Imitative speaking
Chants, rhymes and songs.
1) T introduces key vocabulary in song showing a model bus or a photo. T shows the wheels
going round all day and discusses how buses go to places by turning left and right. Using
the model bus T demonstrates how people get on and off, move around, etc.
2) T narrates the song using the model bus to demonstrate the actions (e.g. the wheels )
3) Teacher selects SS to come out and turn the wheels round while she sings the song.
4) T sings the song using hand gestures to indicate the wheels going round. She gets
pupils to make gestures and start to join in.
5) T gets pupils to recall the song by using hand gestures as cues to remind them of the
words and to sing along with her
6) T divides pupils into groups and each group sings a different verse without gestures. A
student may start a verse for the others to complete it
7) With some prompts from the T pupils sing the song together by themselves, making
the appropriate gestures.
8) Pupils think of new verses for the song e.g. the people on the bus go , the driver on the
bus goes They illustrate/write the new verses on the board
9) Pupils discuss and choose their favourite songs and say why they like it.
2
2. Intensive speaking
Different types of drills
Repetition: The student repeats the phoneme/word/utterance
aloud as soon as s/he has heard it. (imitative!!)
Inflection: One word in an utterance appears in another form
when repeated.
Replacement: One word is replaced by another.
Restatement: The student rephrases an utterance and
addresses it to someone else.
Completion: The student hears an utterance that is complete
except for one word. S/he repeats the utterance in
completed form.
Transformation: A sentence is transformed into the negative
or interrogative
3
2. Intensive speaking
Drills
Restoration: The student is given a sequence of words that
have been picked from a sentence but still bear its basic
meaning. The student uses the words to restore the
sentence.
Students / waiting/ bus
Boys / built / house
Rejoinder: The student makes an appropriate response to a
given utterance
Eliciting (intensive?)
Guessing games The multipurpose spoon
Procedure: Each child uses the spoon to represent an action.
The others guess what they are doing.
Different structures can be targeted: e.g. Past tenses.
Im going to use this spoon to tell you what I did at the weekend.
I at the weekend I sang...
I skied
I played tenis
I combed my hair
I read a book
I cooked dinner
(From Sarah Phillips 1999)
5
Eliciting /guessing
Guessing games What am I saying?
Procedure: Two children mime a sentence and the other children
guess what the sentence is
Examples
In a restaurant
Waiter, can I have the menu, please?
Id like some spaguetti.
This steak is tough.
From a story:
The princess had long hair and blue eyes.
She dropped her ball into a pond.
The frog swam to the bottom of the pond and found a ball.
The frog asked for a kiss.
The princess didnt want to kiss the frog.
6
3. Responsive speaking
Surveys
4.Transactional speaking
4.Transactional speaking
Main Features:
Exchange of information
Negotiation of meaning
Example: Classroom shop
5.Interpersonal speaking
Main Features:
Exchange of information
Negotiation of meaning
Context:
Social roles
Situation/setting
Communicative purpose
10
5. Interpersonal Speaking
Roleplay: Can I take a message?
11
8 FRIENDS:
IN 8 PLACES:
WITH 8 PLANS:
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
MINSU
Mark
Anita
Lorenzo
Tomoko
Frieda
Yoon
Dinesh
At the gym
At a store
Downtown
At the park
A theatre play
Go shopping
A film festival
A soccer game
12
Location
Activity
John
Downtown
Shopping
4:00
Relation to
roommate
Mark
Classmate from
College
Message
There is a party
tonight
Location &
phone
number
Harolds Dept
store
623833922
14
MINSU
Mark
Anita
Lorenzo
Tomoko
Frieda
Yoon
Dinesh
8 FRIENDS:
1.
2.
3.
4.
5.
6.
7.
8.
MINSU
Mark
Anita
Lorenzo
Tomoko
Frieda
Yoon
Dinesh