Speaking activities for YL Exams Workshop - ihmanzoniWorkshop+LP.pdf · Speaking activities for YL...

© IH Rome Giovanni Licata 2011 Teaching Speaking in Exam Classes

Speaking activities for YL Exams

Workshop

International House

Giovanni Licata

http://ihmanzoni.wikispaces.com/



TIME: 60 minutes

OVERVIEW OF WORKSHOP

Stage One: Warmer. Strategies to start your class. 5 min

Stage 2: Exploiting Reading/Writing/Listening papers for Starters 15 min

Stage 3 : Exploiting Reading/Writing/Listening papers for Movers 15 min

Stage Four: Speaking Activities for Flyers 15 min

Stage Five: Q&A

MATERIALS:

Handout 1: Starters, Listening Paper, Part 1

Handout 2: Starters, Reading and Writing Paper, Part 1 and Part 3 Cutouts

Handout 3: Starters, Listening Paper Part 5

Handout 4: Starters, Reading and Writing, Part 1

Handout 5: Movers Reading/Writing, Part 5

Handout 6: Movers, Listening, Part 3

Handout 7, Movers, Listening, Part 4 Handout 8, Flyers, Reading and Writing Part 1 Handout 9, Flyers, Reading and Writing Part 2 Handout 10, Flyers, Listening Part 3 Handout 11, Flyers, Listening Part 1 Handout 12, Flyers, Listening Part 5

http://www.iei.uiuc.edu/TESOLOnline/texts/longcrookes/index.html


Stage One: Warmer. Strategies to start your class. 5 min

1. T introduces himself, mimes a handshake, elicits: “Nice to meet you”

2. What do kids like to do in class?

3. Various answers: running around, moving, noise, clapping, singing.

4. T starts clapping and invites participants to do the same.

5. Let’s get to know each other!!!

6. What’s your name song from www.genkienglish.net

7. What is the workshop’s title? What are practicality issues involved in speaking activities?

8. Various answers: availability of materials, level of learners, one-to-one dynamic as opposed to pair-work and/or group work that will favor more speaking practice for the whole class, other problems.

9. Can we exploit Reading and writing/ Listening papers for Speaking Activities? Of course, we can!

Stage 2: Exploiting Reading/Writing/Listening papers for Starters 15 min

1. Starters, Listening Paper, Part 1: Handout 1

2. Student A/Student B:

3. Student A has a picture with placed objects/ Student B places the object in the picture following A’s instructions.

4. As, raise your hand! Bs, raise your hand! Student A: Tell A where are the objects. B: draw lines.

5. T-S demo, open- pair demo, distribute, go!

6. How does this relate to the Speaking paper? It’s exactly what candidates are asked to do during the Speaking component of the exam.

7. Reading and Writing Paper Part 1/ Part 3 (Handout 2): Use pictures to play Bingo

8. SS get 2 cards each. T describes object/ elicits name/ SS reply: I’ve got it!

9. Demo: It’s a fruit, it’s big and yellow. SS: Pineapple! Then move on to SS giving the definitions.

10. How does this relate to the Speaking paper? Reinforces recognition, production of relevant lexis.

11. Follow-up? Listening Paper Part 5 (Handout 3): Use bingo cards SS have. Student A/Student B use the cards to place them on the various objects in the picture.

http://www.genkienglish.net/


12. T demos: “Put the pineapple on the tree under the bird”- Open pair demo- Closed pairs.

13. Finally, Reading and Writing Part 1(Handout 4): Chant: Clap-clap. This is a flower- Yes/This is a goat- No!

14. FB: Consolidates vocabulary/ comprehension

15. Don’t forget the Speaking Paper in Starters is ALL about Comprehension

Stage Three: Speaking practice for Movers 15 min

1. Guess the animal/ the character game

2. T demos. T elicits Yes/No questions, e.g. Can it fly, jump, run? Has it got a long tail, arms, legs? Does it live in the jungle? Ask me questions and guess my animal.

3. Each S thinks of an animal/Halloween character (or something else) and writes it down on a piece of paper.

4. In groups of 4-5 SS play the game

5. What’s the use? Question formation: Speaking paper Part 1

6. Reading/ Writing Part 5 (Handout 5)

7. Dictate beginnings of the sentences: match them to the pictures. What’s the full story? In triads they reconstruct the story

8. Which part of the paper does this relate to? Speaking Paper, Part 2

9. Listening Paper, Part 3 (Handout 6) Student A/Student B. Student A has Monday/Tuesday/Wednesday matched up. Student B gets Thursday/Friday/Saturday matched up.

10. T demos. T-S demo

B: What did Sally do on Monday? A: She went to the park with her dog.

Open pair S-S demo. Go! Think of the possibility of exploiting closed questions, instead. What is more challenging?

11. The task helps SS with all parts of the Speaking

12. Listening Part 4 Spot the differences: A, B, C:

13. T draws a basic room on the WB. SS copy. T dictates 6 random nouns and SS insert the objects where they want and insert A, B, C: in my picture there’s a cat, etc.

14. Helps SS with the use of “there is, there are” and “activities”, for Speaking paper Part 2.


Stage Four: Speaking Activities for Flyers 15 min

1. Reading and Writing Part 1

Student A/Student B: Fold the paper in half. Give definitions of the words around the task.

T demos in open pair.

Don’t unfold the paper!

2. What does it train SS in? FB: Info-gap activities, vocabulary used in Flyers Exam Papers, etc

3. Reading and Writing, Part 2

Fold picture in half: Student A/Student B Color the objects and the characters in your picture, then unfold the paper and conduct a color dictation with your partner.

4. T demos. Open pair. Example: “ In my picture the woman sitting on the bench is wearing a blue dress. The newspaper is pink, etc…”

5. What does this relate to? All of the Parts on Speaking paper because it revises “There is, there are, prepositions, vocabulary and asking for clarification skills”. Etc.

6. Listening Part 3 (Handout 10), Object cards.

Describe your object and find your partner.

T demos: You use it to put your clothes in when you travel. FB: Suitcase!

Stand up and look for your partner!

7. Listening Part 1. (Handout 11) Student A/Student B

Student A has half the names matched up, Student B has the other half.

A: Who is Katy? B: Katy is the girl wearing a yellow shirt, a grey skirt, and with long black hair. She’s waving a blue towel

T demos. Open pair- S-S

8. Listening Part 5. (Handout 12)

Student A/Student B

A conducts a color dictation: “ Can you see the girl with glasses? The one in the middle, sitting on the bench. Color her shirt red”.

9. Reading/Writing Part 5 (Handout 13)

Threesomes: As, Bs, Cs. Each one get a part of the story. They have two minutes to memorize. They can write notes.


A, B, C get together, share their bit of the story.

As, Bs, Cs are in their separate groups again and check their stories and decide who has got the best story.

10. What does this last task prepare students for? Info-gaps, picture stories, question formation, asking for clarification, cooperative learning, etc.

11. Roundup

Stage Five: Ending the workshop 5 min

1. Margaret Horrigan’s Phonemic Chant

1. Wikispaces for full notes of this and other seminars delivered. http://ihmanzoni.wikispaces.com

2. Thankyou!



Handout 1: Starters, Listening Paper, Part 1

© Cambridge ESOL


Handout 2: Starters, Reading and Writing Paper, Part 1 and Part 3 Cutouts

© Cambridge ESOL


Handout 3: Starters, Listening Paper Part 4

© Cambridge ESOL


Handout 4: Starters, Reading and Writing, Part 1

© Cambridge ESOL


Handout 5: Movers Reading/Writing, Part 5

© Cambridge ESOL

http://www.iei.uiuc.edu/TESOLOnline/texts/longcrookes/index.html


Handout 6: Movers, Listening, Part 3

© Cambridge ESOL

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