Second edition

Lead “in: an introduction to the topic of the lesson plus activities including a focus on the new language.

Practice activities or tasks in which learners have opportunities to use the new language - these activities may move from controlled to freer activities or a teacher may choose to do them in the opposite order, depending on the class and learning context.

Post-task activities: activities in which learners do free speaking activities on the topic and/or work on the language used in the tasks.

© Reading, listening and integrated skills lessons (lessons combining use of several language skills) also give opportunities for speaking practice as learners focus on language before the text and discuss its topic, and then after they have worked on understanding the text they can go on to do speaking activities related to its topic.


50

Unit 8 Speaking

See Units ?6 and 17 for specking activities, Unit 2) for planning lessons, and Units 29 and 32 for correcting s peaking.


Here is a list of titles for speaking activities from conrsebooks. What aspect of speaking (A~F) do they focus on? Some focus on more than one aspect.
A Accuracy В Connected speech C Appropriacy D Fluency E Functions F Interaction

1. 
   Word and sentence stress
   
2. 
   Language for asking for clarification politely
   
3. 
   Informal language for greeting
   
4. 
   Language for suggesting and recommending
   
5. 
   Using conjunctions and past tenses in stories
   
6. 
   Distinguishing minimal pairs of sounds
   
7. 
   Using intonation to show doubt
   
8. 
   Taking part in discussions
   
9. 
   Getting your partner to agree with you
   
10. 
    Telling stories
    
11. 
    Intonation in tag questions
    
12. 
    Interrupting politely ^{* 1}
    

Think about these teachers' comments. Which do you agree with and why?


1 My students get really embarrassed talking and making mistakes in front of their classmates, so I don't often ask them to speak in class.

2. 
   I like asking my class to tell one another stories - they get so interested that they don't worry about the mistakes they make.
   
3. 
   I can't do speaking activities in my class - the students make so much noise that the teachers in the other classes complain.
   

2. 
   Look at a unit in your coursebook. Which aspects(s) of speaking does it focus on? What other aspects of speaking do your students need to focus on?
   
3. 
   Find a story you like, then record yourself telling the story in English, Listen to your recording, then record yourself telling it again. How have yon improved? Why?
   
4. 
   Practise your pronunciation or find out more about speaking at: http://www.bbc.eo.uk/worldservicc/leamingenglish/language/ hup://teaehmgenglish. org.uk/think/knowledge-wiki/mput