participated.)
6. POST-LISTENING ACTIVITY Teacher passes out eight different movie ads to eight students. Teacher puts a second phone
on the front table.
T: Ok, everyone with an ad, please get a partner who does not have an ad. SI and S2
(one pair-group) please come up to these phones. SI has a newspaper ad for a movie. She will
call S2 and ask him to go to that movie with her. Be sure to arrange the following things in your
phone conversation (write these on the board):
1. What movie?
2. What time?
3. Which theater?
The students come up in pairs and have very short phone conversations to arrange going to
a movie together. If there is not time for each pair to come to the front and use the phones, pairs
can work on their conversations at their desks.
LABORATORY WORK # 12. A plp to develop speaking skills AIM: to teach students to to be able to make up a per lesson plan to develop speaking skills
Types of Classroom Speaking Performance 1. Imitative A very limited portion of classroom speaking time may legitimately be spent in the human
"tape recorder" speech, where learners are, for example, practicing an intonation contour, trying
to pinpoint a certain vowel sound, etc. Imitation of this kind is carried out not for the purpose of
meaningful interaction, but for focusing on some particular element of language form.
Here are some useful guidelines for successful drills:
• Keep them short (a few minutes of a class hour only).
• Keep them simple (preferably just one point at a time).
• Keep them "snappy".
• Make sure students know why they are doing the drill.
• Limit them to phonology or grammar points.
• Make sure they ultimately lead to communicative goals.
• Don't overuse them.
2. Intensive Intensive speaking goes one step beyond imitative to include any speaking performance that
is designed to practice some phonological or grammatical aspect of language. Intensive speaking
can be self-initiated or it can even form part of some pair work activity, where learners are
"going over" certain forms of language.
3. Responsive A good deal of student speech in the classroom is responsive-replies to teacher or student
initiated questions or comments. These replies are usually sufficient and do not extend into
dialogues (categories 4 and 5 below). Such speech can be meaningful and authentic:
