
C. Functions of speaking

5. Conversational
 This one’s on me
Routines  It was lovely to see you
 Thanks for coming
 I don’t believe a word of it
 I don't get the point
 You look great today
 Nearly the time. Got everything
 As I was saying
 I’ll be making a move then
 I see what you mean
 Let me think about it
 Just looking, thanks
 I’ll be with you in a minute
 It doesn’t matter

6. DO YOU KNOW WHAT I MEAN…
AT THE END OF THE DAY…
AND ALL THE REST OF IT
AND ALL THAT SORT OF THING
I DON’T KNOW WHAT IT IS
AND THIS, THAT AND THE OTHER
FROM THE POINT OF VIEW OF…
A HELL OF A LOT OF…
IN THE MIDDLE OF THE NIGHT
DO YOU WANT ME TO DO…
ON THE OTHER SIDE OF THE…
I DON’T KNOW WHAT TO DO…
IF YOU SEE/ KNOW WHAT I MEAN
DO YOU WANT TO HAVE A…

7. Styles of Speaking
 Got the time?
 I guess it must be quite late now?
 What’s the time?
 Do you have the time?
 Can I bother you for the time?
 You wouldn’t have the time would you?

8. Styles of Speaking
 Have you seen the boss?
› Have you seen the manager? LEXICAL
 Whachadoin?
› What are you doing? PHONOLOGICAL
 Seen Joe lately?
› Have you seen Joe lately?
GRAMMATICAL

9. Functions of Speaking
1. Talk as interaction
2. Talk as transaction
3. Talk as performance

10. Talk as Interaction = Conversation
(see sample dialogue)
Examples:
 Chatting to an adjacent passenger during a plane flight (polite
conversation that does not seek to develop the basis for future
social contact)
 Chatting to a school friend over coffee (casual conversation that
serves to mark an ongoing friendship)
 A student chatting to his or her professor while waiting for an
elevator (polite conversation that reflects unequal power between
the two participants)
 Telling a friend about an amusing weekend experience, and
hearing him or her recount a similar experience he or she once had
(sharing personal recounts)

11.  Has a primarily social function
 Reflects role relationships
 Reflects speaker’s identity
 May be formal or casual
 Uses conversational conventions
 Reflects degrees of politeness
 Employs many generic words
 Uses conversational register
 Is jointly constructed

12.  Opening and closing conversations
 Choosing topics
 Making small-talk
 Joking
 Recounting personal incidents and
experiences
 Turn-taking
 Using adjacency pairs
 Interrupting
 Reacting to others
 Using an appropriate style of speaking

13. Talk as Transaction
(see sample dialogue)
Examples:
 Classroom group discussions and problem-solving activities
 A class activity during which students design a poster
 Discussing needed computer repairs with a technician
 Discussing sightseeing plans with a hotel clerk or tour guide
 Making a telephone call to obtain flight information
 Asking someone for directions on the street
 Buying something in a shop
 Ordering food from a menu in a restaurant

14.  It has a primarily information focus.
 The main focus is on the message and not the
participants.
 Participants employ communication
strategies to make themselves understood.
 There may be frequent questions, repetitions,
and comprehension checks, as in the
example from the preceding classroom
lesson.
 There may be negotiation and digression.
 Linguistic accuracy is not always important.

15.  Explaining a need or intention
 Describing something
 Asking questions
 Asking for clarification
 Confirming information
 Justifying an opinion
 Making suggestions
 Clarifying understanding
 Making comparisons
 Agreeing and disagreeing

16. Talk as Performance
Examples:
 Giving a class report about a
school trip
 Conducting a class debate
 Giving a speech of welcome
 Making a sales presentation
 Giving a lecture

17.  A focus on both message and
audience
 Predictable organization and
sequencing
 Importance of both form and
accuracy
 Language is more like written
language
 Often monologic

18.  Using an appropriate format
 Presenting information in an
appropriate sequence
 Maintaining audience engagement
 Using correct pronunciation and
grammar
 Creating an effect on the audience
 Using appropriate vocabulary
 Using an appropriate opening and
closing

19. Now identify the
different activities
and categorise
them.
(see activities Upstream)

20.  Discuss
 (P. 165)
 Useful language + discuss
 (P. 171 Ex 18 & 19)
 Useful language + discuss
 (P. 172 Ex 20a & b)
 Discuss
 (P. 172 Ex 21a)
 Exam Practice: Individual long turn
 (P. 173 Ex 26)

21. And what
about these?
(see activities CELTA p. 56-59)

22.  What will be the focus of the activity – talk
as interaction, transaction or performance?
 How will the activity be modelled?
 What stages will the activity be divided
into?
 What language support will be needed?
 What resources will be needed?
 What learning arrangements will be
needed?
 What level of performance is expected?
 How and when will feedback be given?