This speaking activity is for a 1-1 class with a learner at an intermediate level and who works, as many of the questions ask for reflection about working life.

Author: 
Paul Kaye

It could be adapted for use with a group but would need some very close monitoring and support from the teacher.

The learning aims of the activity are to review and provide further practice in various ways to talk about the past, including past continuous, two perfect forms, used to and expressing past regret (I wish I hadn’t…). This could also be used as a diagnostic for a higher level learner.

Preparation

Before the class, prepare a copy of the questions for yourself and your learner. You can download the questions below. Remember you can also explain the activity’s aims and procedure to the learner at a more detailed level than you would with a group.

 

Procedure

  1. Ask your learner to answer the questions first – this could be done in note form (which will focus on speaking more) or as full written answers.
  2. Ask the learner to share their answer for each question. Encourage discussion of their response but don’t correct at this stage.
  3. Ask the learner to ask you the same question, then record your answers. Encourage discussion of your response also if the learner is interested.
  4. If one of your aims is accuracy, give the learner time to correct their answers using yours as a model, then give feedback. If the learner is interested discuss and develop the language points more explicitly.

Or (for a lower level)

  1. 1. Ask your learner to ask you the questions first and record your answers. This is slightly less demanding and provides the learner with a model before writing. Encourage discussion of your response if the learner is interested.
  2. Ask your learner to answer the questions referring to yours as a model – this could be done in note form (which will focus on speaking more) or as full written answers.
  3. Ask the learner to share their answer for each question. Encourage discussion of their response but don’t correct at this stage.
  4. If one of your aims is accuracy, give the learner time to correct their answers using yours as a model, then give feedback. If the learner is interested discuss and develop the language points more explicitly.
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