Teaching "Speaking" Part 10

Job priorities 

By.Susan Kay

 

ACTIVITY: Pair work: reading, speaking

AIM: To read about and discuss things that are important for people when looking for a job.

GRAMMAR AND FUNCTIONS: Talking about hopes, ambitions and preferences Would like to, want to, don't want to

VOCABULARY: Jobs

PREPARATION: Make one copy of the worksheet for each student in the class.

TIME: 20 to 30 minutes

PROCEDURE:

1. Ask the students to imagine that they are looking for a job and to think about the sort of job they would like. Brainstorm some of the things which they think are important in a job.

2. Give one copy of the worksheet to each student in the class and explain that they are going to read the answers given by some students when asked What is important for you in a job?

3. When they have read the comments on the worksheet, each student should choose three points they agree with and one that they do not agree with and write them in the box provided at the bottom of the worksheet.

4. Now ask the students to work in pairs and explain their choices to their partner. I.

5. When they have done this, ask the students to think of a job which would suit each of the people interviewed.

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Teaching "Speaking" Part 9

Over the bridge. . . 

By.Susan Kay

 

ACTIVITY: Pair work: writing, reading, speaking

AIM: To write a description of an imaginary place to live. To complete a partner's description of an imaginary place to live.

GRAMMAR AND FUNCTIONS: Describing facilities: It's got ... There is/are

VOCABULARY: Features of a place to live

PREPARATION: Make one copy of the worksheet for each student in the class.

TIME: 30 to 40 minutes

PROCEDURE:

1. Give one copy of the worksheet to each student in the class.

2. Ask them to imagine that their ideal place to live is on the other side of one of the bridges in the pictures.

3. Each student should write a description of this ideal place without indicating which bridge they have chosen. They should describe: the features and facilities of their ideal place their own house why they like living there and what they do in a typical day in their ideal place.

4. When they have done this, ask the students to copy their description onto another piece of paper. This time they leave out every sixth word in their description.

5. Now ask the students to work in pairs and exchange their incomplete descriptions with their partner. They each write a suitable word in each blank in their partner's description then guess which bridge their partner chose.

6. Finally, the students show their original description to their partner and compare their own words with the words their partner chose to fill in the blanks.

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Teaching "Speaking" Part 8

Who’s who?

ACTIVITY: Pair work: speaking

AIM :To exchange information about two families.

GRAMMAR AND FUNCTIONS: Possessive 's Possessive adjectives

VOCABULARY: Family relationships

PREPARATION: Make one copy of the complete worksheet and cut it in half as indicated. Make one copy of the 'Family A and Family B' section for each student in the class. Make one copy of the 'Who's who?' section for every pair of students in the class and cut it in half as indicated

TIME: 40 minutes.

PROCEDURE:

1. Make sure the students understand the concept of a family tree.

2. Divide the class into two groups, A and B, and ask the students to work with a partner from the same group. : Give a copy of 'Family A and Family B' to each student in : the class. Give a copy of 'Who's who? A?' to each student j in group A and a copy of 'Who's who? B' to each student  in group B.

3. Ask the students to read the information on their 'Who's who?' and fill in the names on the corresponding family tree.

4.When all the students have filled in the names on their family tree, collect the who’s who? Section.

5.The students now work in pair of student A and student B. Ask the students to take it in turns to describe the relationships between the people on their completed family tree (without showing their completed

version to their partner) so that their partner can fill in the blank one on their worksheet.

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Teaching "Speaking" Part 7

A Holiday to Remember 

By.Susan Kay

ACTIVITY: Pair work: speaking Whole class: speaking, writing

AIM: To describe a holiday using pictures and to collect information and fill in a chart about other students' holidays .

GRAMMAR AND FUNCTIONS: Past simple: questions

VOCABULARY: Travel and holidays.

PREPARATION Make one copy of the worksheet for each student in the class. Separate the chart from the pictures and cut the pictures out as indicated.

 TIME: 40 minutes

PROCEDURE:

1. Ask the students to think of a good holiday they have had. Explain that they are going to describe this holiday to a partner using pictures.

2. Ask the students to work in pairs.

3. Give one set of pictures to each student.

4. Ask the students to choose pictures which illustrate the following details of their holiday: where they went, who they went with, when they went, how they got there, where they stayed and what they did there. The students should lay out the pictures in the order in which events happened. They should do this without saying anything at this stage.

5. In their pairs, the students take it in turns to look at their primness pictures and tell the story of their partner's holiday. They should each confirm or correct the details of their own holiday, and give additional relevant information to their partner.

6. When the students have finished exchanging information about their holidays, give one copy of the chart to each student in the class.

7. Ask the students to put their partner's name at the top of the column marked 'Student A' and to fill in that column with details of their pantheism holiday.

8. Now ask the students to interview two other students about their partners' holidays, and to write details in the columns on the chart marked 'Student B' and 'Student C'. Make sure they know how to ask the questions before L/ they start.

9. Using the notes they have written on the chart, each student writes an account of Student B's or Student C's holiday.

10. The students read their stories aloud, without mentioning' the name of the student and the class guess whose holiday it is.

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Teaching "Speaking" Part 6

Who Were they? 

By. Susan Kay

 

ACTIVITY: Group work: reading, speaking

AIM:

To answer questions in a quiz about famous people from history and fiction.

GRAMMAR AND Functions:

Past simple questions and short answers

VOCABULARY: General

PREPARATION:

Make one copy of the worksheet for each group of three to five students.

TIME: 40 minutes

PROCEDURE :

1. Divide the class into teams of three to five students. Ask each team to think of a famous person from the past, without telling the rest of the class who it is. They write a clue to this person's identity and a representative of each team reads it out. The other teams guess who the person was.

2. Explain to the class that they are going to answer questions in a quiz about famous people from history and fiction.

3. Give one copy of the worksheet to each team and point out the example at the top.

4. Each team appoints one person to read out the questions to the rest of the team and to write in the answers.

5. Tell the students that they have got 20 minutes to read the questions and write in the answers they know.

6. After 20 minutes, or when the first team has finished the quiz, check the answers with the whole class. Teams get two points for each correct name and one point for knowing whether the person really existed or not. The team with the most points is the winner.

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