The document provides instructions for upcoming class activities, including reading about respect and discrimination, discussing conversational routines and styles of speaking, and categorizing sample speaking activities as interaction, transaction, or performance. Students are asked to think of ways to focus on language acquisition using tape scripts and bring ideas to the next class.

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?