Aims of this module: You will

- Identify different types of students at SpeakEasy and their goals, understanding the
importance of customizing programs and lessons to meet student goals, needs and
interest
- Understand how we use needs analysis and placement within the Learning Cycle to
determine program goals, and select the right material
- Understand how the specific customization of the content of programs comes through
the delivery in the classroom
- Break down the content of chapters in the material into topic, goals and language
items to explore how the goals of the lessons can be adapted to students specific goals
and interest
- Learn the importance of motivation, and learn communication and motivation
strategies you can use as instructors to keep student motivation high
- Understand the importance of varying activities to appeal to and support different
Training
Point
Understand
Student Goals

Tailoring
Course
Content to
Students
Goals &
Needs

Motivation

How we
lean best

Objective

You understand that students come to SpeakEasy to achieve

certain learning goals
You learn that we assess students needs and use the
SpeakEasy Proficiency Levels to assess their starting level and
set the goals of their program i.e. how good they need to be
You understand the importance of tailoring the choice,
scheduling and duration of programs to the goals and needs of
our customers.
You understand that the materials provide the content of the
program, and the customization of these materials to specific
customer goals and interests takes place during every lesson.
You know how the content of the materials can be broken down into
the topic, the goals i.e. the real life situations that students will
need to deal with, and the language items that they will need in order
to function in these situations
You understand how we can adapt the lessons through adapting
topics and the examples we give in order to tailor course content to
student goals and needs.
You understand the importance of motivation in language learning
You can use a many motivation and communication strategies to
help keep student motivation high.
You understand people have different learning strengths, and that
lessons will be most effective when different learning strengths and
preferences are acknowledged.
You know that lessons therefore need to contain a variety of

SelfAssess
4

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activities to appeal to and support different learning strengths

You know some types of class activity that are likely to appeal to
different types of learners, and that we need to pay attention to
which activities out students find most enjoyable, and adapt the
lesson activities to match.

2
1

THE LEARNING CYCLE

NEEDS ANALYSIS
PLACEMENT
RECOMMENDATION

ORIENTATIO
N

&
INTRUCTIONCOUNSELING
PROGRESS

MONITORING

REPORT

CONFIRMATION

INST
RUC
TION
S

*MAINTANCE
*CHALLENGE TO
NEXT LEVEL

FOLLOW UP
& LEVEL
CHECK

MONITORING
CERTIFICATE

LEVEL
CHECK

INSTRUCTIONS

Aims of this module You will:

Experience a demo lesson and be able to put yourself in the students shoes
Know why and how we present new language in context
Practice teaching using the structure: Presentation, Practice, Performance
Know the role of correction and feedback during accuracy based activities
Understand how tasks fit into the enhance our lessons, know how to develop
motivation tasks, and practice using tasks to teach
Part 1:
Training
Point
Fluency &
Accuracy
within our
lesson
structure
Presentation

Practice

Feedback and
correction
within PPP
structure

Objective
Know why we need a lot of fluency based activities, and
why we need to focus on pronunciation & lexical mistakes
as well as grammar
Understand how we balance fluency and accuracy within
the lesson structure: Presentation, Practice & Performance
Know the goal of Presentation phases in the lesson
Understand the roles of the instructor and student during the
presentation phase of the lesson.
Be able to use the questioning techniques of naming,
elimination, Substitution, Contrast, Build Up,
Dictionary and Mind Mapping to present new
vocabulary
Be able to use the same techniques to present grammatical
structures and forms to students.
Know why we need practice activities in our lessons
Know the purpose of more controlled and less controlled
practice during the lesson, and the roles of instructor and
student during these phases
Know the variety of questions types we use to practice
languages with students
Know we use different question types to regulate difficulty
if students need more support or a greater challenge.
Trainees analyze the two parts of the practice phase:
controlled and less controlled practice.
Be able to practice new languages with students using a
questions and accuracy activities.
Know why we do not correct during the fluency-based
Performance phases of lessons.
Know why we do correct during the accuracy-based
Presentation and Practice phases of lessons.
Know why we need to set students expectations for when
we will correct directly and when we correct after an
activity
Know why we review and consolidate language structure

SelfAssess
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many times during a students program, rather than trying

to drill perfection first time.
Know how to manage the expectations of students who are
over and under- monitors.
2
Know how to use student self-correction, peer correction by
students and instructor-led correction
1
Self-assessment: How do you feel about using these concepts/techniques in the
classroom?
4 = I am motivated and ready to use these techniques/ concepts now.
3 = I would like more support & feedback, but feel sure that I can apply
these techniques/ concepts
2 = I can give this a try, but would like immediate support and feedback
1 = I am motivated, but I dont think Im ready to use these techniques/
concepts on my own

SpeakEasy Teaching Principles

1.

Goal oriented, lively, student

centered instruction
2.
Maximized student participation
3.
Exclusive use of the target
language
4.
Focus on listening and speaking,
supported by reading and writing
5.
Grammar as a means of
communication

Part 2:
Training Point
Introducing
Tasks and their
role in the
SpeakEasy
Classroom
Developing
Tasks

Objective

The Task Cycle

Teaching
Practice Tasks

The goals of
using tasks in
our lessons

Understand tasks as purposeful activities that involve

real life thinking skills
Understand that tasks encourage students to recall and
use the language they know and try and find new ways
of getting their message across
Understand the different thinking skills we use in real
life e.g. planning, comparing, deducting, classifying,
problem solving and creative thinking skills
Know how different tasks can be based on these
thinking skills listing, sorting, comparing, problem
solving, sharing experiences etc.
Understand the structure of tasks: Pre-task; Task; Post
Task
Know the purpose Pre-task phase- to set student
expectations, provide information, pre-teach languages
Know the purpose of the Task phase- where students
work towards task goals independently
Know the purpose of the Post-task phase- to review
language used, correct usage and suggest new
expressions students could use
Know the role of the instructor during these phases
Be able to teach using tasks

know how tasks can be used in lessons as freespeaking activities

know how tasks can be used to practice language
with students
know how task can be used so that students discover
their need for particular vocabulary and expressions,

SelfAssess
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which the instructor then teaches

Self-assessment: How do you feel about using these concepts/techniques in the
classroom?
4 = I am motivated and ready to use these techniques/ concepts now.
3 = I would like more support & feedback, but feel sure that I can apply
these techniques/ concepts
2 = I can give this a try, but would like immediate support and feedback
1 = I am motivated, but I dont think Im ready to use these techniques/
concepts on my own
PRESENTATION

CONTROLLED
PRACTICE

LESS
CONTROLLED
PRACTICE

PERFORMANCE
(FREE
SPEAKING
PHASE)

Introduction of new
language item(s)
Variety of
techniques used to
make input
comprehensible for
learner
Easy practice of new
language through
controlled questions
& answers
Task or activity
where learner
responses are very
controlled
Further practice of
language items
using more open
questions
Task or activity
where learner uses
& makes choices
with language
Task or activity
where students are
encouraged to
choose and use the
new language more
independently

Comprehension
Student understands
and uses new
language for the first
time

Hear & Say

Learner hears &
uses new language
Familiarization with
new language
item(s) through easy
practice

Begin to use
Leaner is challenged
to think & make
choices with
language item(s)

Use & Recognize

Students encouraged
to used language
item(s) in a free
speaking activity

Clear,
comprehensible
presentation of new
language
Language item(s) or
structure presented
in context
Give model and
drill
Correction

Provide & set up

class controlled drill
or activity
Encourage use of
new language

Facilitate free
speaking activity
Let learners talk
without corrections
Note points to return
to later in positive
feedback or
correction

STAGE

ACTIVITIES

LEARNER GOAL

TEACHER TASK

TEAC-HER
CONTROL

Module 3 Handout 4
Presentation Techniques
NAMING
The naming technique is used for any introduction that can be
accomplished simply by pointing to an object or an illustration (e.g. the
instructor points to a book, says a book, and student repeats).
This technique can be used for objects, colors, numbers, countries, etc.
Visual clues provide a clear context.
CONTRAST
Contrast is most often used to introduce opposites. The term
introduced is the opposite of a word the student already knows.
For example, to introduce small when the student already knows big:
I: Is Canada a big country?
S: Yes, it is.
I: Is Cuba a big country?
S: No, it isnt
I: (Ah!) Cuba is a small country.
If a student knows either item in the following pairs, contrast can be used to
introduce the other item: big/small, rich/poor, happy/sad, short/long,
up/down, on/under, with/without, fast/slow, open/close, arrive/leave, put
on/take off, in front of/behind, etc.
Contrast can be used to introduce new nouns: for example to introduce
department store when bank is already known:
I: Is Harrods a bank?
S: No, it is not.
I: Harrods is a department store.
Contrast can also be used to introduce new forms for irregular verbs:
for example, to introduce the part of to go when the present forms
have been previously taught:
I: Does Mr. Morgan go to his office every Monday?

S: Yes, he does.
I: Last Monday Mr. Morgan went to his office.
With the contrast we draw the students attention to the critical words or
expressions being introduced.
ELIMINATION
Using the elimination technique, the instructor asks a series of
questions bringing a negative answer, creating a situation where the
new vocabulary can be introduced logically in context,
For example, to introduce knife:
I: Do you cut bread with cigarette?
S: No, I dont.
I: Right, You cut bread with a Knife.

This technique is also used to introduce key questions, i.e.: who, which,
where, whose, what color, when, why, how, how long, etc.

Here is the elimination technique used to introduce what?

I: (Pointing, to a book) is this a telephone?

S: No, its not.
I: Is it a newspaper?
S: No, its not.
I: What is it?

The repeated series of negative questions creates a tension a need to

know which is resolved in the final introduction statement.

SUBSTITUTION

The substitution technique is used to introduce words and structures

synonymous with a known word or structure.

For example:
Adjectives
I: Is Cuba a small country?
S: Yes, it is.
I: Right or, Cuba is a little country.
Verb Tenses: Introducing a verb in the passive voice when the present tense
is already known.
I: Do people speak English in England?

S: Yes, they do.

I: People speak English in England; OR English is spoken in England.

Substitution can be used to introduce pronouns and synonyms: e.g. he,

she, etc.; ours, theirs. Hers. Etc.; big- large; can to be able to; shouldbe supposed to; etc.

BUILD- UP

With the Combination or build-up technique the student is led from

known concepts, A and B, to the new concept, C.

To introduce the relative pronoun who:

I: Is Ms. Smith a teacher?
S: Yes, she is.
I: Does she work for SpeakEasy?
S: Yes, she does.
I: Ms. Smith is a teacher who works for SpeakEasy.

This technique can be used to introduce: a red book, Mr. Morgans

house, we, us, our, them, their, have something done,
neithernot, but, etc.

DICTIONARY
Using questions rather than an explanation, the instructor gives the
student the key characteristics or defining qualities of the new word.
This technique may be short or long depending on the concept
introduced.
To introduce hangout (i.e., a place where people gather informally to talk,
drink, and eat):
I: Do football fans go to Busters before and after games?
S: Yes, they do.
I: What do they do there?
S: They eat, drink, and talk about the game.
I: Do they talk to their friends and other patrons?
S: Yes, they do.
I: Do, they enjoy going there to relax and have fun?
S: Yes, they do.
I: Busters is a favorite hangout for football fans, before and after games.

MIND MAPS

Mind maps are particularly useful for groups of vocabulary that are
strongly linked by a theme, and where students are likely to already
know some related vocabulary. The instructor uses the theme, and the

vocabulary students already know as a springboard to present new

vocabulary. For example, if the theme is the weather, students may
already be familiar with words like warm, cold, sunny, but are
unfamiliar with humid, freezing, icy etc.
The instructor introduces the topic, e.g. what different kinds of
weather do we get
through the year? As students brainstorm and
discuss the topic, the instructor
begins
a mind map on the white
board, with the weather as the central point, and uses
questions to
encourage students to talk about as many different aspects of the topic,
e.g. rain, storm, typhoon etc. the instructor creates the mind map on
the board.
The instructor asks questions and encourages the students to find
other ways of
describing what they want to say if they are missing
particular words, and then supplies the word they are looking for, adding it to
the mind map.
From presentation of key vocabulary, the instructor then leads into
another activity that
will reinforce the new language, such as listening to
some audio or reading a short text on the topic, and then sets up a fluency
activity where students choose and use language they know and have just
learned.

Module 3 Handout 9
QUIZ

1. What are the key principles of the SpeakEasy Method?

2. Topic-based teaching helps the student learn new languages in
_________.

3. This term defines the ability to communicate a message and to have

the effect on a listener that was intended.
Answer: _________________
4. If attention isnt given to this, the student could stagnate at a certain
level, develop chronic errors and have their language fossilize.
Answer: ___________
5. What does PPP stand for?
P: ___________
P: ___________
P: ___________
6. Is the PPP Structure where accuracy is the focus?
Answer: ___________
7. Recall three languages items from this mornings demonstration
lesson. How were they introduced?
1.
2.
3.
8. Name three non-verbal clues we can use to aid student understanding
during presentation.
1.
2.
3.
9. During presentation what can we use to ensure students follow us,
participate, and are actively involved?
Answer: A series of ________________.
10.
During controlled practice activities the instructor is
a) A motivator and facilitator OR
b) A corrector and modeler
Answer: __
11.
What are motivational, fun, and fulfill the necessary conditions
for language acquisition?
(Choose the correct answer)
a) Mind Maps
b) Drills
c) Tasks
12.
1.

Name five thinking skills that tasks might involve:

4.

2.
3.
13.
1.
2.
3.

5.
Name the three phases of a task

14.
Tasks can be used in :
(Choose the correct answer)
a) The performance stage only
b) The performance and practice stages only.
c) Any stage of the PPP Structure.
Answer: __

CONGRATULATIONS ON WHAT YOU HAVE LEARNED FOR FAR. WE

HAVE COVERED A LOT AND WILL FOCUS AGAIN ON THESE POINTS
THROUGHOUT THE TRAINING.
STUDENT QUESTIONS
Student questions allow the student to use the interrogative form, an
essential part of daily conversation. Student questions may be elicited by
one or more of the following techniques:

Module 3- Handout 6
Feedback and Correction Techniques
Techniques for during accuracy-based activities:
Encourage self-correction by the student, by repeating up to the word
with the mistake in it ( OR count the words on your fingers)S: My wife has 2 sisters
I: My wife
OR
I: (pointing to thumb) my (pointing to index finger) wife (Pointing to
middle finger)

Give a correct example with the structure and ask a follow-up

question
S: Ive gone to Singapore this year.
I: Ive been to Hong Kong this year. What about you?

Ask an or Question
S: I was working in your office at 3 oclock yesterday.
I: Were you working in your office or in my office at 3 oclock
yesterday?

Ask the question again, stressing word where mistake was

made
S: I went shopping at Saturday.
I: Did you go shopping on Saturday?
Gestures can also be used to communicate the type of error to the
student

Tracing an S through the air to elicit a plural form

Pointing backwards over ones shoulder to show that the past tense
needs to be used
Using both hands to show prepositions such as in, on, under, etc.

Providing the proper form for non-target errors

Spending too much time correcting errors that are not the point of the lesson
will take the focus off the purpose of the lesson. When these other
mistakes are made it is best to simply supply the correction. For example if
the instructor is practicing simple past and the student is making mistakes
with definite and indefinite articles:
I: Did you see the movie last weekend?
S: Yes, I saw the movie last weekend.
I: A movie.
S: Yes, I saw a movie last weekend.
How
1.
2.
3.
4.
5.
6.
7.
8.
9.

would you
Student:
Student:
Student:
Student:
Student:
Student:
Student:
Student:
Student:

correct these student mistakes?

The secretary is responsible to answer the phone.
My sisters hairs are blonde.
At the weekend, I am usually staying at home and relaxing.
I cook dinner last night, and watch a film.
Where you bought that shirt?
What will you do when you will get home?
What color chair are you sitting?
Do your brother live in England?
Have you been to Italy last year?

Techniques for fluency- based activities:

The goal of fluency activities is for students to focus completely on getting
their message across and successfully communicating, and students are
free to choose and use whatever language they need to complete the goals
of the activity. For this reason, feedback and correction of student
performance take place after the fluency activity- the instructor does not
intervene during the fluency activity, but instead takes notes of both correct
and incorrect utterances for later use, either as a close to the activity or for
later review.
It is very important that the instructor sets students expectations that they
will not be corrected during the activity. As always, feedback begins with
POSITIVE comments about the students success in achieving the goal of the
activity. Some techniques for providing useful feedback after fluency
activities are:

The instructor writes down a number of sentences that were used

during the activity, makes copies, and distributes them to students for
discussion.
The instructor writes a few examples of language used on the
whiteboard, and thee students can go up to the board and make
corrections.
Another activity, the instructor might write a story including the similar
errors to those made during the activity- students read the story and
try to find and correct the mistakes.
The instructor makes two lists, A & B. Each list is composed of the
same sentences as were used during the activity. If on one list the
sentence is incorrect, then on the other list it will be correct. The
instructor divides the group in two, and each group has to decide
which sentences are incorrect and correct them. Then, the two groups
come together to compare

How would you usefully provide feedback in the following

situations?
1. During a role-play it is clear that several students are confusing the
pronouns he and she.
2. As a student is telling a story to the whole class, he consistently (and
inaccurately) uses the infinitive form of the verbs, effectively speaking
without using any tenses.
3. Students are involved in discussing a topic in small groups. One
student struggles to express what he wants to sat and you can work
out which words/ expressions he is looking for. He manages to find a
way round this during the discussion, but you want to focus on these
expressions after the discussion.
4. Students are involved in a simulation and are very actively discussing
the solution to a problem. One student uses expressions for
disagreement that are very strong, and would be likely to offend. You
think this is unintentional.

Module 3 Handout 7
Tasks that present new language
Activity 1
The instructor sets up a listening comprehension by briefly discussing the
theme and eliciting or reviewing key languages items that will occur.
Students listen to the recoding once.
For the second listening, the instructor distributes a short list of words
to the students and asks them to listen for words and expressions
with similar meanings, and to jot down as many of these synonyms
as they can.

The instructor then reviews the vocabulary the students have noted, and
sets up a fluency activity where these new expressions could be used.
Activity 2
The instructor sets up an activity e.g., a meeting simulation by briefly
discussing the theme, speculating about the problem to be resolved, and
reviewing a few key expressions.
The instructor divides the class into small groups to prepare their arguments.
The instructor does not introduce any new language at this stage. During
the group work, the instructor moves around the class supplying
words and expressions that the students ask for or need.
After the activity, the instructor again reviews the language that has come
out of the activity, and follows this up by showing a video or plating a CD of
native speakers performing the same task. For homework, the students
prepare similar presentations.
Activity3
The instructor brainstorms parts of the body with the students, e.g. head,
elbow, eye and writes these on the board.
In groups, the student add ed to the end of the words, and try to
put together sentences that show the meanings e.g., he headed
south, or she eyed the cake. The instructor brinds the class
together again to discuss the meaning of the sentences, revise
sentences, and expand on further possibilities, e.g., he headed the
ball.
The instructor sets up an activity, e.g., listening, reading, writing, or fluency,
where the students can use these expressions.
(Rinvolucri, Morgan)
Activity 4
The instructor distributes a text to the students that is filled with blanked out
words. The instructor encourages the students to speculate on the words
that could fill these blanks, by focusing on the context and the story
development.
The instructor then distributes the full text. The words that were previously
blanked out are new to the students- but the students have already
discovered their meaning. The instructor practices key expressions from the
text and sets up a fluency activity where the students can use them.
Activity 5
The instructor sets up an activity by discussing the topic and reviewing some
key expressions, e.g., giving presentations about their work place to new
recruits at the company. The instructor encourages the students to
speculate about further expressions they might need, e.g., Id need
to know the terms for the machines we have in our factory, or We produce

different types of glass- Id need to know the terms for the different products
we have.
Discuss with the students where they might find the expressions
they need, e.g., company brochures in the target language,
dictionaries, internet, etc. Set the task for homework to find out a
certain number of terms for the activity next class, (e.g. 5-10
expressions, not 50!)

MODULE 3 HANDOUT 8
Tasks & activities for practice phases in the lesson
Activity 1
Chain Story: Various verb tenses or vocabulary
The instructor begins telling a story. Going round the class, each
student has to add another brief installment to the start.
Before starting, each student has to choose a word recently learned or
a verb in a particular tense, e.g., went, bought, paid, etc.
Each installment of the story has to contain the words or verb that was
chosen by the student.
(Ur & Wright)
Activity 2
Damaged Property: Past Tense Questions
The instructor briefly describes or shows a piece of damaged property,
e.g. a watch that has stopped, burnt work papers. The instructor has in
mind the reason for the damage. Students try and guess, by asking
questions like Did it happen because? The instructor can give clues
to keep the momentum going, e.g., It happened while I was
cooking Students could take over, perhaps working in pairs, first to
make up stories.
(Ur & Wright)

Activity 3
If youve: If + present perfect; past tense questions
The group sits in a circle could be around a table if thats easier.
There must be an empty seat in the circle, and to start with the
instructor sits to the right of this seat.
The instructor starts by saying, If youve ever been to (Country or

City), please come and sit here. Its better to start out with something
you know a student in the group has done. As soon as the student
comes and sits next to the instructor, the instructor asks 2 or 3
questions, e.g. When did you go? What was it like there?
There will now be an empty chair somewhere in the class. The next
student to ask If you have ever? is the student sitting to the right
of the empty chair.
It doesnt have to be the same student who asks the follow up
question: the group could be encouraged to throw questions at the
person who moves to sit on the empty chair.
(Rinvolucri)
Activity 4
Quantifiers
The instructor puts these quantifiers on the board:
Loads and loads of
Quite a few
Not all
A lot of
A good few
Several
One or two
Too many
Few
Some
The instructor then gives a topic, e.g., your company, family, political
party, manufacturing companies in that country, etc. Each student
writes a sentence about that topic using each quantifier so 10 in
total.
The instructor outs the students in groups of four or five and asks them
to compare statements, again using a topic, e.g., giving each other a
tour of their company, house, university, etc.
(Clare Anderson & Rinvolucri)

Activity 5
What has just happened: Present Perfect + just

The instructor either writes a series of exclamations on the board. For

Example: Oh! Oh? Congratulations! Im Sorry! Great! What! NO! Thanks! Etc.
In pairs or groups, students choose exclamations and think of an event that
might have caused someone to say it. They may write down a one-sentence
description, e.g., someone has just announced their pronunciation.
After a few minutes, the instructor invites the pair or groups to read out their
explanations, and the other students in the group guess what the
exclamation was.
( Ur & Wright)
Activity 6
Conditional Tic-Tac-Toe: Unreal Conditionals
The instructor creates a tic-tac-toe grid either on the board or as a handout:
# this is first filled in with the first half of conditional sentences, e.g. If I lost
my passport the instructor divides the group into two. In order to be able
to put an X or O in the square of their choice, the groups have to correctly
complete the sentence in that square, e.g., If I lost my passport, I would
contact the embassy. The group that manages to get a horizontal, vertical or
diagonal line wins the first round. In the second round the instructor fills the
grid with the second halves of conditional sentences, e.g. I would burn my
passport. Again the same rules apply. The sentences might also be related
to a topic e.g. I would be promoted. Or the sentences might be very
difficult to explain, e.g. I would pain myself green.
( Wright, Rinvolucri and others)
Activity 7
Achievements: By the time + past perfect
The instructor prepares examples of achievements, e.g., By the time I was
six, I had learned to read.
The instructor tells the students that they are going to do a dictation, and
they need two different colored pens. For sentences that are true about
themselves, they should write in one color, and for sentences, which are not
true about themselves, they should choose the other color.
When the dictation is finished, put the students in small groups and get them
to compare notes. Encourage them to give more information.
Topics could be very varied, e.g., places visited, work experiences, etc. if you
think the students will not want to give personal information, the activity
could be adapted for famous people.
(Rinvolucri)

Activity 8

Story Sequences: Past unreal conditionals

The instructor uses a story sequence, from a course book, a magazine, or
made up. The best sequences for this are those where the end could not be
predicted from the beginning. Through questions the instructor elicits the
story from the students, e.g., Mr. X went out with friends, stayed out rather
late, was very tired, forgot to set his alarm clock, woke up at 11: a.m., etc.
When the group gets to the end of the story, the instructor starts to work
backwards, e.g., if he hadnt had that idea, would he have made a million?
the instructor then encourages the student to work further back, using past
unreal conditionals. The instructor can also encourage students to speculate
on the endings to the story. The story could also be on a series of cards,
rather than in a paper. These could then be reshuffled, and the students
have to form other sequences of events.
Activity 9
Compare yourselves: comparatives
The instructor divides the group into pairs. Each pair has to make up 5-10
comparative sentences about themselves, e.g., Sarahs company is much
bigger than mine. But, the sentences must not be about aspects than can
be seen immediately, such as height and hair color. This means that the
students have to ask each other questions in order to find out the
information they need for the sentences.
We both: Both & Neither
The same as above, except that the students have to make up 5-10
sentences including both or neither, e.g., Weve both been to the US,
Neither of us
( Ur & Wright)
Activity 10
Old advice: expressions like should have, would have been better to
The instructor tells a short story about a mistake s/he made in the past,
preferably something a bit complicated, e.g., I went to live abroad, and just
didnt think about it. I arrived without a place to live, a job, the right
currency, it was late evening, etc. either in pairs, or as a whole group, the
situation is reviewed and the students say what the instructor should have
done or could have done, pr what they would have done. The activity
can be expanded with students relating situations in pairs, or getting
opinions based on the past problems they have had on role-cards.

Activity 11
Present advice: suggestions, e.g., you could, should, might, must If I
were you
The group is divided into advice givers and people with problems. These
problems could include anything, from my car has broken down on a dark
road to my colleague has just been promoted to be my boss, and I cant
stand reporting to him.
Students who have problems circulate from advice giver to advice giver,
collecting ideas as to what they should do.
The instructor brings the group together and reviews the advice that has
been received.
Students could evaluate the advice they got, and advice givers might justify
their suggestions.
( Rinvolucri)
Activity12
The most: Superlatives
The instructor gives or asks the students to suggest a group of six or seven items
linked to to a common subject areas, e.g., sports, companies in that country, food,
household items.
The students then try to define each as the most or est of the group, e.g.,
Football is the most popular sport in Europe.
(Ur & Wright)
Activity 13
Memory chain: basic sentences, e.g. I like or I can
The instructor starts the chain by giving a sentence, e.g. yesterday I visited my
brother. The next student has to remember what was said and add to it, e.g.
yesterday, ( the instructor) visited her brother and I worked really late. And so on,
until the chain becomes impossible to remember.
( Ur)
Activity 14
Imaginary Classroom: Prepositions
The instructor tells the student to imagine that the room is absolutely empty: no
furniture, no people, nothing. They have to create the ideal classroom by suggesting
how to refurnish it. For example: there is a thick soft wall to wall carpet on the
floor; there is a television in the corner, with a video: etc
The activity could be visualize and describe their office or living room- a partner
might have to draw it or create a layout on a piece of paper.
(Ur)
Round the circle: prepositions of movement
The group needs to stand in a circle, although this could be around a table. The
instructor starts by throwing a ball to a student and saying, from (teachers name)
to Paul. The student then follows this Patten for a couple of minutes. Then the
instructor and student start to add to the sentences, e.g. from A to B via X From

A to B behind Xs back. From A to B, over the table; From A to B, clockwise

round the circle; From A to B over Xs head, and so on.
(Rinvolucri)

Activity 15
Brainstorm round a word: reviewing vocabulary
The instructor divides the group into smaller groups of three. After introducing the
topic of nightmare neighbors, the instructor hands out problem cards to two
people in the group. The third person will act as mediator between them. The
instructor explains that the warring neighbors are not speaking to each other, so the
mediator has to go between them, asking them to explain a problem, and then
taking this to the other neighbor, the instructor hands out problem cards to two
people in the group. The third person will act as mediator between them. The
instructor explains that the warring neighbors are not speaking to each other, so the
mediator has to go between them, asking them to explain a problem, them taking
this to the other neighbor, e.g. he said that you wouldnt stop playing loud music,
etc.
The instructor monitors, and may swap the roles around at any stage.
Various topics could be used, e.g. colleagues who cant work together, siblings, etc.
(Intermediate communication games)

Module 3 Handout 9
QUIZ
1. What are the key principles of the SpeakEasy Method?
2. Topic-based teaching helps the students learn new language in _____________.
3. This term defines the ability to communicate a message and to have the
effect on a listener that was intended.
Answer:________
4. Is attention isnt given to this, the student could stagnate at a certain level,
develp chronic errors and have their language fossilize.
Answer: ___________
5. What does PPP stand for?
P: _______________
P: _______________
P: _______________
6. In the PPP Structure where is accuracy the focus?
Answer: _____________
7. Recall three languages items from this mornings demonstration lesson. How
were they introduced?
1.
2.
3.
8. Name three non-verbal clues we can use to aid student understanding during
presentation.
1.
2.
3.
9. During presentation what can we use to ensure students follow us, participate
and are actively involved?
Answer: A series of ___________________________________
10.During controlled practice activities the instructor is:
a) A motivator or facilitator OR
b) A corrector and modeler
Answer: ___

11.What are motivational, fun, and fulfill the necessary conditions for language
acquisition?
(Choose the correct answer)
a) Mind Maps
b) Drills
c) Tasks
12.Name five thinking skills that tasks might involve.
1.
2.
3.
4.
5.
13.Name the three phases of a task
1.
2.
3.
14.Tasks can be used in:
(Choose the correct answer)
a) The performance stage only
b) The performance and practice stages only.
c) Any stage of the PPP Structure
Answer: ___

CONGRATULATIONS ON WHAT YOU HAVE LEARNED SO FAR. WE HAVE

COVERED A LOT AND WILL FOCUS AGAIN ON THESE POINTS THROUGHOUT
THE TRAINING.

Aims of this module: You will

Learn the importance of structure in setting up speaking activities, and giving students
many, varied opportunities to freely spontaneously use the language they know.
Focus on how to provide useful feedback and correction after fluency activities.
Analyze and practice preparing various pair and group work speaking activities, roleplay activities and student summary and questioning activities.
Practice setting up different speaking activities.
Training
Objective
SelfPoint
Asse
ss
Now lets
4
You will understand the importance of structure in setting up
get
speaking activities- to stop a discussion turning into silence
speaking!
3
You know what factors are important in setting up a successful
speaking activity: e.g. setting the learners expectations; using
interesting topic; using pictures, texts or listening activities as
2
springboards; using pair & group work so that all students can
actively participate.
1
You understand that the goal of any communicative activity is to
have the students use the language they are learning to interact
in realistic and meaningful ways
Feedback
after
fluency
activities
Pair &
Group
work
activities
Role Plays
and Role
playing
activities

Student
Summarie
s

Student
Questions

You understand that we give feedback and correction after fluency

activities.
You know some strategies for giving correction after fluency
activities- ensuring that this is a positive experience for students.
You can set up and adapt a variety of pair and group work
activities, presenting and practicing any necessary language

you understand the variety of role-playing activities we use in

classes at Speakeasy: skits, role-plays, and simulations
you can set up skits during your lessons
you can set up role-plays successfully, or more complicated
simulations, where students work with role-cards
You understand the usefulness of student summaries as
performance activities, particularly for beginners level learners
You can set different forms of student summaries during your
lessons
You understand the purpose of including student questions as
class activities, particularly for beginner level learners
You can use a variety of techniques to elicit student questions

4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1
4
3
2

Self-assessment: How do you feel about using these concepts/techniques in the

classroom?
4 = I am motivated and ready to use these techniques/ concepts now.
3 = I would like more support & feedback, but feel sure that I can apply
these techniques/ concepts
2 = I can give this a try, but would like immediate support and feedback
1 = I am motivated, but I dont think Im ready to use these techniques/
concepts on my own
Module 4 a- Handout 2 English

Pair & Group Work- Some activities

1. Information-gat Activities: information gap activities, where one student has
information that the other wants, match our real life communication
process, e.g. getting information, asking prices, etc. In class, students work in
pairs or move around the room, trying to match or find missing information to
complete a worksheet or a task set by the instructor- students interviews
each other to get the missing information they need.

Examples of Info-gap activities:

The Action Module role cards for the review chapters are all perfect
examples of information gap activities
BE Level 5, Chapter 1, Point 8, Task arranging social meetings based
on each others calendar
Be Level 6, Chapter 4, Points 5-6, performance- matching activity using
relative clauses

2. Describe and Draw / Arrange: Describe and draw activities are a form
of information gap activity- this is a fun variation that is likely to appeal to
students with visual/spatial intelligence
Students work in pairs- one describes a map, layout, or drawing they have,
and the other tries to recreate this. Again, describe and draw activities have a
match in real life communication-examples include: describing ideas to an
architect; taking down directions and tracing a route, telling a group of new
employees about the structure of the company, place of work, etc.

Examples of Describing & Draw Activities:

BE Level 6, Chapter 1, Point 8, Presentation-describing a floor plan using so
and such

 BE Level 6, Chapter 4, Points 3-4, Extension- describing how a cell phone

works
3. Interviews and icebreakers: are good ways to start classes and match the
social talk that we use when we are trying to get to know other people, e.g.
at parties at a conference, at the start of an interview, etc. Using icebreaker
activities also helps to establish a good group dynamic and encourage
students to learn cooperatively, working together.
Students interview each other and then present the collected information
about the other
student to the whole group. Interviews can also adapted
to fit a wide variety of lesson goals, e.g. interviewing about likes and dislikes,
opinions on a variety of topics, past experiences, etc.

Examples of Interviews & Icebreakers:

Be Level 5, Chapter 2, Point 1, Pair work-Interviews about best vacations

Be Level 5, Chapter 2, Point 6, Practice-working out mini biographies through
pair work
Be level 5, Chapter 4, Point 2, Performance How their partner got into a
profession
Be Level 6, Chapter 1, Point 1, warm-up icebreaker activity
Be Level 6, Chapter 1, Point 10, Extension Small talk Interviews
Be Level 6, Chapter 2, Point 6, Performance activities student are
enthusiastic about
BE Level7, Chapter 1, Point 10, Practice & Performance- characteristics of a
good manager
BE Level 7, Chapter 4, Point 7, Post-Listening- which events the partner would
like to attend
BE Business 1, Chapter5, Point 5, Extension-interviews about corporate
culture

4. Problem Solving: In our Real World lives. We use the thinking skills
associated with problem solving all the time. Problem solving also motivates
student to work through activities and tasks their focus is on finding the
best solution and successfully reaching the desired outcome.
During problem solving activities, students work together to agree on a solution to a
problem, e.g.
The instructor tells a dramatic story of a disaster such as a bus crashing/
breaking down in the Rocky Mountains, far from any civilization. The learners
get a map and some notes and must plan out what they can do to survive.
The groups have to reach agreement on where to go on vacation: pairs work
out itineraries for a destination of their choice (within a fixed budget),

everyone presents their proposal and the group votes on the trips to select
one.
Students meet to decide what to do about a colleague whose normally
outstanding performance is low due to personal issues.
Examples of Problem-solving activities
BE Level 6, Chapter 1, Point 5, Performance-scenarios with conflicts
BE Level 6, Chapter 3, Point 8, Performance- scenario with conflict
Be Social Situations, Chapter 3, Point 4- vegetarian & faddy eater meet host
Be Social Situations, Chapter 7, Points 6-7 & 8, Performance-various scenarios
where a resolution is required
BE Business 1, Chapter 2, Point 7, Listening & Post Listening- career choice
dilemmas
Many of the Actions Modules for the review chapters are excellent examples
of problem solving activities

Module 4A Handout 3
SPEAKING ACTIVITIES-FEEDBACK & SUGGESTIONS
Question:
1. How interesting and enjoyable do
you think this activity is for your
students?

Feedback & Suggestions:

2. What language (e.g. functions,

grammar, and vocabulary) will
students use to complete the
activity?

3. How effectively will the activity

generate this kind of language

4. What preparation was needed,

e.g. presentation of vocabulary,
expressions, structures?

5. How much will everyone

participate in the activity?

6. Do the students have shirt or long

speaking turns?

7. How do you feel the activity could

be adapted for a different type of
group, or for one on one
instruction?

Module 4A- Handout 4

SKITS
Skits are short conversational exchanges

 fixed expressions which are fed to the student, one role at a time, and
practiced until mastered
Skits are often to teach expressions, the teacher creates a situation where
only one answer (the new expression) is possible and then prompts the new
expression or phrase.
Skits teach more than one function, which enable a student to accomplish a
task.
Generally, the process for setting up skits it:
1. Warm-up: use mixed questions to set up the situation.
2. Enact: feed the student his lines via stage whisper which he then repeats
within the dialogue. Practice until the student is comfortable. In a group, put
students in pairs and have them practice. Make notes of mistakes.
3. Give feedback: congratulate them on a good job and get the students to selfcorrect major mistakes.
4. Switch roles: in pairs (if is a group) have them practice the opposite role. Give
feedback: congratulate students and encourage self-correction of major
mistakes.
Examples of simple skits:
1. I: Thats a very nice suit.
S: Thank you very much.
I: (R) thats a very nice blouse.
S: Thats a very nice blouse.
I: Thank you very much. (Watch?)
S: Thats a very nice watch.
I: Thank you very much. (Suit?)
S: Thats a very nice suit. Etc
2. I: Give me the book please. (Here you are.)
S: Here you are.
I: Thank you (youre welcome)
S: Youre welcome
I: Give me the book, please.
S: Here you are.
I: Thank you. (Youre welcome)
S: Youre welcome.
I: Give me the book, please.
S: Here you are.
I: Thank you.
S: Youre welcome
I: Give me the pencil, please.
S: Here you are, Etc.
Example of skits in Speakeasy courses materials:
BE Level 6, Chapter 1, points 2-3, presentation & Practice- Invitations
BE Level 6, Chapter 1, Point 11, Presentation & Performance- complimenting
Be Social Situations, Chapter 1, point 3, Practice & performance - Invitations

 Be Social Situations, Chapter 2, Points 6-7 Saying goodbye

Be Social Situations, Chapter 8, point 1, Practice- asking permission
For Meetings & Presentations, any of the Language of Meetings items involve
presenting and practicing language through skits, e.g.:

Chapter1 Agenda Item 3

Chapter 2, Agenda Item 3
Chapter 3, Agenda Item 2, Etc.

Module 4A Handout 5
Role Plays & Simulations
Role plays are unrehearsed and longer conversational exchanges that give the
students opportunities to communicate within near-to authentic situations. There
are a whole variety of different role-play within or course materials, from short role-

plays which are part of introducing a topic, to longer role-plays that are the result of
preparation and practice.
Possible role-plays include:
Ordering dinner in a restaurant
Booking travel arrangements
Checking in/ out at a hotel, etc.
Simulations are extended role-plating activities- they are more complicated and
involve students in analyzing information, often from role-cards. Because of the
increased complexity, we give the students time to prepare their roles, and role
cards for simulations often include a lot of information, such as authentic material
with multiple angles, e.g. marketing, financial, or legal information.
Simulations are often for students with a higher prociency level, again because of
their complexity, and they are often designed for groups classes rather than private
lessons. Again, because the situation is more complex, a student in the group is
usually chosen to coordinate the activity.
Simulations are often recorded, so that student can review and focus on the
language they used.
Possible simulations include:
Radio stations news show
TV interview show
Take-over negotiations
Panel job interviews, etc
Procedures for setting up role-plays & simulations:
A good procedure for setting up a role-plays or simulation is:
Preparation ( pre-task)
Warm up, e.g., using pictures, a brief discussion of the theme.
Offer, review, and refresh potentially useful vocabulary, grammar, phrases,
and questions
Enactment (Pre-task)
Create the scene & assign the roles
For simulations, allow students time to prepare and study their role-cards
First enactment- a realistic role play
Possibly add some kind of conflict or complication during the role play
Instructor remains to the side of the action, and notes mistakes that need to
be covered during the feedback session
First Analysis (post-task)
Focus first on POSITIVE feedback.
Self-correction and reinforces any important vocabulary or expressions
needed.

Instructor elicits or draws students attention to further expressions they

could have used.

The review and analysis if very often followed by a second role-play. Students switch
roles and the instructor perhaps reassigns characters according to student interest,
or adds another complication and have them carry our role-play again. This is then
followed by a second analysis, and the instructor may also assign follow-up work, as
homework.
Variations on the role-play theme:
There are wide varieties of possible variations- the role play itself can involve just
two people, or an entire class. Often you will vary the format spontaneously- based
on the situation and needs of the class. Below are listed some possible variations:

Two students act out their roles, and when the instructor claps and points to a
student in the audience s/he has to take over the role.
The students could be told this beforehand, so that if they feel that they
could contribute to the role, they can clap and jump into the role or even
suggest another student who could join in.
Two students sit or stand opposite each other. Two other students each sit or
stand behind them, and whisper what they have to say to each other. The
instructor ( or a student familiar with the process) can set the context. This
activity is called Dubbing and is a lot of fun!
Students call out situations that are a bit difficult and the other students
have to act it out. For example, a host, who has slaved over his roast beef,
serving his polite vegetarian guest. We call this one A Sticky Situation
The process of thinking up situations and writing them on cards could be set
as homework before the lesson- this can be used to customize the lessons to
the students particular situations and language learning goals.

Module 4A- Handout 6

STUDENT SUMMARIES
Summaries are extended utterances which may take the form of:
Descriptions of objects in the classroom or of an illustration or picture
Action series ( with or without an illustration) particularly for use with
verb tenses
Abstract summaries: what do you do at the office? What happens when
it rains?
Themes: what do you think about traffic in the city? Do you think
spending money on trips is a good idea or not?
We could turn the summary into a game, e.g. just a minute where
students have to speak about a topic for a particular length of time.
Features to keep in mind about Student Summaries:

No matter what the students level is, he/she must be prepared in advance
by the instructor ( Instructor perhaps gives a model or asks a series of
questions and answers). However, at a more intermediate level you can
simply say: please give me a summary of the text/story/situation.
The student functions on his/her own (choosing his/her own form and
sequence of statements), without intervention by the instructor until after the
summary.
In a group class students should practice in pairs. This increases participation.

Examples of student summaries & extended long turns in SpeakEasy

materials:
Descriptions of objects, people or illustrations
Be level 5, chapter 1, point 2, practice- description of pictures, leading to a
role-play
Be level 5, chapter 2, points 2-5, practice- students describe pictures using
adjectives
Be level 5, chapter 3, point 6, performance- students compare different
things, e.g., using pictures from magazines
Be level 6, chapter 4, point 1, extension-describing cell phones
Be level 6, chapter 4, point 7, performance- describing game, using relative
clauses
A series, with our without illustrations (particularly used for tenses)
Be level 5, chapter 1, point 5, performance & extension-simple present &
present progressive
Be level 5, chapter 2, point 7, performance- summary of first day at work,
using past progressive, or activity where students describe other students
action.
Be level 5, Chapter 3, point 5, practice 1- describing important events in life,
using past perfect and past perfect progressive
Abstract summaries & discussion of themes:
Be level 5, chapter 3, performance- students describe restaurant experiences

Be level6, chapter 2, point 2-3, warm up describe memorable live music

experience

Presentations:
Any of the your turn activities in the review chapters are excellent
examples of presentation & extended long turn activities
Chapter 7-12 of BE Meetings and Presentations all include Presentation
Simulations, e.g.:
** Meetings & Presentations chapter 7, Agenda Item 5
**Meetings & Presentations, chapter 8, Agenda Item 4, etc.
STUDENT QUESTIONS
Student questions allow the student to use the interrogative form, an
essential part of daily conversation. Student questions may be elicited by one
or more of the following techniques:

QUESTION-ANSWER-QUESTION (Q-A-Q)

I: Whats this?
S: Its a pencil.
I: (cue)*
S: Whats this?
** The cue may be a gesture, first word of the question, or the instruction,
Question?
Remember that the instructor answer the students questions! ( or their partners if
theyre working in pairs).
ANWER-QUESTION (AQ)
I: Its a book. (Cue)
S: Whats this?
By varying the stress, the AQ technique can be used to elicit different questions
from the same sentence/answer:
I: I went to the back on Monday
S: where did you go on Monday?
I: I went to the back on Monday.
S: When did you go to the bank?
Negative statements can also elicit questions:
I: I didnt have eggs for breakfast.
S: What did you have?
TEASE ANSWERS (TA)
I: * (cue)
S: whats this?
I: its a bus, but its not red.
S: what color is it?
I: its blue, but its not American.

S: what kind is it?

I: Its German, but its not in Germany.
S: Where is it?
A QUESTION WITH/ A QUESTION ABOUT
I: A questions with bus, please!
S: is this a bus?
I: ask a question with the word, -, please!
I: ask me questions about-, please!
I: ask me questions with the verb,-,- and-, please!
INDIRECT QUESTIONS
I: Ask me what I did yesterday!
S: what did you do?
I: Ask me if I have a car!
S: Do you have a car?
This technique can be simplified by placing the question in direct speech:
I: Do I have a car?
S: I dont know.
I: Ask me! Do you
S: Do you have a car?
GENERAL INSTRUCTION
I: And now you ask the questions!
[Actual word cues may or may not be necessary, depending on the student and his
or her level.]
Examples of Student Questions within SpeakEasy material
Student work out questions:
Be level 5, chapter1, point 6, performance- verb not commonly used in
the progressive
BE Level 5, Chapter 3, Point 2, Warm-up- Students list questions to
prepare role-play
BE Level 5, Chapter 5, Point 2, Extension-group asks questions about
traditions
BE Level 6, Chapter 1, Point 7, Performance-asking polite requests
Be Level 7, Chapter 2, Point 6, Practice & Performance- asking
questions with the passive
Twenty Questions or other question based games:
BE Level 6, Chapter 4, Point 8, Performance-20 questions
Be Level 7, Chapter 5, Point 4, Extension- 20 questions
Be Meetings & Presentations, Chapter 6, Agenda Item 3, and Practice-asking
for clarification.

2004 BIT Module 4B- Handout 1 GOALS Practical Teaching Techniques

Listening & Viewing to support Speaking
Aims for this module: You will
Learn the importance of setting expectations so students know what they are
listening for (for in-class audio and video activities) and to help motivate them
to listen and pit them at ease.
Discover the importance of balancing extensive and intensive listening/viewing
tasks varying the types of listening the students do and the outcome of the
listening activities in order to develop fluency or accuracy, or both.
Practice working out lesson plans for different listening/viewing activities.
Module 4B- Part 1
Training Objective
SelfPoint
Asse
ss
Develop
You understand that we need to create a context for listening 4
ing
activities in class, by using the topic, and that we need to
Student
put students at ease
s Real
3
You understand that we always have expectations when we
Life
start to listen as native speakers, and that we need to set
Listenin
students expectations for listening activities.
g Skills
You know that we need to create a purpose or need for
listening when we set up listening activities in class, by
setting listening tasks
You know that we need lots of activities where students
listen to work out the overall meaning-extensive listening-as
this is how we listen in real life
You understand that we need intensive listening activities,
where students listen for details, words or phases
Your
You can set up successful listening activities: by setting
4
Teachin
3
expectations; using tasks to create purpose and develop
g
listening skills; and by sequencing tasks to give students a
Practice
2
sense of achievement at each stage of the activity.
You know how to review and present key vocabulary as part
1
of the pre-task phase
Module 4B- Part 2 (This part optional for language other than English)
Training Objective
Self-

Point
In-Class
Video &
DVD

You understand the purpose and benefits of using in-class

video activities.
You can use various techniques and activities to set
expectations and put students at ease when using in-class
video or DVD
You can use a variety of viewing techniques to use for DVD
or video activities
You know how to build to expansion activities that focus on
fluency and support students speaking skills

Asse
ss
4
3
2
1

Self-assessment: How do you feel about using these concepts/techniques in the

classroom?
4 = I am motivated and ready to use these techniques/ concepts now.
3 = I would like more support & feedback, but feel sure that I can apply
these techniques/ concepts
2 = I can give this a try, but would like immediate support and feedback
1 = I am motivated, but I dont think Im ready to use these techniques/
concepts on my own
Module 4B- Handout 2
Look at these steps of a listening task you may want to conduct in a
classroom. The steps are out of order. Try to number them in the best
order in which to do them, 1 to 7.

report back to the

continue, if not.

What are the

Play CD/tape, students compare answer, in pairs, and then

instructor. If the answer are correct,

Show pictures of a restaurant. Ask the students: Where is this?

people doing? Etc.

Lead into a speaking task based on the students own

restaurant experiences.

might they say?

Set task: How many people do you think are speaking? What
What might they say? What do you think they will order?

report back to the

Play CD/Tape, students compare answer, in pairs, and then

instructor. If the answers are correct, continue, if not, replay.

the meals that

Set task: Here is a menu, calculate and compare the prices of

the two people order.

restaurant do you

Introduce topic: Restaurant. Discuss a little: What kind of

like?

Why do you feel this is the best order?

Module 4B-Handout 3
Listening Tasks and Student Responses
Task types
Following Instructions: The students perform actions or
draw something after/while being given instructions.
Checking off Items: Students check
items/words/pictures as they hear them or they put them
in the correct order.
True/False: Students either write or call out whether
statements are right or wrong.
Finding Mistakes: Students fill in brief gaps in a text,
supply the words to fill pauses in the recording, or call out
what they think the missing word is.
Guessing Definitions: Students listen to definitions and
they write down what they think the word is.
Answering Questions: Student read/write/listen to
questions and then listen to an audio to find the answer
Paraphrasing/Summarizing: Student gives a summary
of the content or writes it down as homework.
Long Gap-Filling: A long gap, or gaps, is left in the
listening text, and the students are asked to fill it in.
Problem-Solving: Students listen to a problem and then
try to solve it or suggest solutions.

Student
Response
Short Response

Longer
Response

Extended
Response

 Interpretation: Students listen and guess what is

happening. To do this, they perhaps need to listen to
background sounds, voices, tones of voice, words, and/or
any other information given them clues.
Students listen to Stories, Songs, Videos/ Movies/
Theater
Note: No response activities are for students self-study time,
e.g. watching a video, listening to the radio, listening to CDs or
tapes. These activities can be encouraged by the instructor, and
followed up on in class- e.g., a discussion about a radio show
that everyone listed to. Our students need a broad and varied
experience of the target language-they benefit greatly from
listening to authentic language while focusing on the message.
We can also provide additional help by directing them to the
Listening activities in their self-study materials, e.g., CDs, CDROMs, Website, etc.

No Response