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Mahmoud Mokhtar
Mahmoud
Mokhtar
• Academic Manager
• Teacher Trainer
• Business English Teacher
If students are not
speaking in a
speaking activity,
what could be
possible reasons
for this?
Three main reasons:
• Student-related reasons
• Teacher-related reasons
• Activity-related reasons
Three main reasons:
• Student-related reasons
• Teacher-related reasons
• Activity-related reasons
Three main reasons:
• Student-related reasons
• Teacher-related reasons
• Activity-related reasons
1. Student-related reasons:
•Shy
•Does not know enough about the topic
2. Teacher-related
reasons
• Did not give clear instructions
• Did not ensure a safe
environment for students to
talk
3. Activity-
related
reasons
Ask and answer the following questions in pairs
Student A Student B
Ask your partner the following questions:
1. What’s the date today?
2. When did the session start?
3. What’s the name of the trainer?
4. Did it rain in Alexandria yesterday?
Ask your partner the following questions:
1. when’s your birthday?
2. When does the session finish?
3. What levels do you teach this month?
4. Is it hot in Aswan?
Guess 5 criteria
•P__p_s_ful
•Pr_d__tive
•Pr_c__cal
•Pr_di__able
•A_a_table
The 5 criteria:
•Purposeful
•Productive
•Practical
•Predictable
•Adaptable
5
Criteria
Adaptable?
Purposeful?
Practical?
Predictable?
Productive?
Can you predict the language?
How much speaking will it generate?
Materials? Preparation time? Easy
to set up and manage?
Can you use it for higher
and lower levels?
Has a purpose? An outcome?
4Ps & an A
What’s wrong?
Ask and answer the following questions in pairs
Student A Student B
Ask your partner the following questions:
1. What’s the date today?
2. When did the session start?
3. What’s the name of the trainer?
4. Did it rain in Alexandria yesterday?
Ask your partner the following
questions:
1. when’s your birthday?
2. When does the session finish?
3. What levels do you teach this month?
4. Is it hot in Aswan?
Prepare a
presentation
talking about
something
you like
The teacher gave the students a paper with a paragraph
that was to serve as the springboard for discussion: "I want
you to read the paragraph. Circle words you don't know and
underline the grammatical structures that we've studied in
this chapter. After that, find a person in the room who you
haven't worked with before. Work together to understand
the paragraph. Next, find another partner to discuss the
paragraph. You are going to write two statements on the
board. One statement agrees with the content of the
paragraph and the other contradicts the paragraph. Make
sure to include as many circled words and underlined
grammar points as possible."
Work with your partner. One of you is student A (a shop
assistant), the other is student B (a customer).
Read out the following dialogue.
A: Can I help you?
B: Yes, I’d like some bread, please.
A: Here you are. Anything else?
B: Have you got any milk?
A: Sorry, we haven’t got any left.
Ask your partners about their work?
How about the
Hot Seat Game?
Further Readings
• How to Teach Speaking - Jeremy Harmer
• Learning Teaching - Jim Scrivener
• Ken Lackman – Teaching Speaking Sub-skills
Q&A
Contact me:
i.mahmoudmokhtar@gmail.com
or on LinkedIn:

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How to Design Effective Speaking Acativities.pptx

Editor's Notes

  1. Title of the session
  2. Introduce myself
  3. Lead-in: a Q to be answered in short answers that lead to the 5 criteria assessing the effectiveness of a speaking activity – the question is to lead to problems Ts face
  4. (on-the-spot correction, mocking students’ wrong answers)
  5. 5 questions to ask yourself.
  6. What does this activity lack?
  7. Examples for outcomes:
  8. Consider Ss’ level
  9. Do they speak in the preparation time or not? – If yes, great. If no, consider thinking about it.
  10. You will need to teach something before starting the activity.
  11. Adaptable? Higher and lower levels?
  12. Introducing the solutions/suggestions to make these activities effective (the 5 elements)
  13. 4Ps & an A
  14. Identify the problems of non-effective speaking activities (5 problems) – Productive? Purposeful?
  15. Identify the problems of non-effective speaking activities (5 problems) – practical – presentation – authentic
  16. Practical?
  17. Identify the problems of non-effective speaking activities (5 problems) – Reading is not speaking
  18. Identify the problems of non-effective speaking activities (5 problems) – predictable – points to cover
  19. Identify the problems of non-effective speaking activities (5 problems) – adaptable
  20. Q&A – Thank you and my contacts
  21. The same 5 examples and asking participants to match the suggested edit to make the activity effective