MASARYK UNIVERSITY BRNO

FACULTY OF EDUCATION
Department of English Language and Literature
How to improve students communictive s!i""s
Bachelor Thesis
Brno 2!
Thesis Author" Len#a Temero$%
Thesis &uper$isor" 'gr( )enata *an+a,-#o$%

Announcement
Hereby I state that I worked on the Bachelor Thesis on my own and used the sources
of information listed in the bibliography only.
./0#o$ 21
rd
April 2! Len#a Temero$%
2
Ac!now"ed#ement
I would like to take this opportunity to thank Renata Janako!" for her kind help and
!aluable ad!ice that she pro!ided me with throughout my thesis.
./0#o$ 21
rd
April 2! Len#a Temero$%
2
$ONTENTS
% INTRO&U$TION''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''(
) THEORETI$A* +ART''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''',
2(2 &3EA4IN5(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((6
#.$.$ %peaking as a skill..............................................................................................&
#.$.# 'ifference between speaking and con!ersation.................................................(
#.$.) %tudents* moti!ation to participate in a speaking lesson....................................+
#.$., -ccuracy !ersus fluency...................................................................................$.
#.$./ 0orrecting students* mistakes...........................................................................$$
2(2 CO''UNICATI.E ACTI.ITIE&((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((21
#.#.$ Types of communicati!e acti!ities....................................................................$)
#.#.# Importance of pair work and group work.........................................................$,
#.#.) The role of a teacher in communicati!e acti!ities............................................$&
- +RA$TI$A* +ART'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''%.
1(2 'Y TEAC7IN5 E83E)IENCE(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((2!
1(2 CO''UNICATI.E ACTI.ITIE& AND T7EI) E.ALUATION((((((((((((((((((((((((((29
( $ON$*USION'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''--
/ BIB*IO0RA+HY'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''-/
1
1 INTRODUCTION
At present: spea#ing a foreign language represents one of the essential re;uirements of
toda/<s so=iet/( Besides other s#ills and #no>ledge: it is =onsidered as one of the most
influen=ing fa=tors >hile appl/ing for a ?o@ or sustaining in a parti=ular >or# position under
the =ondition of ad$an=ing the language le$el( Based on m/ >or# eAperien=e: I =an =onfirm
that #no>ing a foreign language is a ne=essit/ for e$er/one in general: mainl/ for m/ students
B soldiers( These people are re;uired to rea=h a suffi=ient le$el in a foreign language in order
to a==omplish militar/ assignments in missions a@road( Tea=hing foreign languages: mainl/
English: for these militar/ purposes is pro$ided @/ the Defen=e Language Institute in ./0#o$
>here I ha$e @een >or#ing as an English tea=her for almost three /ears( '/ prin=ipal goal is
to pro$ide the soldiers >ith as effi=ient English lessons as possi@le @e=ause it >ill @e them
>ho >ill ha$e to deal >ith international relationships and ta#e measures for sol$ing $arious
situations(
The main reason for =hoosing this topi= for m/ @a=helor thesis >as realiCing ho>
important spea#ing is in e$er/ da/ situations( No matter >here >e are: either in the CCe=h
)epu@li= or in a foreign =ountr/: English =on$ersation pla/s a =ru=ial role in understanding
ea=h other and dealing >ith different #inds of un=o$ered pro@lems( It means that not onl/
soldiers that I tea=h: need English for =ommuni=ation a@road @ut also CCe=h tea=hers need
English to =ommuni=ate >ith their =olleagues D nati$e spea#ers( At m/ >or# I ha$e an
opportunit/ to en=ounter >ith people from $arious parts of the >orld and I am $er/ interested
in the >a/ the/ use English as their mother tongue( These =oB>or#ers ha$e a greater
supporting role in our tea=hing pro=ess and it is al>a/s $alua@le to ha$e a =hat >ith them and
as# ;uestions to ma#e sure our ?udgement >as right( E$en if the/ =ome from Ameri=a:
England or Australia and their a==ents differ: it is ?ust a ;uestion of time for tea=hers and also
students to ad?ust to their spee=h and distinguish differen=es in pronun=iation(
Being a@le to #eep a fluent =on$ersation >ith a nati$e spea#er is $ie>ed as the main goal
of m/ students: >hi=h underlines the importan=e of spea#ing s#ills in a student<s point of
$ie>( Therefore: in m/ thesis I de=ided to =on=entrate on =ommuni=ati$e a=ti$ities >hi=h
might @e helpful for English tea=hers and enhan=e their students< =ommuni=ati$e s#ills(
E
'/ thesis is di$ided into t>o parts D theoreti=al and pra=ti=al( In the theoreti=al part I
deal >ith the differen=e @et>een spea#ing and =on$ersation: and eAplain its pra=ti=al use in
e$er/ da/ life( I also aim to highlight the importan=e of moti$ation in tea=hing pra=ti=e and
the te=hni;ues and approa=hes used to enhan=e students< desire to spea# a foreign language(
Fhile dealing >ith =ommuni=ati$e a=ti$ities: I fo=used on distinguishing them either as
a==ura=/ or fluen=/ a=ti$ities and pro$ided definitions of these terms( The role of a tea=her is
also dis=ussed suggesting useful ideas to ma#e the spea#ing lesson as effe=ti$e as possi@le(
The pra=ti=al part =onsists of a set of preBtaught =ommuni=ati$e a=ti$ities des=ri@ed minutel/
and their e$aluation for other tea=hers >ho >ould li#e to appl/ them in their spea#ing lessons(
G
2 THEORETICAL PART
2.1 SPEAKING
2.1.1 Speaking as a skill
For most people: the a@ilit/ to spea# a foreign language is s/non/mous >ith #no>ing
that language @e=ause spee=h is for them the @asi= means of human =ommuni=ation( English
learners no longer eApe=t the traditional approa=h of their tea=hers @ased on de$eloping
mainl/ the grammati=al =ompeten=e and using methodolog/ popular in the past( Toda/:
tea=hers are eApe=ted to pro$ide their students >ith useful a=ti$e #no>ledge of the foreign
language: not ?ust theor/ a@out the language(
Communi=ati$e approa=h fo=uses on a @alan=e @et>een fluen=/ and a==ura=/ and is
the most suita@le for those students >hose aim is to gain =onfiden=e in spea#ing and
=on$ersational a@ilities( Ne$ertheless: spea#ing in a foreign language has often @een $ie>ed
as the most demanding of the four s#ills( HFhile listening and reading in$ol$e the a@ilit/ to
=orre=tl/ re=ei$e messages and are therefore referred to as re=epti$e s#ills: spea#ing and
>riting: on the other hand: in$ol$e language produ=tion and are referred to as produ=ti$e
s#ills(I J7armer 2KKG: 26L
3rodu=ing spo#en language has often meant a diffi=ult/ and an o@sta=le for English
learners( There might arise a ;uestion >h/( The ans>er is o@$ious( In the natural spo#en
language students are re;uired to @e a>are of =hara=teristi=s of fluent spee=h: su=h as redu=ed
forms: use of slang or idioms: fiAed phrases: =ollo=ations and most importantl/ the pa=e of
spee=h( All of these ha$e to @e ta#en into =onsideration >hile pra=tising =on$ersation in =lass(
Fithout these: our spo#en language >ould sound @oo#ish and unnatural( To a$oid this: it is
essential to introdu=e and pra=tise HrealI =ommuni=ation >ith our students >ithin the learning
pro=ess( If it is negle=ted: it ma/ @e a reason >h/ students are often sho=#ed and disappointed
>hen using a foreign language for the first time >hilst intera=ting in foreign en$ironment(
The/ ha$e not @een prepared for spontaneous =ommuni=ation and =ould not =ope >ith all of
its simultaneous demands(
6
The em@arrassment is usuall/ =aused @/ studentsM ina@ilit/ to ad?ust to nati$e
spea#ersM spee=h( This is natural and ad?ures patien=e >hile learning to spea# or =ommuni=ate
in a foreign language( As I alread/ mentioned: nati$e spea#ers are a great support and the
opportunit/ to =ommuni=ate >ith them means e$en greater en=ouragement for our students(
Although it is ;uite demanding for students to #eep up in =on$ersation >ith them: the/ ta#e it
as an ad$antage in their studies( 'ost English learners are a=tuall/ familiar >ith the fa=t that
the @est >a/ to ad$an=e their spea#ing s#ills is ad?usting to it in an English spea#ing
en$ironment(
2.1.2 Difference be!een speaking an" c#n$ersai#n
Although the terms Hspea#ingI and H=on$ersationI ma/ seem =lear: the/ often get
misunderstood( &pea#ing as a s#ill taught at s=hools presents the studentMs a@ilit/ to eApress
his or her opinions: thoughts and ideas to a parti=ular matter( &pea#ing pra=ti=e: >hi=h is
usuall/ @ased on stor/ telling: gi$ing spee=h or presentation: is the ne=essit/ for later
su==essful =on$ersation( Ne$ertheless: the fo=us on spea#ing a=ti$ities has diminished in
re=ent /ears( This has @een =aused @/ man/ fa=tors: espe=iall/ @/ realiCing the need of
e$er/da/ =ommuni=ation(
As I mentioned a@o$e: gi$ing spee=hes or presentations is not >hat >e =on=entrate on
in our lessons( E$en though these are =ru=ial prere;uisites for later =on$ersational pra=ti=e:
the tea=hers tend to fo=us on =ommuni=ati$e a=ti$ities as the main goal of spea#ing lessons( I
ha$e no o@?e=tion to this: @ut it is essential to mention the importan=e of presentations for
militar/ English learners >or#ing for the 'inistr/ of Defen=e and the =onse;uen=es of the
la=# of spea#ing s#ill >hile gi$ing militar/ presentations a@road( For this reason: it is $er/
important for tea=hers to thin# through the purpose of spea#ing and =ommuni=ati$e a=ti$ities
@eing prepared for lessons and also the target group of learners(
Nolas=o J2K9!: 1L mentions that @eing a@le to spea# reasona@l/ =orre=t and e$en fluent
English is one thing: @ut @eing a@le to engage in onBgoing: intera=ti$e: mentall/ satisf/ing
=on$ersation is another( Con$ersation is su=h a natural part of our li$es that man/ people are
not =ons=ious of >hat happens >ithin it( 7o>e$er: =on$ersation follo>s =ertain rules >hi=h
should @e o@e/ed in order for parti=ipants to feel relaAed and @e satisfied >ith it(
!
Arthur J2K9!: GL adds that the main purpose of =on$ersation is the eA=hange of
information among people( Fhile =ommuni=ating: our students ma/ find themsel$es in
different so=ial situations pla/ing $arious so=ial roles and the main tas# for language tea=hers
is to prepare them for these real situations the/ might parti=ipate in( This also in=ludes
leading students to de$elop the a@ilit/ to initiate and sustain =on$ersation >hene$er it o==urs(
2.1.% S&"ens' (#i$ai#n # paricipae in a speaking less#n
Fhen students learn a foreign language: the/ $er/ often a==umulate a lot of
#no>ledge Jgrammati=al rules: lists of $o=a@ular/ itemsL: @ut then the/ find out that the/ =an
not a=tuall/ use this language to =ommuni=ate >hen the/ >ant to( &=ri$ener J2G: 2E!L
=laims that there seems to @e some diffi=ult/ in mo$ing language from passi$e #no>ledge
into a=ti$e usage( Fithout eAperien=e in using the language: learners ma/ tend to @e ner$ous
a@out tr/ing to sa/ things( 3artl/ the/ ma/ fear seeming foolish in front of others: the/ ma/
>orr/ a@out getting things >rong the/ ma/ >ant to a$oid tea=herMs =omments or =orre=tion
and so on( It ta#es ;uite a long time for some students to eApress themsel$es: >hi=h leads to
long em@arrassing pauses >hile learners are tr/ing to find out ho> to sa/ >hat the/ reall/
>ant to sa/(
One of the @est >a/s of helping learners to a=ti$ate their #no>ledge is to put them in
HsafeI situations in =lass >here the/ are inspired and en=ouraged to tr/ to spea# a foreign
language( Tea=hers should tr/ to =reate su=h a=ti$ities in >hi=h learners feel less >orried
a@out spea#ing and less under pressure(
Ne$ertheless: the tea=her is not the onl/ one >hom the studentsM su==ess in spea#ing is
@ased on( There are also moti$ational fa=tors: differing from student to student: >hi=h
influen=e his progress in the spo#en language( 7armer J2KK2: EB6L distinguishes eAtrinsi= and
intrinsi= moti$ation( 7e =laims that students< attitude to spea#ing the language ma/ @e
affe=ted @/ different fa=tors from the outside: su=h as people in =lose surroundings: pre$ious
spea#ing eAperien=e in a foreign language or the ?o@ opportunities offered after mastering
foreign language =ommuni=ation( All of these represent eAtrinsi= moti$ation( Although
eAtrinsi= moti$ation is no>ada/s a dri$ing for=e for most students: >ithout intrinsi=
moti$ation no goal in impro$ing the spea#ing s#ill =ould @e a=hie$ed( &u==ess is also @ased
on students< >illingness to learn to spea# a foreign language: >hi=h ma/ @e influen=ed @/ the
9
tea=her<s methods used in tea=hing =ommuni=ation and: a@o$e all: his or her personalit/(
Considering these: tea=hers should realiCe ho> important role the/ pla/ in en=ouraging the
students to learn to spea# a foreign language(
&tudentsM personalities also pla/ an important role in determining ho> ;ui=#l/ and
=orre=tl/ the/ >ill manage a spea#ing tas#( Those students >ho are ris#Bta#ers: unafraid of
ma#ing mista#es: are generall/ more tal#ati$e @ut usuall/ ma#e man/ errors( Those >ho are
sh/ ma/ ta#e a long time to spea# =onfidentl/: @ut >hen the/ finall/ manage it: their English
=ontains fe>er errors( The aim of @oth t/pes of students is the same: indeed D to use the
language =orre=tl/ and fluentl/( To a=hie$e this goal the tea=hers should tr/ as mu=h as the/
=an to @rea# the silen=e in the =lassroom and get the students spea# no matter ho> man/
mista#es the/ ma#e or ho> long it ta#es them to produ=e senten=es( In order to de=rease
sh/ness >hile spea#ing in front of the >hole =lass: students ma/ @e offered the opportunit/ to
>or# in groups or pairs: >hi=h is a suita@le approa=h for enhan=ing the a=ti$e language use(
7armer J2KK2: !BKL points out different moti$ational fa=tors depending on the age and
le$el of the students( ChildrenMs and adoles=entsM moti$ation to spea# a foreign language is
irrele$ant for the purpose of m/ thesis @e=ause: as mentioned a@o$e: I deal >ith adult English
learners and their moti$ational needs for a foreign language =ommuni=ation are su@stantiall/
different from the others( I =on=entrate on intermediate students >ho represent the ma?orit/ in
m/ =lasses( Their English is good at this stage @ut the/ are moti$ated @/ a primar/ goal of
a=hie$ing a more ad$an=ed le$el of the language( The/ alread/ #no> a lot and are a@le to
ha$e a =on$ersation a@out e$er/ da/ matters @ut sometimes there might o==ur some pro@lems(
One of them is often the feeling that the/ are flooded >ith the ne> =ompleAit/ of the language
and =annot =ope >ith it( Tea=hers: >hen ha$ing found this out: should fo=us on @uilding up
the #no>ledge students alread/ ha$e and assure them the/ =an spea# the language >ell
enough to understand and @e understood(
Ur J2KK2: 2!EB29L de=lares that Hmoti$ation is $er/ strongl/ related to a=hie$ement
in language learning(I This statement results from tea=hing pra=ti=e sho>ing that eager
learners >illing to in$est effort in spea#ing a=ti$ities are li#el/ to ma#e greater progress( On
the =ontrar/: those sitting silentl/ at the des# >ithout desire to @e in$ol$ed in an/ #ind of
spea#ing a=ti$it/: ma/ find themsel$es stu=# to @e a@le to impro$e their spea#ing s#ill(
7a$ing noti=ed this: tea=hers should en=ourage lo>Bmoti$ated students to de$elop the interest
in =ommuni=ati$e a=ti$ities(
K
Ur J2KK2: 292L des=ri@es some strategies to enhan=e studentsM moti$ation to spea# in a
lesson( The prin=ipal one is sele=ting the topi= =arefull/ to ma#e it as interesting for students
as possi@le( If the tea=herMs =hoi=e fails in the =lass: there should @e no pani= or
em@arrassment( The possi@le solution to this situation ma/ @e as#ing the students to $ote for a
topi= the/ >ould @e interested in tal#ing a@out(
.aried tas#s are also suggested for a su==essful and effi=ient spea#ing lesson as >ell as
using $isuals to enhan=e studentsM moti$ation to spea#( A$erage pi=tures =opied from different
sorts of teAt@oo#s and >or#@oo#s do not en=ourage adult learners to spea# an/more( Based on
m/ tea=hing eAperien=e: adult learners prefer to @e set into real situations: dealing >ith real
and =urrent ne>s items =on=erning toda/Ms >orld and so=iet/(
To satisf/ studentsM eApe=tations: tea=hers should @e supplied >ith suffi=ient amount of
authenti= materials: su=h as ne>spapers and magaCines( The spea#ing tas#s =ould @e @ased on
des=ri@ing the photos to ea=h other and guessing the pla=e in the >orld >here the a=tion has
happened( Conne=tion @et>een the pi=ture and realit/ ma#es it e$en more tempting for
students to eApress their points of $ie> to a parti=ular e$ent and: at the same time: the
tea=herMs goal is a=hie$ed as >ell D getting students to spea# and =ommuni=ate >ith ea=h
other(
2.1.) Acc&rac* $ers&s fl&enc*
A==ura=/ and fluen=/ are terms =hara=teristi= for a su==essful and fe=und
=on$ersation( &=ri$ener J2G: 26B262L de=lares that a==ura=/ is the a@ilit/ to spea#
=orre=tl/ >ithout ma#ing serious mista#es and therefore a greater use of instant tea=herNs
=orre=tion >ithin a spea#ing a=ti$it/ is appropriate( On the =ontrar/: fluen=/ is the a@ilit/ to
spea# =onfidentl/ >ithout irrele$ant pauses or hesitation: ho>e$er: often >ith ma#ing ma?or
mista#es( In this =ase: instant =orre=tion ma/ @e inappropriate and =ould interfere >ith the
aims of the spea#ing a=ti$it/(
Tea=hers should @e a>are of >hether their main goal in a spea#ing a=ti$it/ is a==ura=/
or fluen=/ and adapt their role in =lass eligi@l/( If the main aim is to get students to spea#:
then one >a/ to a=hie$e that >ould @e redu=ing tea=her<s =ontri@ution( It is supposed that the
less he or she spea#s: the more time and spa=e it >ill allo> the students to( If the main aim is
2
a==ura=/: the tea=her should =on=entrate on students< mista#es and de$ote time to their
=orre=tion(
7o>e$er important spea#ing >ithout mista#es is: a promoted trend at present seems to
@e to lead students to a fluent =on$ersation in e$er/ da/ situations( Ta#ing this into
=onsideration: this approa=h @est fits the needs of toda/<s so=iet/ >hi=h is @ased on fast
eA=hanges of information( Ne$ertheless: it >ould @e in?udi=ious to ;ualif/ a==ura=/ as less
important in =ommuni=ation and underestimate its importan=e( It is also essential for the
a@ilit/ to spea# a foreign language >ell(
2.1.+ C#rrecing s&"ens' (isakes
1 " u e n c 2 c t i v i t i e s
In a fluen=/ a=ti$it/ the tea=her is eApe=ted to monitor the =lass and en=ourage the
students to spea# >ith minimum interfering and =orre=tion( This te=hni;ue is =alled
s=affolding( &=ri$ener J2G: 262L states that Hit is a >a/ a =ompetent language spea#er helps
a less =ompetent one to =ommuni=ate @/ en=ouraging and pro$iding possi@le elements of
=on$ersation(I In pra=ti=e it means to en=ourage the >ea#er one @/ nodding: e/e =onta=t:
repeating the last >ord in order to en=ourage the spea#er to =ontinue: as#ing tag ;uestions:
et=( The aim of this en=ouragement is to ma#e a student spea# as mu=h as he or she is a@le to(
Considering a fluent a=ti$it/: =orre=ting the mista#es should @e done after finishing
this a=ti$it/( &uggested te=hni;ues are the follo>ing"
aL >riting the senten=es used during the a=ti$it/ on the @oard and dis=ussing them
>ith the >hole =lass
@L >riting in=orre=t senten=es used during the a=ti$it/ on the @oard and en=ouraging
the students to ma#e =orre=tion
=L in$enting and >riting do>n the stor/ that in=ludes some errors the tea=her
o$erheard during the a=ti$it/ and students tr/ to find them and =orre=t them
22
dL >riting out t>o lists A and B D ea=h list =ontains ten senten=es from the a=ti$it/
@ut some of them are =orre=t: some of them in=orre=t( &tudents >or# in t>o
groups and their tas# is to de=ide if the senten=es are either =orre=t or in=orre=t
and >h/
A c c u r c 2 c t i v i t i e s
In an a==ura=/ @ased a=ti$it/ the tea=her is re;uired to =orre=t students< mista#es
>hene$er possi@le( Fhile pra=tising a==ura=/: students @e=ome a>are of their o>n mista#es
in spea#ing straight a>a/ @e=ause the tea=her does not >ait until finishing the tas#( This
approa=h is suita@le >hile fo=using on grammar mainl/ and ena@les the students to realiCe
and =orre=t their mista#es and also pre$ent their re=urren=e(
22
2.2 COMMUNICATIVE ACTIVITIES
E$er/ spea#ing lesson should @e @ased on =ommuni=ati$e a=ti$ities >hi=h fulfil t>o
important language learning needs( The/ en=ourage the learners to a=;uire language
#no>ledge and prepare them for realBlife language use( A=hie$ing the out=ome re;uires the
parti=ipants to intera=t: >hi=h means not onl/ spea# >ith a person @ut also listen to >hat he or
she is sa/ing and rea=t to it(
2.2.1 T*pes #f c#((&nicai$e aci$iies
Communi=ati$e a=ti$ities are dealt >ith in a large num@er of methodolog/ @oo#s and
their =lassifi=ation is distinguished a==ording to ea=h author<s point of $ie>( 7o>e$er: all of
them mention the same or similar =ommuni=ati$e tas#s @ut in different eAtent( &upported @/ a
suffi=ient amount of literature: I =reated the follo>ing =ategoriCation of pre$ailing
=ommuni=ati$e a=ti$ities"
In3ormtion #p ctivities
Information gap a=ti$ities are des=ri@ed @/ Thorn@ur/ J2G: 9B9EL >ho =laims that
in these #inds of tas#s there is a #no>ledge gap among learners and it =an @e @ridged @/ using
the language( &o: in order to o@tain the information: the intera=tants ha$e to =ommuni=ate(
Little>ood J2KKE: 22B26L la@els these a=ti$ities as fun=tional =ommuni=ation a=ti$ities( 7e
emphasiCes sharing the information among learners and its pro=essing(
The most =ommon information gap a=ti$it/ is spotting the differen=es in the pi=tures:
eA=hanging personal information: guessing games and also =reating the stor/ @ased on
flash=ards sho>n to the students in random order: for a fe> se=onds and one flash=ard per
group onl/( This ma#es the students =ooperate and =ommuni=ate >ith ea=h other to find the
la=#ing information(
&iscussions
Dis=ussions are a =ommonl/ used a=ti$it/ in a spea#ing lesson( A topi= is introdu=ed
to the students $ia a reading or a listening passage and then the/ are as#ed to dis=uss a related
topi= in order to =ome up >ith a solution or a response( Cel=eB'ur=ia J22: 26L mentions
that students need to @e reminded that ea=h person >ithin a group should ha$e a spe=ifi=
21
responsi@ilit/ in the dis=ussion D either #eeping time: ta#ing notes or reporting the results
made @/ the group mem@ers(
Ro"e p"2s
A >idel/ spread and one of the @est =ommuni=ati$e a=ti$ities is a role pla/ >hi=h
trains the students in the =lassroom to deal >ith unpredi=ta@le realBlife =on$ersation in an
English spea#ing en$ironment( Ladousse J2K9!: 6L points out the spe=ial reasons for using the
role pla/ in the lessons( It puts students in situations in >hi=h the/ are re;uired to use and
de$elop language ne=essar/ in so=ial relationships and helps them to @uild up their so=ial
s#ills( Using role pla/ is useful espe=iall/ >hile tea=hing sh/ students >ho ha$e diffi=ult/
parti=ipating in =on$ersation a@out themsel$es( Through this a=ti$it/ the/ are put into $arious
roles and no longer feel that their o>n personalit/ is impli=ated( )ole pla/ is an essential
=ommuni=ati$e te=hni;ue >hi=h de$elops fluen=/: promotes intera=tion in the =lassroom and
in=reases moti$ation(
Simu"tions
&imulation is a #ind of role pla/ @ut the emphasis is put on =reating the atmosphere of
a real >orld( &tudents pretend the/ are a part of a simulated en$ironment and ta#e part either
as themsel$es or are gi$en a role and pretend @eing someone else( To a=hie$e a suita@le
simulated en$ironment: the =lassroom is usuall/ rearranged and: >here possi@le: =on$erted in
a re;uired pla=e a==ording to the situation(
0uessin# #mes
5uessing games =an @e used as free a=ti$ities for re$ision of $o=a@ular/ or as an
interesting >a/ to gi$e ;uite =ontrolled pra=ti=e( Although the/ are =alled HgamesI: the/
pro$ide intensi$e language pra=ti=e: espe=iall/ in as#ing ;uestions: so the/ should not @e
regarded as an eAtra a=ti$it/( &tudents are fond of these guessing tas#s mainl/ @e=ause the/
en?o/ themsel$es >ithout realiCing the/ also pra=tise and impro$e their spea#ing s#ills(
2.2.2 I(p#rance #f pair !#rk an" gr#&p !#rk
3air >or# and group >or# present >a/s of organiCing the =lass >hile tea=hing
spea#ing( The tea=her<s responsi@ilit/ is to =hoose a suita@le =ommuni=ati$e a=ti$it/
depending on >hat is going to @e pra=tised D either fluen=/ or a==ura=/ D and organiCe the
2E
students into pairs or groups( In some a=ti$ities su=h as role pla/s and guessing games: pair
>or# is essential( On the other hand: dis=ussions and de@ates re;uire group >or# and ena@le
the students to eApress their opinions on a gi$en topi= >ithin the group( After that: the
spo#esman of ea=h group notifies the rest of the =lass a@out the =on=lusion the/ ha$e rea=hed(
This ma/ lead to a follo>ing dis=ussion among groups and if the topi= is amusing: the
spea#ing lesson seems to @e en?o/a@le for @oth students and the tea=her: too(
Advnt#es o3 pir nd #roup wor!
There are man/ reasons for pair and group >or# to @e used in the lessons( First of all:
the/ pro$ide the students >ith a lot more pra=ti=e than >or#ing as a >hole =lass( &tudents also
feel more =omforta@le to spea# to one or t>o people rather than the >hole =lass and the
tea=her( 'oreo$er: spea#ing to ?ust a fe> people is =loser to realBlife situations(
3air and group >or# allo>s ea=h student to >or# at the pa=e of his or her small group
or pair( The tea=her is no more =onsidered the onl/ sour=e of information @ut the students
learn from ea=h other( This =reates opportunities for learners< #no>ledge to @e shared( In
order to @e su==essful: learners need to @e=ome a==ustomed to using English >ithout the
tea=her<s permanent support( Therefore: >or#ing in pairs or groups helps them to @uild up
their independen=e and =onfiden=e for further =on$ersations(
The ad$antages of pair and group >or# =an @e noti=ea@le not onl/ from the learner<s
@ut also the tea=herMs point of $ie>( It pro$ides the tea=her >ith more time to >or# >ith
>ea#er students and en=ourage them: @/ parti=ipating in a role pla/ or dis=ussion: to
=ommuni=ate( Tea=hers =an also @enefit from a great a$aila@leness of different
=ommuni=ati$e a=ti$ities @eing offered in @oo#shops and on the internet no>ada/s( The
$ariet/ of materials for pair or group >or# spea#ing pra=ti=e is praised @/ most of them and
their use has pro$ed to @e $er/ effi=ient for spea#ing s#ill impro$ement(
S"i#4t disdvnt#es o3 pir nd #roup wor!
7o>e$er effi=ient and useful pair and group >or# is: it ma/ sometimes =ause little
pro@lems >hile pra=tising spea#ing( A==ording to Doff J2K9K: 2E2L the noise @elongs to these
o@sta=les the tea=hers ha$e to o$er=ome during lessons( Usuall/ the students themsel$es are
not distur@ed @/ the noise: it is more noti=ea@le to the tea=her o@ser$ing pairs or groups(
7o>e$er: the noise =reated @/ pair and group >or# demonstrates learners< engagement in a
2G
spea#ing tas# and gi$es the tea=her $isual e$iden=e of students< in$ol$ement( Considering
this: the su==ess in >or#ing in pairs or groups depends mainl/ on the students< and the
tea=herMs approa=h(
Another fa=t Doff J2K9K: 2E2L mentions is the diffi=ult/ to =ontrol the >hole =lass
during a =ommuni=ati$e a=ti$it/( To stop a=ti$it/ getting out of =ontrol: it is important to gi$e
the students =lear instru=tions: define the spea#ing tas# =learl/ and set up a routine: so that
students a==ept the idea of >or#ing in pairs or groups and #no> eAa=tl/ >hat to do(
2.2.% T,e r#le #f a eac,er in c#((&nicai$e aci$iies
The tea=her is a fa=ilitator of students< learning and as su=h he has man/ roles to
fulfill( Freeman J2K96: 212L des=ri@es him as a manager of =lassroom a=ti$ities( In this role:
one of his ma?or responsi@ilities is to set up a=ti$ities that promote =ommuni=ation( During
the =ommuni=ati$e a=ti$ities he a=ts as a consultant ans>ering students< ;uestions: offers
ad$i=e and pro$ides ne=essar/ language items( One of the most important roles is to ma#e
sure that students #no> >hat the/ are supposed to pra=tise and =he=# if the/ do it effe=ti$el/(
These roles are =alled a conductor and a monitor( Although there is a great num@er of $arious
a=ti$ities >hi=h ma/ @e used in spea#ing lessons: their use >ould @e =onfusing and pointless
if the/ >ould not @e logi=all/ organised( Being a good organiser should @e an a@ilit/
possessed @/ e$er/ s#illful tea=her(
Considering the fa=ts mentioned a@o$e >e =an =on=lude that the tea=her<s personalit/
in a learning pro=ess is $er/ important not onl/ >hile parti=ipating in the a=ti$it/ @ut also
>hile monitoring the students( The tea=her<s less dominant role in =ommuni=ati$e a=ti$ities
offers the students the opportunit/ to @e in$ol$ed in =on$ersation and impro$e their spea#ing
s#ills to @e a@le to =ope >ith the realBlife situations(
26
% PRACTICAL PART
3.1 MY TEACHING EXPERIENCE
As I alread/ mentioned in the introdu=tion: I ha$e @een >or#ing for the 'ilitar/
Language Institute in ./0#o$ and m/ responsi@ilit/ is to prepare our students D mainl/
militar/ staff D for passing the militar/ eAams =alled &tanag( There are three different le$els of
the students" preBintermediate: intermediate and upper intermediate( Although the goal of our
language institute is the same as other edu=ational organiCations pro$iding language tuition:
the learning s/stem is =ompletel/ different( To @e more spe=ifi= D @eing a =lass tea=her does
not ne=essaril/ mean to spend most of the time in a parti=ular =lass @ut the tea=hers rotate in
different =lasses: >hi=h means that their s=hedules are supposed to differ from >ee# to >ee#(
E$en though this pro=edure ma/ @e per=ei$ed as a disad$antage @/ man/ tea=hers: I find it
$er/ effe=ti$e not onl/ from the students< @ut also the tea=hers< point of $ie>( The ad$antages
lie in ha$ing the opportunit/ for students to listen to $arious tea=hers< a==ents and also
eAperien=e different approa=hes to tea=hing( The tea=hers =an also @enefit from this
pro=edure D @eing a@le to tea=h di$erse le$els pro$ides them >ith the ad$antage of
mis=ellaneous >or# and ena@les them to a$oid the routine t/pi=al of s=hools( 'oreo$er: the
num@er of students in ea=h =lass is $er/ =on$enient sin=e there are no more than ten students
and: as man/ tea=hers >ould pro@a@l/ agree: tea=hing in su=h a =lass is more effi=ient:
en?o/a@le and the su==ess in passing the eAam is more forseea@le than in a =lass of fifteen or
more students(
E$en though I ha$e the eAperien=e >ith tea=hing all the le$els mentioned: I de=ided to
deal mainl/ >ith the intermediate le$el in the pra=ti=al part of m/ thesis and fo=us on
=ommuni=ati$e a=ti$ities that I ha$e alread/ pra=tised >ith m/ students( '/ aim is to des=ri@e
the a=ti$ities and e$aluate their ad$antages: disad$antages and this >a/ help the ma?orit/ of
tea=hers that are desperate in sear=hing for an/ =ommuni=ati$e a=ti$ities to en=ourage
spea#ing and =on$ersation in the =lass(
2!
3.2 COMMUNICATIVE ACTIVITIES AND THEIR EVALUATION
%' To"d 2ou so 5
Level " intermediate: upper intermediate
Type of activity " information sear=h role pla/ Jpair>or#L
Objective " to en=ourage fluent spea#ing B gi$ing ad$i=e and opinions
The tea=her is supposed to =op/ one Ono>H and one Oone /ear laterH role =ard for ea=h
student and a ;uestionnaire per pair of students(
First: the tea=her gi$es out the Ono>H role =ards and as# the students to imagine the/ all
>or# in the same pla=e( It is a =offee @rea# and the/ are all @ringing $arious @its of
gossip(&tudents are as#ed to offer opinions to ea=h other on >hat people should or should not
do a@out their pro@lems(
Then the tea=her seats the students in pairs and gi$es them a ;uestionnaire to fill in
together( The/ are supposed to dis=uss the pro@lems: find solutions and ma#e predi=tions
a@out >hat >ill pro@a@l/ happen(
Fhen the/ ha$e finished: ea=h student is gi$en the appropriate Oone /ear laterH =ard and
goes round >ith a Otold /ou soH attitude: =ommenting on >hat people should ha$e done( The
aim of this a=ti$it/ is to dis=o$er ho> man/ of students< predi=tions >ere =orre=t(
M2 ev"ution o3 t4is ctivit2
I found this a=ti$it/ $er/ effe=ti$e @e=ause m/ o@?e=ti$e >as rea=hed D I managed to
en=ourage all the students to =ommuni=ate >ith ea=h other and share information: opinions
and ad$i=e(
The topi= =ould not ha$e @een =hosen @etter sin=e gossiping @elongs to e$er/ da/
=ommuni=ation: espe=iall/ in a >or#ing en$ironment( I deal >ith the adult learners >ho are
;uite OeAperien=edH in this area and spea#ing a@out different people<s pro@lems and their
solutions seems to @e ;uite a =ommon issue no>ada/s( Although this a=ti$it/ is slightl/
29
demanding on students< understanding the instru=tions: the tea=her<s =lear eAplanation >ould
pre$ent possi@le missundestanding( 5i$ing =lear instru=tions and demonstrating the tas#
should ne$er @e negle=ted @/ tea=hers sin=e these are essential for a su==essful
=ommuni=ati$e tas#(
This a=ti$it/ is studentB=entered so the tea=her<s role in it is mainl/ o@ser$ing the >hole
=lass ha$ing =on$ersation( E$en though I heard man/ mista#es >hile =ir=ulating among
students: I managed not to interupt their enthusiasti= =on$ersation( Instead of interuption:
>hi=h >ould ha$e dis=ouraged their moti$ation: I de=ided to ta#e notes and >rote do>n the
most =ommon mista#es( As I ha$e alread/ noti=ed in m/ =lass: immediate error =orre=tion
>hile listening to students< =on$ersation had no positi$e effe=t sin=e the students >ere
plunged in tal#ing and did not pa/ attention to the tea=her<s =omments(
The error =orre=tion >as different >hile the students >ere >or#ing in pairs( I >as
>al#ing around listening to the pairs and tried to alert the students e$er/ time I heard a
mista#e and >e made =orre=tion together( This time m/ role has =hanged: instead of =onstant
o@ser$ation >ithout error =orre=tion: I =on=entrated on ma#ing students a>are of their o>n
mista#es( Due to >or#ing in pairs: the/ paid attention to =larif/ing mista#es(
After finishing the =ommuni=ati$e a=ti$it/ I >rote all the mista#es I gathered from
students on the @oard and >e >ere dis=ussing them as a >hole =lass( All the students >ere
ta#ing notes a@out =orre=tions $er/ =arefull/ and after that >e >ere pra=tising these in
senten=es(
Fhat is $er/ important is re$ie>ing the pro@lemati= stru=ture again and again ha$ing in
mind that pra=ti=e ma#es perfe=t( For that reason: at the @eginning of ea=h lesson: if possi@le:
I fo=us on re$ision of the items I ha$e done >ith students in pre$ious =ommuni=ati$e
a=ti$ities to pre$ent re=urren=e of alread/ eAplained mista#es(
'/ aim in this a=ti$it/ >as to moti$ate the students to identif/ >ith a person on a gi$en
=ard and lead =on$ersation >ith other =olleagues a@out people<s pro@lems( &tudents >ere
eAplaining these pro@lems: tr/ing to find solutions and made predi=tions >hat >as going to
happen in a /ears time( This fluen=/ =ommuni=ati$e a=ti$it/ indu=ed m/ students to pra=tise
2K
fluent spea#ing and also helped de$elop their imagination >hile gi$ing ad$i=e and ma#ing
predi=tions(
)' &e6te on #iven topic
Level " upper intermediate
Type of activity " a de@ate Jgroup>or#L
Objective " to get the students in$ol$ed in a de@ate on a gi$en topi= and pra=tise eA=hanging
the opinions and supporting arguments for and against
&tudents form to groups B the first group supports the idea and the se=ond group gi$es
reasons against it( Then the tea=her introdu=es the topi= >hi=h is the su@?e=t of a de@ate D
euthanasia1 the capital punishment1 state or pri!ate education etc. B and allo>s the students
some time to thin# a@out it and ma#e notes as a group preparing arguments to O@eatH the
se=ond group( Fhen the/ are read/ to start: the tea=her pretends to @e a moderator of a T.
sho> and >el=omes @oth teams to a dis=ussion on a gi$en topi=( Fhen the de@ate is o$er: the
moderator than#s all of the presenters for their interesting remar#s( A $er/ important rule is
that students are allo>ed to ad$o=ate onl/ the opinion gi$en to them @/ the tea=her e$en if
their real thoughts are =ompletel/ different(
M2 ev"ution o3 t4is ctivit2
I must admit this a=ti$it/ @elongs to m/ fa$orite ones and I pra=tise it >ith m/
students >hene$er the time allo>s me to do so( The @eginning of this a=ti$it/ is slightl/
em@arrassing for e$er/one in the =lass @e=ause the students do not dare to @e the first to
eApress their opinions and are sh/( But on=e the a=ti$it/ has started and students manage to
Ofit in their rolesH: the de@ate is @eing de$eloped into a li$el/ dis=ussion and instead of @eing
sh/: students =ompete to ha$e a >ord in it( The tea=her has a fantasti= role in this a=ti$it/:
sin=e he or she onl/ o@ser$es a li$el/ dis=ussion and is entertained @/ the students<
eA=itement a@out it(
I >ould re=ommend the tea=hers interested in this =ommuni=ati$e a=ti$it/ to
reorganise the =lassroom: if possi@le: and arrange it as a T. studio >ith =hairs for guests
parti=ipating in a de@ate( To in=rease eA=itement: I >ould as# the students to $ote for a
2
moderator @eing responsi@le for the smooth performan=e( In m/ personal eAperien=e: it is
sometimes a $er/ tough ?o@: espe=iall/ >hile tr/ing to =alm do>n some of the @ris# guests(
Error =orre=tion is utterl/ undesira@le in this =ase due to the #ind of =ommuni=ati$e
a=ti$it/( The de@ate is a pre=ise eAample of the a=ti$it/ >here the tea=her is not eApe=ted to
=orre=t mista#es >hile the a=ti$it/ is in progress( 7is role is either to o@ser$e the sho> or to
parti=ipate in it Jas a moderator or one of the guests(L(
To fulfil the tas# does not mean for the students to spea# =orre=tl/ all the time @ut to
lead a fluent: understanda@le and reasona@le dis=ussion a@out a parti=ular matter( On one
hand: no one is for=ed to spea#: >hi=h ma/ sound OsafeH for sh/ students: @ut on the other
hand an/ mem@er of one group =an @e =hallanged @/ the other group to eApress his or her
opinion( In this =ase: the student =an not remain silent @ut has to re$eal his or her ideas(
Therefore: the students are indu=ed to @e alert and listen to >hat is going on in a de@ate(
-' *i3eswp
Level " intermediate
Type of activity " eA=hanging information J>hole =lassL
Objective " to pra=tise fluent tal#ing a@out dissimilar lifest/les and ha@its
The tea=her gi$es out the pi=ture =ards to the students and as#s them to imagine the/
are the person pi=tured on the =ard( &ome time is allo>ed to thin# a@out the person<s life:
dail/ routine: >or#: famil/ et=( Then the students are told to imagine the/ are fed up >ith
their lifest/le and >ould li#e to =hange it( &ome time is pro$ided to thin# a@out >hat the/
disli#e and are reall/ loo#ing for in life( After that the students are as#ed to go round the =lass
and eAplain their pro@lems to the others until the/ find someone the/ >ould li#e to s>ap their
lifest/le >ith( The aim of this a=ti$it/ is to find a person >illing to s>ap his lifest/le >ith
someone else(
M2 ev"ution o3 t4is ctivit2
This a=ti$it/ is an eA=ellent preparation for spea#ing part of &tanag eAam @e=ause its
main purpose is to tal# a@out person<s lifest/le B ha@its: dail/ routine: famil/: friends et=( E$en
though the students are gi$en pi=tured =ards and tal# a@out the different lifest/le: it
22
en=ourages them to thin# and use $ariet/ of $o=a@ular/ $ital for e$er/ da/ =ommuni=ation(
Learning ne> $o=a@ular/ items =onne=ted >ith different lifest/les might @e a great ad$antage
in a real >orld >hile meeting people of $arious professions and =ustoms(
To ma#e the students more enthusiasti= a@out this a=ti$it/: I >ould re=ommend to use
the photos of >orld famous =ele@rities instead of pi=tures of ordinar/ people( This ma/ sound
irrele$ant: ho>e$er: tal#ing a@out =ele@rities< lifest/les and s=andals >ould @e definitel/ more
en?o/a@le and it >ould lead to in$ol$ement of all students( E$en if some students ha$e
diffi=ulties >ith spea#ing: the photos of =ele@rities =ould ena@le them to eApress themsel$es
more easil/ due to the #no>ledge the/ alread/ ha$e a@out these personalities(
From a grammati=al point of /ou: this a=ti$it/ ena@les a great deal of grammar
pra=ti=e: e(g( present: past and future tense( Furthermore it might @e used >hile tea=hing
=omparati$e and superlati$e form of ad?e=ti$es and ad$er@s( Fhile loo#ing at the photo and
des=ri@ing their lifest/le: the students are en=ouraged to tal# not onl/ a@out the =urrent
situation in their li$es @ut also a@out their past and =hallenges for future( In addition to this:
the/ ma/ =ompare ad$antages and disad$antages of $arious professions: lifeBst/les and ha@its(
At the end of this a=ti$it/ the tea=her ma/ announ=e the =ompetition and let the
students $ote on the most and the least tempting lifest/le(
(' $rossed "ines
Level " intermediate
Type of activity " information sear=h J>hole =lassL
Objective " to pra=tise as#ing for information
The tea=her is supposed to =op/ enough tas# sheets for half the =lass and information
sheets for the rest of the =lass( Then he or she pla=es the =hairs around the room in pairs @a=#
to @a=# and as#s the students to sit on them holding different sheets(
The aim of this a=ti$it/ is for students >ith tas# sheets to =omplete their tas# in order.
That means the/ ha$e to phone the stationar/ students @ehind them @eginning the
=on$ersation >ith " O7allo: is that the 5aumont TheatrePH If the/ get the right num@er: their
22
repl/ >ill @e " OYes: =an I help /ou PH and the/ should as# for information the/ need and >rite
it do>n on the tas# sheet( If the/ get a >rong num@er >ith the repl/ "ONo: sorr/( I am afraid:
/ou ha$e got a >rong num@er: this is the station(HB the/ should apologise and mo$e on to
another pair of =hairs( &tudents are instru=ted to =omplete the tas#s in order: so the/ are not
allo>ed to ma#e t>o =onse=uti$e phone =alls from the same pla=e(
M2 ev"ution o3 t4is ctivit2
Being a@le to =ommuni=ate fa=e to fa=e is undou@tedl/ per=ei$ed as a =ru=ial form of
=on$ersation( 7o>e$er: li$ing in a @us/ so=iet/ re;uires the a@ilit/ to ma#e phone =alls
=onsidering all the rules essential for a su==essful and polite =on$ersation( This a=ti$it/
ena@les the students to tr/ out $arious situations >hile see#ing information a@out
entertainment: transport: health =are et=( The/ ha$e the opportunit/ to =all the dentist
pretending the/ suffer from tootha=he and ma#e an appointment: or =all the rail>a/ station to
find out the timeta@le: or =all the theatre to @oo# ti=#ets for the performan=e et=(
Alternatives
&in=e there are $arious institutions and authorities students ma/ find useful for
gathering information: the tea=her =an as# them to ma#e a list of them( After that: the tea=her
allo>s a short >hole =lass dis=ussion on responsi@ilities of ea=h institution and pro$ides the
students >ith $o=a@ular/ the/ need( Then: he or she pro=eeds >ith pair >or# and let the
students pra=tise phone =on$ersation @ased on a pre$ious dis=ussion( I >as $er/ surprised
ho> =reati$e and imaginati$e the students =an @e if the tea=her allo>s them to use their o>n
ideas(
It is essential to preBtea=h the uni$ersal phrases used >hile ha$ing phone =on$ersation
and >rite them on the @oard to pro$ide support for the students during the =ommuni=ati$e
a=ti$it/( An/ time the student is not sure: he or she =an loo# at the @oard and find the suita@le
phrase for the dialogue( 3reBtea=hing should @e done in an a=ti$e >a/ to in$ol$e students<
o>n ideas for @etter memoriCing( The tea=her is supposed to help and add phrases >hi=h ha$e
not @een mentioned /et @ut should not interfere too mu=h sin=e the students deal >ith the
theme the/ ha$e alread/ =o$ered in pre$ious lessons(
/' 0ood intentions or t4e rod to 4e""
21
Level " intermediate: upper intermediate
Type of activity " mat=hing J>hole =lass: pair>or#L
Objective " to pra=tise stating intentions
The tea=her ma#es up a form of Ogood intentionsH and gi$es it out to ea=h student in
the =lass( Then the students are as#ed to imagine that it is Ne> Year<s E$e and the/ are
ma#ing their resolutions for the Ne> Year( The/ are supposed to ti=# the resolutions >hi=h are
someho> =onne=ted >ith their personalities and add one more personal resolution on the last
line( After that the/ go around the =lass as#ing ea=h other a@out their resolutions and telling
a@out their o>n(
The aim of this a=ti$it/ is to find someone >ith at least three resolutions that are the
same ( Fhen the students ha$e found their mat=h: the/ are as#ed to sit do>n together and
imagine the time is one /ear later( In pairs: students no> dis=uss >hat the/ su==eeded in doing
and >hat the/ >ere going to do: @ut did not(
M2 ev"ution o3 t4is ctivit2
After gi$ing the =lass the instru=tions to this a=ti$it/: the students< rea=tion >as so
drear/ that I >as >ondering if m/ =hoi=e of this =ommuni=ati$e a=ti$it/ had @een right( The
students started =omplaining a@out the purpose of this a=ti$it/ and the reason >as " OFe do
not ma#e Ne> Year<s resolutions( Fe ha$e nothing to sa/(H
Tea=hers should not @e put off @/ these statements @ut find the >a/ to moti$ate the
students to tal# a@out the gi$en topi=( I de=ided for demonstration and >ithout an/ hesitation
des=ri@ed m/ pre$ious @ad ha@its I >anted to get rid of >ithout mentioning the >ord
OresolutionsH( &uddenl/: the students @egan to @e interested in m/ tal# and as#ed ;uestions if I
managed to gi$e up those @ad ha@its or not and their enthusiasm in =ommuni=ation >as
in=reasing( I too# ad$antage of this and as#ed them to >or# in pairs and inter$ie> their
partner a@out the same( The/ led a li$el/ =on$ersation and finall/ realised that it >as ?ust a
game and started pretending their resolutions(The lesson >as finall/ entertaining and the
students li#ed it(
3reBtea=hing some grammar stru=tures @efore the a=ti$it/ starts is >orth >hile:
espe=iall/ the rules for using 2to be used to3 and 2 used to3 sin=e these are often miAed up @/
2E
students( It is important to emphasiCe the differen=e @et>een them and also eAplain their
=orre=t usage @/ gi$ing eAamples ta#en from the a=ti$it/ to sho> the students >hat is going to
@e pra=tised( e(g( ONo> I am used to eating a lot(H The tea=her uses this senten=e as an
eAample and eAplains that for des=ri@ing the present situation Jha@itL this grammati=al
stru=ture is re;uired( Than the tea=her =hanges it into OI used to eat a lotH and eAplains the
usage of the se=ond grammati=al stru=ture(
,' S"es reps
Level " intermediate: upper intermediate
Type of activity " mat=hing Jpair>or#L
Objective " to pra=tise des=ri@ing properties and a@ilities
The =lass is di$ided into t>o hal$es " sales representati$es and @u/ers( The ma=hine
=ards are gi$en out to the sales reps and the/ ha$e fi$e minutes to " >rite do>n >hat the user
of ea=h ma=hine >ill @e a@le to do and gi$e ea=h ma=hine a pri=e( The @u/ers are as#ed to
>rite do>n three e$er/da/ pro@lems J>hat ma#es them @us/ and >h/L( The @u/ers ha$e t>o
thousand pounds ea=h to spend on ma=hines to impro$e the ;ualit/ of their li$es( &tudents
>or# in pairs " the @u/er eAplains to the sales representati$e >hat he does not >ant to do an/
more: >hat household =hores anno/ him: as#s for de$i=es to help him lose >eight or learn
English faster et=( The sales representati$e offers the @u/er the de$i=es: eAplains ho> the/
>or# and tries to persuade the =ostumer to @u/ them(
The aim of this a=ti$it/ is for the @u/ers to o@tain the ma=hines the/ need and for the
sales representati$es to sell as man/ de$i=es as possi@le(
M2 ev"ution o3 t4is ctivit2
This a=ti$it/ has pro$ed $er/ en?o/a@le for m/ students and also useful =onsidering
the need to @u/ different things in an English spea#ing en$ironment( To ma#e it e$en more
realisti=: I =ut out $arious t/pes of de$i=es from ne>spapers and magaCines to fit in e$er/da/
life and used them instead of dra>n funn/ pi=tures( Adult learners al>a/s appre=iate the dire=t
=onne=tion @et>een the a=ti$it/ and the real >orld: so it is $ital for me to ha$e this in mind
>hile =hoosing suita@le materials for a parti=ular =ommuni=ati$e a=ti$it/(
2G
The tea=her<s role in this a=ti$it/ is to o@ser$e the pairs offering and @u/ing de$i=es
and ta#e notes a@out serious mista#es >hi=h the intermediate students should @e a@le to a$oid(
3ro$iding the students >ith ne> $o=a@ular/ items >ithin the a=ti$it/ ma/ seem reasona@le
@ut m/ aim >as to ma#e them thin# of indire=t eApression of pro@lemati= >ords( I also
eAplained to them that it is not ne=esser/ to @e familiar >ith all English >ords @ut @e a@le to
eApress their ideas using $o=a@ular/ the/ alread/ #no> to @e understood(
&tudentsM roles =an differ depending on the topi=( I ha$e used it man/ times in m/
lessons =onsidering the >ee#l/ topi=( Fhile tal#ing a@out relationships and marriage: I
instru=ted the students to >or# in pairs and imagine that one of them >or#s for a dating
agen=/ and helps the single one Jhis s=hoolmateL find an eligi@le partner( Fhile tal#ing a@out
?o@s and >or#: the students >ere as#ed to prepare a dialogue @et>een a person see#ing a
summer ?o@ in England and a =ompan/ >or#er offering different ?o@s a@road( The role pla/
=ommonl/ used @/ the ma?orit/ of tea=hers is as#ing for information a@out a holida/ in a
tra$el agen=/( &in=e a role pla/ is one of the three parts of &tanag spea#ing eAam: I ha$e to
=on=entrate on its pra=ti=e as mu=h as possi@le(
.' 0uess w4t I7ve 6een doin# 5
Level " intermediate
Type of activity" guessing =ard game Jpair >or#L
Objective " to pra=tise des=ri@ing re=ent a=ti$ities using present perfe=t =ontinuous
The tea=her =opies and =uts up one set of =ards for ea=h pair and puts the >hole set
fa=e do>n on the ta@le( One student ta#es a =ard from the top of the pile and performs his
appearan=e and mood a==ording to the depi=ted =ard: for eAample OI4m crying3. 7e must not
sho> it to his partner >ho guesses >hat a=ti$it/ the student has @een engaged in: for eAample
2Ha!e you been watching a sad film 53 If the student guesses =orre=tl/: he or she is allo>ed
to #eep the =ard(
The aim of this a=ti$it/ is to =olle=t the most =ards and: a@o$e all: pra=tise the use of
present perfe=t =ontinuous in =ommon dail/ situations(
26
M2 ev"ution o3 t4is ctivit2
The purpose of this guessing a=ti$it/ differs from tea=her<s o@?e=ti$es in
=ommuni=ati$e a=ti$ities mentioned a@o$e( Fhile the main aim of those a=ti$ities >as
en=ouraging students to lead fluent =on$ersation and the tea=her fo=used on students< fluen=/:
this a=ti$it/ is @ased on spea#ing >ith the emphasis on a==ura=/ D =orre=t use of present
perfe=t =ontinuous( Although fluen=/ a=ti$ities are prefered @/ most tea=hers @e=ause of the
spontaneous language use in a real >orld: the/ should @e pre=eded @/ suffi=ient amount of
a==ura=/ a=ti$ities fo=using on a parti=ular grammati=al pattern( In m/ lessons: this pro=edure
pro$ed to @e $er/ effe=ti$e and after pra=tising $arious grammati=al patterns in a==ura=/
=ommuni=ati$e a=ti$ities: the students >ere a@le to spea# more fluentl/ >ith fe>er
grammati=al mista#es(
3reBtea=hing is essential in this =ase sin=e the students need to @e familiar >ith a
parti=ular grammati=al stru=ture @efore the a=ti$it/ starts( For that reason the tea=her should
de$ote some time re$ising the formation of present perfe=t simple and present perfe=t
=ontinuous and drill its negati$e forms and ;uestions( After suffi=ient eAplanation: students
are read/ to pra=tise it in different situations set @/ =ards(
&in=e I dealt >ith an a==ura=/ a=ti$it/: it >as ne=essar/ to =he=# students< dialogues
and =on=entrate on mista#es made in the present perfe=t tense( I >as =ir=ulating =he=#ing ea=h
pair and gi$ing ad$i=e(
3air >or# re;uired for this a=ti$it/ ena@led me to fo=us on >ea#er students >ho >ere
struggling >ith the use of present perfe=t: >hereas the others >ere a@le to >or# on their o>n(
Alternatives
The tea=her =an use this a=ti$it/ for pra=tising an/ grammati=al pattern ?ust @/
=hanging the title of the a=ti$it/: for eAample " O5uess >hat I did /esterda/QHJpra=ti=e of past
simpleL or O5uess >hat I >as doing /esterda/QH Jpra=ti=e of past =ontinuousL or O5uess >hat
I am going to do tomorro>QH Jpra=ti=e of eApressing futureL or O5uess >hat has @een doneQH
Jpra=ti=e of passi$e $oi=eL et=( B/ drilling the parti=ular grammati=al feature the students
@e=ome a>are of it and start using it in fluen=/ =ommuni=ati$e a=ti$ities >ithout hesitation
pauses(
2!
8' &etective wor!
Level" intermediate: upper intermediate
Type of activity " arranging =ard game Jgroup >or#L
Objective " to pra=tise reporting past e$ents
The tea=her =opies and =uts up one set of =ards for ea=h group: shuffles them and
pla=es them fa=e do>n in the middle of the group( Then he or she tells the students that a
murder >as =ommitted last night( An old lad/ >as found dead in her li$ing room( &he had
@een hit on the head and ?e>eller/ >orth fi$e thousand pounds had @een stolen from the
house( The murder o==urred @et>een se$en and ten o<=lo=# in the e$ening( One of the
prin=ipal suspe=ts is Annie 7udson: the distri=t nurse: >ho has the #e/ to the old lad/<s house:
and >ho li$es ten minutes< >al# a>a/( The =ards =ontain details of Annie<s mo$ements that
e$ening( The groups< tas# is to read them and tr/ to >or# out if she =ould ha$e =ommitted the
murder or not( &in=e the =ards ha$e @een shuffled: the e$ents >ill @e in a muddled order(
&tudents should turn o$er one =ard at a time from the pile and dis=uss the pro@a@le se;uen=e
of e$ents(
The aim of this a=ti$it/ is to re=onstru=t Annie<s e$ening and >or# out if she =ould
ha$e =ommitted the murder or not( After the groups ha$e finished: let them =ompare their
findings(
M2 ev"ution o3 t4is ctivit2
An/ a=ti$it/ =on=erning dete=ti$e >or# and the poli=e in$estigation seems to @e
tempting for most students( The/ see# ad$enture: thrill and are #een on >or#ing out the =rime
>hi=h had @een =ommitted( This >or#s not onl/ >ith /oung learners @ut also adults( The/ are
fond of thin#ing and tal#ing >ithin the group a@out the se;uen=e of e$ents and =ompete >ho
>ill @e the first one to sol$e the =ase( This leads to a li$el/ dis=ussion among group mem@ers
tr/ing to persuade the others a@out the =orre=tness of their ideas(
I >ould e$aluate this a=ti$it/ as useful not onl/ @e=ause it ena@les pra=tising fluent
spea#ing >ithin the group @ut also from the grammati=al point of $ie>( The mem@ers of ea=h
group ha$e the opportunit/ to impro$e their spea#ing s#ills and re$ise the =orre=t use of past
29
tenses sin=e this a=ti$it/ is fo=used on reporting past e$ents( Furthermore: it enhan=es their
a@ilit/ of logi=al thin#ing in a foreign language due to arranging the e$ents in a logi=al order(
Corre=ting mista#es >as done at the end of the a=ti$it/ >hen I as#ed ea=h group to
des=ri@e the e$ents: >hi=h happened that e$ening: in an order >hi=h seemed the most
pro@a@le to them( Although the tea=her is usuall/ eApe=ted to =orre=t students< mista#es: this
time I as#ed the rest of the =lass to listen and >rite do>n all mista#es the/ heard >hile the
group >as eAplaining the se;uen=e of e$ents(Fhen one group finished: >e put all mista#es
the other students noti=ed on the @oard and dis=ussed them as a =lass( The eAplanation of
=ertain rules espe=iall/ usage of past and past perfe=t tense pre$ented other groups from
re=urren=e of the =larified mista#es(
Alternatives
Fith ad$an=ed learners: it >ould @e possi@le to perform the ;uestioning of a suspe=t at
the poli=e station( Tea=her =an either as# the =lass for $olunteers or =hoose at random a
suspe=t and t>o poli=e offi=ers >ho >ill perform ;uestioning in front of the =lass( A suspe=t is
allo>ed to =hoose someone from the other students >ho >ill support him or her at the poli=e
station e(g( a hus@and: a >ife: a @est friend et=( E$en though there is a slight diffiden=e at the
@eginning of this a=ti$it/: later on the em@arrassment $anishes and the students en?o/ the
de$elopment of the =ase(
Tea=hers should @e =areful >hen planning this a=ti$it/ and =onsider the le$el of
students( &in=e it is @ased on fluent spea#ing: I >ould not re=ommend this a=ti$it/ to lo>
le$el =lasses @e=ause the/ >ould not pro@a@l/ feel =onfident in su=h demanding roles and
their long pauses =ould lead to em@arrassment and also =lass @oredom(
9' Tct
Level" upper intermediate
Type of activity " mat=hing up role pla/ Jgroups of threeL
Objective " reporting >hat >as said Jreported spee=hL
This =ommuni=ati$e a=ti$it/ must @e performed in groups of three D one person per
ea=h side of the dispute and one person to =arr/ messages( The tea=her is supposed to di$ide
2K
the students in groups and =op/ three sets of =ards Jneigh@ours: hus@and and >ife and
=ountriesL for ea=h group in the =lass( Then he or she arranges the =lassroom if possi@le so
that there are t>o ro>s of des#s >ith a free spa=e @et>een them( All the neigh@ours A are
seated in one ro> and all the neigh@ours B in the opposite ro>: >ith the goB@et>eens
standing in the middle( The students are gi$en the =ards " neigh@our A: neigh@our B and the
goB@et>een( The neigh@ours are not allo>ed to spea# >ith ea=h other dire=tl/ @ut must rela/
messages through the messenger(
The aim of this a=ti$it/ is for neigh@ours A and B to rea=h a satisfa=tor/ =ompromise(
Fhen a group has rea=hed a =ompromise: the roles are =hanged : so that a different person has
a =han=e to @e a messenger( After that the hus@and and >ife role =ards are gi$en out( Fhen
the students ha$e finished that: the messengers are =hanged again and the students ta#e up the
=ountries role =ards(
M2 ev"ution o3 t4is ctivit2
The tea=herMs role in this a==ura=/ a=ti$it/ is to go round and o@ser$e the groups( The
=on$ersation @et>een t>o sides is @ased on a free spee=h @eing reported @/ the messenger and
the tea=her ?ust listens to >hat is @eing said and does not interfere( On the other hand: the role
of a messenger is $er/ important: not onl/ due to rela/ing information @et>een t>o sides: @ut
also from the grammati=al point of $ie>( The grammar pra=tised in this a=ti$it/ is reported
spee=h and the tea=her should not @e indifferent to >hat the messenger is sa/ing( Fhen he or
she ma#es a mista#e in reported spee=h: the tea=her should stop them and as# for their
=orre=tion( Interfering in this role is essential: other>ise the students >ould not find out if
the/ >ere =orre=t or not(
3reBtea=hing the rules of indire=t spee=h formation is ine$ita@le @efore the a=ti$it/
starts( &ome students ma/ feel =onfident e$en >ithout re$ision @ut the tea=her<s aim is to
ma#e sure that ea=h student understands the patterns(
The main purpose of this a==ura=/ a=ti$it/ is to pra=tise mainl/ spea#ing and
grammar: ho>e$er: it =an @e easil/ =hanged to a fluen=/ a=ti$it/ if the tea=her<s o@?e=ti$e is
pra=tising fluent =on$ersation( In this =ase: the role of a messenger is negle=ted and the t>o
sides of a parti=ular dispute are tr/ing to deal >ith the situation(
1
1o""ow up
The tea=her =ould de$elop =on$ersation @ased on reported spee=h Jgossiping at the
part/ a@out the pro@lems =o$ered in the a=ti$it/L and let the students @e in$ol$ed in it >ithout
tea=her<s interfering( Fhile listening to the =on$ersation: the tea=her ma/ >rite do>n the
=ommon mista#es the students ha$e made: and after finishing the a=ti$it/: >rite these
mista#es on the @oard and familiarise the students >ith them and =orre=t them as a >hole
=lass(
This a=ti$it/ also ser$es for enlarging the students< $o=a@ular/ >hile tal#ing a@out
relationships Jhus@and A >ife: neigh@oursL @ut also a@out different =ountries negotiating
serious matters Jo==up/ing territor/: @uilding a nu=lear po>er plant near the @order: high taAes
on food et=(L
%:' E2e;witness ccounts
Level " intermediate: upper intermediate
Type of activity " filling in a ;uestionnaire Jpair >or#L
Objective " reporting an e$ent: as#ing ;uestions
The tea=her is supposed to prepare ;uestionnaires from different fields of real >orld
situations Jre=ord of =riminal e$ents: $eterinar/ report sheet: estate agents< ;uestionnaire
a@out =ustomer<s re;uirements: medi=al information sheet et=(L and gi$e one ;uestionnaire to
ea=h pair( Then a student A fills it in @/ as#ing students B ;uestions( The tea=her should insist
on formulating the ;uestions =orre=tl/ and ma#e sure the student does not simpl/ sho> the
form to his or her partner( &tudents B are as#ed to in$ent as plausi@le and =oherent ans>ers to
the ;uestions as possi@le( Fhen students A ha$e =ompleted their ;uestionnaires: the roles
should @e =hanged and another ;uestionnaire used(
M2 ev"ution o3 t4is !tivit2
Filling in the ;uestionnaires or forms >ith open ans>ers @elongs to fa$orite a=ti$ities
of those students >ho are =reati$e and li#e in$enting stories and ma#ing up plots( On the other
hand: this #ind of form is ;uite inappropriate for the slo>er students >ho ha$e diffi=ulties
>ith =reating the possi@le ans>ers( It ta#es them some time and leads to untrust>orthiness of
their ans>ers( Fhen this o==ured in m/ =lass: I de=ided to di$ide the students into t>o hal$es(
12
The @etter part of students >as gi$en =ompli=ated and openBans>er ;uestionnaires and the
>ea#er students >ere instru=ted to loo# at the pi=tures I ga$e out( Due to diffi=ulties >ith
ma#ing up the ans>ers: I as#ed them to use these pi=tures and: a==ording to >hat the/ sa>:
ans>er the partner<s ;uestions( 3i=tures ga$e them the opportunit/ to formulate the ans>ers
straight a>a/ >ithout un>anted pauses( E$entuall/: I felt =onfident to ha$e managed this
a=ti$it/ su==essfull/(
All =ommuni=ati$e a=ti$ities @ased on filling in the ;uestionnaires are $er/ useful as
the/ prepare the students for real life situations the/ ma/ =ome a=ross later on(
Based on m/ tea=hing eAperien=e: the @est option is to start >ith the ;uestionnaire
re;uiring the personal information @e=ause this #ind of form is undou@tl/ mostl/ used in
realit/( Fhen the students feel =onfident >ith filling in personal forms: I pro=eed >ith using
the more demanding ones( To fill in these: students ha$e to @e familiar >ith a >ider range of
$o=a@ular/ and also grammati=al stru=tures( E(g( a medi=al information sheet >ill re;uire
$o=a@ular/ =on=erning diseases: their s/mptoms: first aid et=( or the re=ord of =riminal e$ents
>ill demand the terminolog/ a@out =rime( Dealing >ith these forms: preBtea=hing spe=ifi=
$o=a@ular/ items is essential for understanding the tas# and smooth a=ti$it/ de$elopment
Choosing the appropriate form or ;uestionnaire sometimes depends on a topi= =o$ered >ithin
the >ee#(
The tea=her<s role in this a=ti$it/ is to go round the =lass and o@ser$e students( In m/
lessons I tr/ to listen to all pairs ha$ing dialogues and not to ignore an/one( Fhile =ir=ulating
I =orre=t some mista#es made @/ students either in ;uestions or the ans>ers( This interuption
is not interfering: moreo$er: >hen the tea=her is near @/: the students eApe=t to @e =orre=ted(
E$en if the tea=her manages to =orre=t some mista#es during the a=ti$it/: at the end of it there
should @e an o$erall feed@a=# on students< mista#es and on their a@ilit/ to formulate
;uestions and ans>ers(
12
) CONCLUSION
In m/ thesis I tried to deal >ith spea#ing as one of four @asi= s#ills and highlight its
importan=e in e$er/ da/ situations( '/ aim >as to distinguish spea#ing and =on$ersation
sin=e these terms are =ommonl/ used @ut often get miAed up( I pointed out that =on$ersation
pla/s a =ru=ial role in our li$es and >ithout it >e >ould not @e a@le to eA=hange the
information and share our #no>ledge(
I also dealt >ith moti$ation as an essential fa=tor for language learners and =lassified its
t/pes D eAtrinsi= and intrinsi=: >ith the emphasis on the tea=her<s personalit/ >hi=h
influen=es the students< >illingness to parti=ipate a=ti$el/ in the learning pro=ess( I mentioned
nati$e spea#ers as a great sour=e for our tea=hing pra=ti=e and des=ri@ed the >a/s the/ ma/
en=ourage the students to =arr/ on stud/ing a foreign language(
To feel =onfident >hile learning to spea# a foreign language: the students are supposed to
@e put in a Osafe en$ironmentH( This pre$ents them from em@arrassement or anAiet/ >hen
the/ are as#ed to eApress themsel$es( I tried to eAplain this term and suggested possi@le >a/s
to de=rease students< =on=ern a@out spea#ing( Due to students< different personalities and also
a@ilities to spea# a foreign language: I dealt >ith pair >or# and group >or# as the >a/s of
organiCing the =lass( I mentioned the ad$antages of this #ind of >or#: espe=iall/ redu=ing
tension in =lass: =reating a pleasant atmosphere and @uilding up students< independen=e and
=onfiden=e( 3air >or# >as e$aluated as more useful sin=e it is =loser to realBlife situations and
dealing >ith them is the main aim that the students are heading for(
Another area I fo=used on: >ere =ommuni=ati$e a=ti$ities and their =ategoriCation "
information gap a=ti$ities: dis=ussions: role pla/s: simulations and guessing games( I
=hara=teriCed them and e$aluated the intera=tion the/ offer to prepare students for realBlife
language use( In =onne=tion >ith them: I dealt >ith terms a==ura=/ and fluen=/ and eAplained
the importan=e of distinguishing them due to tea=her<s o@?e=ti$e >ithin the lesson( I
introdu=ed different te=hni;ues for =orre=ting mista#es in either a==ura=/ or fluen=/
=ommuni=ati$e a=ti$ities and also des=ri@ed the roles of a tea=her and re;uirements >hi=h he
or she has to fulfil to manage the roles su==essfull/(
11
In the pra=ti=al part of m/ thesis I first introdu=ed the =lasses I ha$e @een tea=hing and
also eAplained the tea=hing poli=/ at the Defense Language Institute in ./0#o$( Then I
presented a set of preBtaught =ommuni=ati$e a=ti$ities >hi=h I ha$e alread/ used in m/
lessons: des=ri@ed their o@?e=ti$es and pro$ided them >ith m/ e$aluation( All a=ti$ities >ere
aimed at pra=tising spea#ing in English lessons: fo=using on either fluen=/ or a==ura=/(
B/ means of this thesis I realiCed ho> important it is for the tea=her to ha$e a great
amount of information =on=erning tea=hing spea#ing to @e a@le to pro$ide the students >ith
effi=ient =on$ersational lessons( The methodolog/ literature I >as reading through ena@led me
to ha$e a loo# at a spea#ing s#ill from a different point of $ie> and thin# a@out this issue
more deepl/( All the theoreti=al information I gained from this literature >as used in the
pra=ti=al part of m/ thesis( Based on that: I rea=hed se$eral findings(
One of them >as realiCing ho> important role moti$ation pla/s in the learning pro=ess( It
>as pro$ed that students< progress in spea#ing a foreign language depends on moti$ation and
en=ouragement from their tea=hers( I found out that if there are no stimulating fa=tors and the
students are not moti$ated: it leads to @oredom in =lass( To pre$ent this: entertaining
=ommuni=ati$e a=ti$ities and interesting topi=s pro$ed to @e $er/ useful and effe=ti$e(
Another fa=t >hi=h I found reasona@le >hile e$aluating presented a=ti$ities: >as
distinguishing them a==ording to the tea=her<s o@?e=ti$e( The fluen=/ a=ti$ities pro$ed to @e
essential >hile pra=tising fluent =on$ersation to prepare students for the real >orld( On the
other hand: the a==ura=/ a=ti$ities fo=used on grammar and due to them the students >ere
gi$en the opportunit/ to pra=tise the =orre=t use of foreign language( &in=e using $arious
t/pes of =ommuni=ati$e a=ti$ities pro$ed $er/ @enefi=ial in m/ =lasses: I >ould li#e to
re=ommend them to all tea=hers >hose aim is to impro$e their students< =ommuni=ati$e
s#ills(

1E
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