http://sandymillin.wordpress.com/efltalks20 Ways of extending speaking activities and reflecting on the success of them in your classroom

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Richer Speaking
How to get more out of speaking activities
Sandy Millin
EFL Talks, 5th September 2020
http://sandymillin.wordpress.com/efltalks20

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What do I want to know?
 3 questions
 Share – add 2 more
 Speak to your partner
 Did you find out what you wanted to know?
= Having a reason to listen
Tell your partner about you.

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Conversation questions
Speakout Upper Intermediate by Frances Eales and Steve Oakes (Pearson), page 22

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Language challenge
 List language you used (in L1 or English!)
 Grammar: tenses, sentence structures (conditionals?
relative clauses? etc.), modal verbs...
 Vocabulary: phrases, collocations, key words…
 Pronunciation: intonation, stress for emphasis…
 What else could you use?
 Try again!
 Did you use all the language?
= Adding repetition

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Role play
Straightforward Pre-Intermediate by Philip Kerr (Macmillan), page 103

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Who am I?
 Choose your role.
 Create a mini biography.
 Doctor: confidence level?, how many problem patients today?, hours worked?
 Patient: how many times have you seen a doctor about this? , how long waiting?
 How do you feel? Why? Before conversation? Later?
 Exchange, read, speak.
 Doctor: did you treat the patient successfully?
Patient: did you get the treatment you wanted?
= Preparing to speak

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Cambridge First Speaking part
3
Cambridge English First handbook for teachers for exams from 2015, Cambridge
English Language Assessment, p77

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Not me, you!
 Brainstorm your ideas.
 Take an object.
 How can you hand over the conversation?
 What do you think? Do you agree? How about…?
I really don’t think…, but maybe you do?
 Speak, pass on object. Don’t be last person speaking!
 Who lost? 
= Extending speech

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Reflection
 Choose 1 or 2 speaking activities you’ve done in the last
school year. Could you adapt them using these ideas?
 Do you often include stages like these? Why (not)?
 What other support do/could you give your students to
help them:
 prepare to speak?
 speak for longer?
 repeat activities in a varied way?
 have a clear reason to listen?
= Supporting students in speaking tasks

10. @sandymillinsandymillin@gmail.com
Richer Speaking
How to get more out of speaking activities
Sandy Millin
EFL Talks, 5th September 2020
http://sandymillin.wordpress.com/efltalks20
http://eltplaybook.wordpress.com
(Smashwords discount for ELTPB1 until 5/10/20 = TB33T)
What do I want to know?
Language challenge
Who am I?
Not me, you!
Supporting students in speaking
tasks