The document outlines stages and aims of a speaking activity on shopping for English language learners. It includes 5 stages: 1) unjumbling sentences into questions with a partner, 2) checking answers, 3) asking questions of their partner and remembering answers, 4) finding a new partner, 5) telling the new partner about the previous partner's answers. The aims are to familiarize students with question forms and language, encourage thinking about the topic, build confidence, and recycle knowledge through communication with different partners. Effective motivation factors discussed include interesting topics, correct preparation, praise, personalization, a comfortable environment, varied activities and communication opportunities, clear learning aims, and an engaged teacher who uses students' names and nonverbal

1. MOTIVATING YOUR
STUDENTS
Presented by: Des Kearney and Johansyah

2. Speaking tasks:
1: Talk to your partner.

3. Speaking tasks:
2: Talk to your partner about sport.

4. Speaking tasks:
3: Talk to your partner about shopping.
Stage 1: With your partner, unjumble the sentences
to make questions.
Stage 2: Check your answers.

5. 1) Do you like shopping?
2) How often do you go shopping?
3) What’s your favourite type of shop?
4 Are there any shops you don’t like?
5) Do you like shopping alone, or with a friend?

6. Speaking tasks:
3: Talk to your partner about shopping.
Stage 1: With your partner, unjumble the sentences
to make questions.
Stage 2: Check your answers.
Stage 3: Ask your partner these questions and
remember their answers.
Stage 4: Find a new partner.
Stage 5: Tell your new partner about your last
partner’s answers.

7. With your partner, think about the 3 speaking
activities you have just done.
What was good or bad about each one?
3 minutes.

8. Read the handout “Why aren’t my students
speaking?”
Can you think of any extra information?
3 mins.

9. Each group has a set of cards that show the
STAGES and STAGE AIMS of the 3rd speaking
activity.
Put the STAGES in order.
Match the AIMS with the STAGES

10. Stage Stage aims
give out jumbled sentences about This familiarizes them with the language and form of
sport, in pairs students un-jumble, to the questions, and they may start to think about the
make good questions topic and their answers as well
Check correct questions on OHT so they can all be sure they got the correct answers
Drill questions with whole class, trying This makes the students much more confident. They
to encourage them to use body will believe they can produce the target language
language, gesture, and realistic correctly after this stage, and so they will speak
intonation more loudly, and will feel more confident and
relaxed
Tell students to ask and answer with a
partner, set a time limit, and tell The students want to talk. The time limit makes
them to remember their partner’s them think they should get on and start. Telling them
answers. to remember should make them listen more
carefully, and prepare them for the next task.
Then walk around monitoring You walking around listening will motivate them to
do their best. If you just sit down behind your desk,
they may feel demotivated… they may even start
speaking Bahasa Indonesia
Instruct students to tell a new partner This recycles the knowledge from their previous
about their old partner (your conversation, and allows for more communication,
instructions have to be clear and and variation of partners.
simple here)
Your students will remain motivated and on task if
Again, walk around monitoring they know you are listening

11. Discuss in your groups:
What factors are important for
motivating our students?
3 mins.

12. • Interesting real-life topics and contexts.
• Students are correctly set up (prepared) for tasks.
• Students are praised for both effort and correct use.
• Materials are personalized.
• The class is an environment where students are confident to
try the language and not afraid to make mistakes.
• A variety of task and activities are used.
• There are opportunities for genuine communication.
• There are clear and achievable learning aims for each lesson.
• The teacher is interested in students as individuals.
• The teacher uses students’ names.
• The teacher makes eye contact and uses gestures.

13. FINAL QUESTIONS

14. THANK YOU