15. Mingling
To mingle = to move around and talk to people especially at a social event). These
activities are often designed to practise question asking and answering.
18. 1…...has been teaching for more than 5 years.
2…..encourages his/her pupils to read English outside the class.
3…..feesl really confident about teaching pronunciation.
4….often adapts( or feels he/she would like to adapt) the course book.
5…uses drama techniques in his/ her teaching.
6…finds organizing group work problematic.
7….doesn’t feel confident about their understanding of the Competency-
Based Approach .
8….liked English at school because the teacher was enthusiastic and
motivating.
9….spends a long time preparing lessons .
FIND SOMEONE WHO ……………….
19. Activity Type Find someone who
Interaction ----------------------------------------------------------------
Aim (s) ----------------------------------------------------------------
Skill ----------------------------------------------------------------
DISCUSS How could you adapt this task ?
-------------------------------------------------------------
Why is a mingle activity very useful ?
--------------------------------------------------------------
What drawbacks can you predict ?
---------------------------------------------------------------
21. Speaking is the process of building and sharing meaning
through the use of verbal and non verbal symbols , in a
variety of contexts .
Speaking is crucial part of second language learning
22.
23.
24.
25.
26.
27. Speaking and writing are ………………
receptive skills
Listening and reading are ………………
productive skills
28. Task : Answer the following questions .
1. Are the receptive skills passive ? Why ?
Because the learners receive and
understand language
2 . How about the productive skills ?
They are active because the learners
produce language
31. Group work
Why don’t students talk in the English language
classroom?
Discuss in your group .
Make notes on your flipchart .
Stick the poster on the wall . ( wall gallery )
And now let’s share !
32.
33.
34. Lack of vocabulary
Lack of confidence
Lack of knowledge/experience
Lack of exposure
Lack of encouragement
Don’t realize how much English they know
Teacher doesn’t insist on English being used in the
classroom
Teacher doesn’t use English
38. 1.Should insist on learners speaking English in class .
2.Should accept answers tactfully, even if they are
wrong .
3.Needs to pick language s/he chooses carefully .
THE
TEACHER
4.The instructions should be simple and clear .
5.The instructions should be given in a logical order .
39. The learners get a lot of practice and language input from each
other
The learners are not put off when giving answers and confidence
is retained
Effective grading of language helps students to understand
6.The teacher should speak slowly and utter well .
7.The teacher should check if the learners have
understood the insructions by asking them questions .
40. THE
LEARNERS
1.Need to be tolerant of each other.
2.Should not laugh at each other.
3.Should make an effort to speak English.
• Mockery increases hang-ups (a persistent cause of annoyance)
• Everyone is in the same boat
• Practice makes perfect
41. THE
ATMOSPHERE
1. Should be relaxed.
2. Should encourage everyone to participate.
1. If learners feel relaxed they will feel more ready to participate…
2. They feel they are in a safe environment where they can
experiment / make mistakes without being laughed at.
42. Correction
1.It is not necessary to correct every mistake.
2.The teacher should not correct rudely.
3.Learners can correct each other.
.Decreases confidence if you know that every utterance will be
corrected
.Mutual respect – rudeness is unnecessary
.Increases confidence
.S-s correction takes focus off the T
43. Acitivities
1. Should have lots of pair and group work .
2. Should include interesting topics .
3. Should be varied .
. So that interaction is encouraged
. To keep attention and prevent boredom
. To increase involvement
46. MATCH THE DIFFERENT TYPES OF
SPEAKING ACTIVITIES BELOW WITH
THEIR DESCRIPTIONS
47. FEEDBACK
1.Guessing game :
Students ……………………………………………………………………………………….yes or no questions.
2. Discussion :
Students ………………………………………………………………………………….about each statement.
3. Projects :
Students ……………………………………………………………………..is finally recorded onto tape.
48. 4. Information gap :
Students work in groups………………………………………………to try to discover the story.
5. Presentations :
Each student is asked …………………………………………………….read from a prepared text.
6. Drama :
Students …………………………………………………………………………they have recently learned.
7. Ranking :
Students are given ………………………………………………..of a friend/a teacher/a spouse.
49. 8. Jigsaw activities :
Students work in groups …………………………………………………………..order of the sections.
9. Role play :
The class has ………………………………………………………………………………….and advises him/her.
10. Problem-solving :
Students work in pairs ……………………………………………………………….to complete a task.
50.
51. What kinds of activities did
the teachers use to create
real communication ?
54. SETTING UP SPEAKING
ACTIVITIES
•Before you decide which kind of
speaking activity to use in your
class, it’s important to decide if
you want to focus on ……………
55. means that the students speak freely and
confidently using their own words.
means that students speak, as far as
possible with correct grammar and without
vocabulary and pronunciation mistakes.
73. Planning a lesson
Metaphors
To me a good lesson is like ……………Here are some
suggestions. Choose one or think of your own
metaphor to describe a good lesson.
A Symphony a meal a road map
a journey …….
74. Brainstorming
Make a list of good aspect of a good lesson.
Use as many « post it » as you can and stick them on you
respective posters.
Is your list complete ? No -- Add
Duplication ? Yes----- remove
No -------Classify
75.
76.
77. I Preparation
To expend students’ vocab
e.g. visual aids
II Presentation
Conveys the meaning of new materials / language to students
e.g. Yes / No questions.
78. III Practice
Engage the students in an interchage of communication
using what they have been learning .
1.Mechanical
a. Controlled Activities
e.g. drilling of set phrases or
Sentences ----->
b. Guided Activities
e.g. students adapt a model
dialogue ----->
2. Creative
Free Activities / Use
e.g. a communication task
Accuracy________________Fluency
82. A Free Speaking Activity
Label the points below :
B: something to do Before the students begin
speaking.
W: something to do While the students are
speaking.
A: something to do After the students have done
the speaking activity
83.
84. 1- Give the students
time to prepare.
Before
2- Get the students
interested in the topic.
Before
3- Think about how long the
activity will take, the
materials needed and how
you will give the
instructions.
Before
85. 5- Make sure the students
know the aim of the activity.
You can remind them of useful
language.
4- Perhaps choose the
best group to re-do the
activity in front of the
class.
After
Before
86. 6- Give the students feedback
about their performance – who
succeed in completing the
task.
7- Monitor the students while
they do the activity, but don't
interrupt. They might ask you
for help.
While
After
87. 8- Think about what
language the students will
need to do the activity
(grammatical structures,
vocabulary, etc.) and any
problems they might have
Before
88. 9- Decide on the aim of the
activity –What do you want
your students to do and why?
Remember that they must
have a reason for
communicating. For example,
find out who in your group
has the highest number of
relatives.
Before
92. Micro teaching
A group presentation class. Choose a
presenter
I will give you an activity. You have 20 minutes
to plan your speaking lesson with your group.
Be prepared to teach the other groups.
93. What will the other groups be doing ?
They should be observing and taking
notes. Then give a feed back.
94.
95. Think of « 2 » stars and « 1 » wish
• I like the way you……………
• You provided a lot of samples
of……..
wish
• I wish to see more of ………
96.
97.
98.
99.
100. FEEDBACK
1.Guessing game :
Students work in small groups. Student A is given the name of a famous person.
The other Sts have to discover the identity of student A by asking yes or no
questions.
2. Discussion :
Students work in groups with a series of statements on a topic they have read
about. Together they have to try and agree about each statement.
3. Projects :
Students prepare a radio news programme. They have access to newspapers and
they appoint an editor who is responsible for coordinating the preparation of
the stories for broadcast. The programme is finally recorded onto tape.
101. 4. Information gap :
Students work in groups. Student A is given a strange story and an explanation
of the background. Student A tells the rest of the group the story. The other
Sts in the group ask questions to try to discover the story.
5. Presentations :
Each student is asked to prepare a talk of about 3 minutes on a hobby of
theirs. They cannot read from a prepared text.
6. Drama :
Students perform dialogues in a variety of different ways. They may also
write short plays, using language they have recently learned.
7. Ranking :
Students are given a possible list of adjectives describing personality. In groups
they must agree on the three most important characteristics of a friend/a
teacher/a spouse.
102. 8. Jigsaw activities
Students work in groups of four. Each student has a different section of
an original text. Without showing the material to each other, they have to
decide the correct order of the sections.
9. Role play :
The class has been studying illness and medicines. Students work in pairs.
B is a patient who goes to the doctor with a health problem. A plays the
role of a doctor, listens to B’s symptoms and advises him/her.
10. Problem-solving :
Students work in pairs or groups to share information in order to complete a
task.
103. 1- Give the students time to prepare. ( )
2- Get the students interested in the topic.( )
3- Think about how long the activity will take, the materials needed and how you will give the
instructions.( )
4- Perhaps choose the best group to re-do the activity in front of the class.( )
5- Make sure the students know the aim of the activity. You can remind them of useful
language. ( )
6- Give the students feedback about their performance – who succeed in completing the task.
( )
7- Monitor the students while they do the activity, but don't interrupt. They might ask you for
help. ( )
with language but encourage them to continue speaking so as not to break the flow of their
speaking. ( )
8- Think about what language the students will need to do the activity (grammatical
structures, vocabulary, etc.) and any problems they might have. ( )
9- Decide on the aim of the activity –What do you want your students to do and why?
Remember that they must have a reason for communicating. For example, find out who in your
group has the highest number of relatives. ( )
10- Finally, focus on the language errors they have made. ( )
Editor's Notes
To tease the learners ,
Can you guess today s topic ?
narrator /nəˈreɪ.tə r / /ˈnær.eɪ.t ̬ɚ/ noun [ C ]
Two possibilities :
The trainer gives a sum up about the story and the trainees guess the title .
The trainer introduces the picture or the title and ask the trainees to give a short sum up .
princess /prɪnˈses/ , /ˈ--/ noun [ C ]
It s a strategy that will help you learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-share technique.
The Little Prince was published in 1943 by a French writer named Antoine de Saint-Exupery
https://www.youtube.com/watch?v=uaWHWO4Z5ic
tortoise /ˈtɔː.təs/ /ˈtɔːr.t ̬əs/ noun [ C ] an animal with a thick, hard shell that it can move its head and legs into for protection. It eats plants, moves very slowly and sleeps during the winter.
If the colleagues want to answer , they have to pass the ball
Criterion ( sing ) ,,,,,,,,,,,,,, Criteria ( plr )
