Sara Saavedra Rodrguez

Speaking activities 1) Clothes. Worksheet #1 1 a. Ask students if they know what are the names of some of the clothing items I am wearing by pointing them or things being worn by other students in the class. b. Hand out the copies, give students 5minutes to answer with a partner and then check orally. i. This activity is focused in accuracy. The reason is that the aim is to check what vocabulary the students have knowledge of and learn new words by matching pictures with the words; is teacher controlled. The aim is to get answers right. ii. Checking mistakes: While doing activity a I would not tell them the answer of things are will be in the worksheet, but those who might not be, I would tell them if nobody knows. Activity b would be checked orally, asking one student chosen randomly, if he/she does not have the right answer ask someone else. 2) Clothes (continuation) Using worksheet # 2 2 a. Put the students in pairs and give each pair a picture, they have to take turns describing the people in their picture while the other tries to draw it and color it. b. They later switch and see how correct they got it. i. This activity is focused on accuracy since its aim is to revise vocabulary of clothes and colors, for that there must have been a lesson about colors before this one. ii. They have some freedom because they get to choose the colors, but it is still very much teacher controlled. iii. I do not think I would have the necessity to correct, because they have the other worksheet to look at and use the right word.
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Watcyn-Jones, Peter. Instant Lessons 1. England: Penguin Books , 2000. Print. p. 102 Ibid. p. 104

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3) What do they look like? Missing person. 3 Worksheet #3 a. Put students in pairs and hand the sheet of paper. b. Student A, calls to report a missing person c. Student B, fills in card by asking questions i. What is the name of the missing person? Etc. ii. This activity is focused on accuracy because students are expected to ask questions using correct grammar and answer in the same way using vocabulary about physical appearance. iii. The way I would correct mistakes is by walking around the room and listen to what students say, I think in this kind of activities one should trust that students will correct one another while doing the activity. 4) Giving instructions4 a. An information gap activity i. Main grammar points: imperatives, adverbs of directions. ii. Look at worksheet # 4 for instructions. b. The activity is teacher controlled because everything is given to them. i. The focused of the activity is accuracy; the aim is for students to use adverbs and imperatives correctly. ii. In this activity I believe is better for the teacher not to correct, students must pay attention to what words they choose in order to give and understand directions. 5) Talking about films a. Vocabulary, reading comprehension b. Teacher controlled i. Students work in pairs and read the description of a movie. For example:

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Ibid. p. 118 Watcyn-Jones, Peter. Pair Work. England: Penguin Books. p. 20,60

Sara Saavedra Rodrguez

ii. Then students are given facts about the film and they should think of the question they would have to ask in order for the answers to be the given fact. For example:

iii. This activity is focused on accuracy because the student needs to get the right question using proper grammar. iv. The way I would correct mistakes is by asking each pair to go up to the board, after having a few minutes to do the activity alone, and write the question and the answers, after they have all put their questions and answers we, as a whole class would go one by one checking and correcting. Students have the opportunity to correct the work of other students, and only if no one has the right answer, I would interfere. 6) My art Gallery a. Presentation, would like i. In this activity students pretend they have a gallery and can have an exposition about anything they want. They have to present the things they would like to have in the exposition, explain what they are and why they have chosen them. ii. The activity is focused on fluency because the aim is for students to feel comfortable talking about something they have chosen and would like to share with the rest of the class. iii. Mistakes would be corrected only if I see that as a group there are many common mistakes. I would do so by reminding students of the structures or vocabulary being misused.

Sara Saavedra Rodrguez

Worksheets 1

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4.1

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4.2