SPEAKING SKILLS

SPEAKING SKILLS

Multiple Choice

FLUENCY

• The ability to speak confidently at a normal speed without overuse of ‘thinking pauses’, hesitation devices and false starts.

• Two learners working together. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English.

• Using the correct form of the language – in other words, not making any grammatical or phonological mistakes.

• Talking about something in order to reach a decision or to exchange ideas.

• Using a level of formality when speaking or writing which suits the situation and audience.

Multiple Choice

PAIR WORK

• The ability to speak confidently at a normal speed without overuse of ‘thinking pauses’, hesitation devices and false starts.

• Two learners working together. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English.

• Using the correct form of the language – in other words, not making any grammatical or phonological mistakes.

• Talking about something in order to reach a decision or to exchange ideas.

• Using a level of formality when speaking or writing which suits the situation and audience.

Multiple Choice

ACCURACY

• The ability to speak confidently at a normal speed without overuse of ‘thinking pauses’, hesitation devices and false starts.

• Two learners working together. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English.

• Using the correct form of the language – in other words, not making any grammatical or phonological mistakes.

• Talking about something in order to reach a decision or to exchange ideas.

• Using a level of formality when speaking or writing which suits the situation and audience.

Multiple Choice

DISCUSSION

• The ability to speak confidently at a normal speed without overuse of ‘thinking pauses’, hesitation devices and false starts.

• Two learners working together. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English.

• Using the correct form of the language – in other words, not making any grammatical or phonological mistakes.

• Talking about something in order to reach a decision or to exchange ideas.

• Using a level of formality when speaking or writing which suits the situation and audience.

Multiple Choice

APPROPRIACY

• The ability to speak confidently at a normal speed without overuse of ‘thinking pauses’, hesitation devices and false starts.

• Two learners working together. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English.

• Using the correct form of the language – in other words, not making any grammatical or phonological mistakes.

• Talking about something in order to reach a decision or to exchange ideas.

• Using a level of formality when speaking or writing which suits the situation and audience.

Multiple Choice

COMMUNICATION

• Exchanging of information by speaking, writing, or using some other medium.

• The process of finding solutions to difficult or complex problems.

• A formal discussion in which opposing arguments are put forward and which usually ends with a vote.

• A conversation between two or more people.

• An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

Multiple Choice

PROBLEM SOLVING

• Exchanging of information by speaking, writing, or using some other medium.

• The process of finding solutions to difficult or complex problems.

• A formal discussion in which opposing arguments are put forward and which usually ends with a vote.

• A conversation between two or more people.

• An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

Multiple Choice

DEBATE

• Exchanging of information by speaking, writing, or using some other medium.

• The process of finding solutions to difficult or complex problems.

• A formal discussion in which opposing arguments are put forward and which usually ends with a vote.

• A conversation between two or more people.

• An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

Multiple Choice

DIALOGUE

• Exchanging of information by speaking, writing, or using some other medium.

• The process of finding solutions to difficult or complex problems.

• A formal discussion in which opposing arguments are put forward and which usually ends with a vote.

• A conversation between two or more people.

• An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

Multiple Choice

INFORMATION GAP

• Exchanging of information by speaking, writing, or using some other medium.

• The process of finding solutions to difficult or complex problems.

• A formal discussion in which opposing arguments are put forward and which usually ends with a vote.

• A conversation between two or more people.

• An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

Multiple Choice

INTERACTION

• Exchanging of information by speaking, writing, or using some other medium.

• The process of finding solutions to difficult or complex problems.

• A formal discussion in which opposing arguments are put forward and which usually ends with a vote.

• This is two way-communication using language and body language to keep our listener involved in what we are saying and to check that they understand what we mean.

• An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

FLUENCY AND ACCURACY

Read the sentences. Mark them ‘F’ if you would associate them with fluency-based activities and/or ‘A’ if you would associate them with accuracy-based activities.

Multiple Choice

The teacher corrects mistakes as soon as they occur.

• A

• F

Multiple Choice

The teacher asks the learners to repeat words chorally and individually.

• A

• F

Multiple Choice

The learners say a dialogue or tell a story using their own ideas.

• A

• F

• BOTH

Multiple Choice

Learners use questionnaires to interview other learners.

• A

• F

Multiple Choice

The teacher listens to learners speaking without correcting them.

• A

• F

Multiple Choice

The learners do a speaking activity in which the same structure is repeated many times.

• A

• F

Multiple Choice

In groups, learners tell each other stories about an exciting event.

• A

• F

• BOTH

Multiple Choice

The learners use whatever language and vocabulary they feel appropriate.

• A

• F

Multiple Choice

The learners do an activity with an information gap.

• A

• F

• BOTH

Multiple Choice

The learners do a role play.

• A

• F

• BOTH

Multiple Choice

The learners have a discussion or debate.

• A

• F

• BOTH