DELTA Module Two

Language Skills Assignment 4 – SPEAKING

AVO LANGUAGE AND EXAMINATION CENTRE, SOFIA

CENTRE NO: BG005
STUDENT NO: 005

LILIANA IBRAIMOF

August, 2019
 Language Skills Assignment 4 – SPEAKING

Name: Liliana Ibraimof Date: 30.08.2019 Level: B1 Intermediate

Length of lesson: 60 min Main lesson focus: Speaking

Main Lesson Aim/ Outcome By the end Sub Aim(s) By the end of the lesson students
of the lesson students will… will…

 have improved their conversation  have improved their speaking skills for
skills in the context of small talk functions of making conversation in the
(meeting new people) context of small talk

 have had the opportunity to practise  have had the opportunity to practise their
small talk in a role play context pronunciation (short questions and answers
in the same context) in order to make their
speech more natural

Personal Aims Assumptions Students

 to reduce TTT  are interested in improving their speaking
 to minimize the time spent with (conversation) skills
teacher centred activities  are interested in the topic and the context
(socializing)
 will be familiar with the vocabulary presented
in the lesson
 are interested in improving their
pronunciation (mainly intonation and
connected speech)

Anticipated Student Problems and Solutions Specific problems students

may have with speaking skills
Problem Solution

Students might not be willing to share Encourage them to use invented information
personal information (age, family etc) instead.
during the conversations.
Students might not have the skills to Model and redirect SS to the Dos and DON’Ts
make the conversation going. from the reading text.

Students might lack vocabulary (words Provide help with vocabulary when needed
or expressions not mentioned in the (briefly) and write it on WB for later
lesson) for some of the topics during the reference/feedback
semi controlled/freer practice.

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Students might have problems with Be prepared to drill and raise awareness of
intonation and connected speech. the natural way of pronouncing the
expressions from the lesson.

Anticipated Managerial Problems and Solutions

Problem Solution

1. Involving the whole group 1. Paying attention and trying to elicit answers
from all students.

2. Technology (PPT or computer 2. Check everything before the lesson, have

projector stop working) back-up copies for handouts and materials.

Materials used Board Plan

Handouts adapted from Speakout Pre Apart from projecting the PPT and the software
Intermediate, Antonia Clare and JJ from the book, I will use the WB for writing any
Wilson, 2011, Pearson – pages 12-13 vocabulary that may come up, expressions
and error correction
PPT, Whiteboard, marker

Timetable fit The students have made it clear from the

beginning that they would like to improve their
speaking skills mostly, so I have decided to
meet their demand in my final lesson for this
course.

There were 2 more speaking lessons last

week, but they had different topics (storytelling
and job interviews); before me, there will be
another speaking lesson, where they have to
practise agreeing, disagreeing and some turn
taking in the context of music festivals.

I believe that, apart from the practice the

students have had to speak during the
previous lessons, these students will have the
opportunity to improve their conversation skills
and put into practice some of the
vocabulary/skills they have acquired so far.

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Target Skills/Language Analysis

Skills & sub-skills Meaning Concept questions

(Target Language)
Main skill: Asking and answering Are we going to find out
Making conversation (informal questions on various information about the other
register) topics (weather, jobs, person? Y
offers and requests) Do we have to ask
questions? Y
Is it important to know the
answer? N
Sub-skills used:
1. Opening (A) and closing (B) (A)Polite formulae to Are we polite when we ask
Conversations start a conversation; these questions? Y
express interest; Can we ask about
(A) Nice day, isn’t it?
adjacency pairs; anything? N
/naɪs deɪ, ˈɪznt ɪt?/
invitation to agreement Do we have to answer? Y
Yes, it's lovely. (question tags);
/jɛs, ɪts ˈlʌvli./ routines; introducing
people
Where exactly do you come from?
/weər ɪgˈzæktli dʊ jʊ kʌm frɒm?/
Woodbridge. It's a small town near
Ipswich.
/wʊdbrɪʤ. ɪts ə smɔːl taʊn nɪə
ipswɪʧ /
This is my friend, Rachel.
/ðɪs ɪz maɪ frɛnd, ˈreɪʧəl./
Hi. Nice to meet you.
/naɪs tə miːt juː./

(B)It was nice to meet you. (B)Polite formulae to

/ɪt wəz naɪs tə miːt juː./ close a conversation
after meeting a person
See you soon.
for the first time;
/siː jʊ suːn/
closing a conversation;
I hope we meet again soon. express request to
/aɪ həʊp wi miːt əˈgɛn suːn./ meet again;

Yes, let's keep in touch.

/jɛs, lɛts kiːp ɪn tʌʧ./

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2. Choosing topics Introducing a new topic

Did you watch the match last night?

/dɪd jʊ wɒʧ ðə mæʧ lɑːst naɪt?/

Yes, it was terrible. We lost 3-0.

/jɛs, ɪt wəz ˈtɛrəbl. wi lɒst θriː nɪl./

So, do you work here?

/səʊ, dʊ jʊ wɜːk hɪə?/

No, I'm just visiting.

/nəʊ, aɪm ʤəst ˈvɪzɪtɪŋ./

3. Recounting personal incidents Asking/answering Can we ask about any

and experiences questions about recent events? N
events Do we have to answer? Y
Did you have a good weekend?
/dɪd jʊ həv ə gʊd ˈwiːkˈɛnd?/

Yes, it was ok.

/jɛs, ɪt wəz ˈəʊˈkeɪ./

5. Polite offering/accepting Offer/request

Would you like a drink?

/wəd jʊ laɪk ə drɪŋk?/

I'd love a coffee, thank you.

/aɪd lʌv ə ˈkɒfi, θæŋk juː/

4. Making small-talk Asking and answering • Why are we saying this?

questions for (to be polite)
Nice day, isn’t it? socializing purposes; • Are we discussing
/naɪs deɪ, ˈɪznt ɪt?/ showing interest and important things? N
courtesy • Do we have to speak a
Yes, it's lovely. lot? N
/jɛs, ɪts ˈlʌvli./ • Do we have to answer
the questions? Y
So, do you work here? • Are we impolite if we
/səʊ, dʊ jʊ wɜːk hɪə?/ don’t answer? Y
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No, I'm just visiting. • Are we polite if we talk to

/nəʊ, aɪm ʤəst ˈvɪzɪtɪŋ./ people first? Y
• Can we talk about
How do you know Hiro? anything? N
/ haʊ dʊ jʊ nəʊ ˈhɪrəʊ?/

Oh, we work together.

/ əʊ, wi wɜːk təˈgɛðə./

So, what do you do?

/ səʊ, wɒt dʊ jʊ duː?/

I'm an architect.
/aɪm ən ˈɑːkɪtɛkt./

5. Using adjacency pairs

6. Reacting to others
7. Using an appropriate style of
speaking register – informal
8. Turn-taking

(see the above target language)

Other skills used:

a. Reading for gist (skimming)
b. Reading for specific information
(scanning)
c. Listening for specific information
(checking answers)

Target Language - Target Language - Target Language - Anticipated

Anticipated problems (P) Anticipated problems (P) problems (P) with phonology
with form and (S) with meaning and (S) and (S) solutions:
solutions: solutions:

1. P: during the practice, 1. P: during the practice, 1. P: SS might have problems

SS might skip auxiliaries in SS might use different with pronunciation in connected
the questions or build other words for offers and speech, rising/falling intonation
question tags incorrectly. requests and avoid the TL. and sentence stress.

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1. S: Be prepared to write 1. S: Be prepared to 1. S: use the recording in the

down any errors, write on suggest the natural lesson as a model,
the WB and clarify the English language and choral/individual drill in
issue at the end of the remind students to classroom.
lesson. memorize the formulae
from the lesson (TL).

Procedure

Aim/
Materials
Time Stage Interaction Procedure
used
type

7’ 1. Lead in To introduce 1.1 T introduces the topic with a PPT Slide 1

the topic of question: (meeting new
small talk and people)
activate Do you like going to
schema parties/meeting new people?
(meeting new
people) SS answer the questions (class
T-SS discussion) (2-3’)
S-S
1.2 SS discuss the questions from PPT Slide 2
PPT in pairs (3’) (questions)

T elicits some of the answers,

focusing on Q3

*Follow up –T: Was it interesting/

boring? (1’)

12’ 2. Tasks 1,2 To let SS 2.1 T gives SS a handout and asks Handout 1
(speaking) decide on the them to read the topics (ex 1B)
appropriate and tick the ones that they find Handout 1
topics for appropriate for an informal (ex 1C)
small talk conversation with someone
S, S-S they do not know very well (2’)

SS read/decide individually at first,

then discuss their opinions in pairs
(3’ for discussion)
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T ticks on the WB what SS suggest PPT Slide 3

as inappropriate and elicits 1 or (topics)
more topics (3’)

Extra ideas: reading, shopping,

music, hobbies

To let SS 2.2 SS choose 1-2 topics and Handout 1

practise with ask/answer questions (pair (ex 1D)
the selected work) PPT Slide 4
topics (model)
S-S T monitors and provides help/
suggestions (4’)

Example: topic – films

Do you like films?
When did you last go to the cinema?
Who is your favourite actor/
actress?

*T writes down any errors

10’- 3. Reading To provide 3.1 Gist reading PPT Slide 5

11’ (gist and input for (gist question)
specific building small T asks SS to read the introduction
information) talk skills for the article then asks SS to read
T-SS, S, S-S the article and decide if the tips
are appropriate for informal/
formal or both types of meetings
(2’ + 1’ checking answers)

3.1 Reading for specific Handout 1

information ex 2A

SS read the article again and

decide whether it offers good/bad
advice and if these tips are
appropriate in their culture. (2’)

SS discuss the tips in pairs and

decide which are good/bad. (3’)

3.2 T elicits some answers

randomly and asks SS to tell
their partner the tips they found
useful without looking at the text
(2-3’)

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15’ 4. Small talk/ To model 4.1 SS read the captions in the big WB
language work questions picture and in pairs fill in the Projection
and answers missing lines in the blank Handout 1
in small talk captions with their own ideas. (both pages)
S, T-SS, (3-4’)

Example: This is my friend Rachel.

Suggestion for answer: Hi, Rachel.
I’m Maria.

T elicits some answers randomly

and accepts any plausible
answers. (2’)

4.2 Each S receives 2-3 paper slips Paper slips

with some answers. Handout 1
WB
SS look at the sentences from the Projection
big picture from their Handout and
when they are sure, they go and
stick their answers on the WB,
inside the blank captions. (4’)

4.3 T plays the recording for SS to Script

listen and check their answers, (Handout 2)
then gives SS the script. (2’)

SS look at the script and decide in

pairs if the dialogues are
appropriate for beginning or closing
a conversation (3’)

3’ 5.Pronunciation To improve T plays the recording for Handout 1

SS’ pronunciation and asks students to (ex. 5A)
pronunciation repeat the sentences, paying
and make attention to intonation and
them sound connected speech
more (choral/individual drill)
natural
T-SS, T-S, S
* Introduce “So” for being more Script
natural in asking questions

SS identify 2 questions starting with

“So” in the script.

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8’- 6. Controlled/ To offer SS 6.1 T sets the context (a small, Script

10’ freer practice the informal party); SS work in pairs
opportunity to and practise the dialogues from
practise small the script. (4’)
talk
S-S (A tells the first line and B tries to
S-SS answer without looking at the
script.)

* T encourages SS to make more

conversation using different topics
from stage 2, (ex. 1B)

6.2 T monitors and writes down any

errors then gives FB on the
main errors from the lesson.
58’

Learner Profile

Group background and the learning context

The B1 General English group I am going to teach for LSA4 Skills - Speaking has already gone
through three speaking lessons held by my peers and by the time I start mine, they will have
practised agreeing and disagreeing, storytelling and job interviews.

The group we have taught is made of 7 adults, 6 women and one man, age ranging from early
thirties to late fifties. It is mostly monolingual, their L1 is Bulgarian. Two of them are new
students, replacing two women who had to leave the group during the last week for personal
reasons. One of the new students is Brazilian, the other is Bulgarian. The average language
level is low B1 for productive skills, with mixed abilities. The group has been put together for
Delta purposes, so their training has included intensive lessons of 8 h/week in 4-hour sessions
during the last 5 weeks. The lessons have covered most of the relevant areas for grammar and
vocabulary and also the 4 skills. Regarding previous training, some of them have studied
English (one or two intensive modules) with Avo school, but most of them have not had formal
language training, although they had one English class per week in primary and secondary
school.

Occupation wise, they are all working adults, except for one, who is a housewife. They are quite
sociable and friendly, interact well with each other and are co-operative during the classroom
activities. Their main interest is to improve speaking skills, as they said in the early stages.
None of the people in the group is interested in writing. They would like to use English in the
future for travelling/work purposes or simply because they think it is an important and useful
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language nowadays. Their motivation is mostly intrinsic. My feeling is that they attend these
classes for socializing purposes as well. In many ways, they are similar to my Romanian
students, with very few cultural differences.

During all these lessons I have noticed that they have mixed feelings and attitudes regarding
speaking activities: they do want to communicate, but are still afraid of making mistakes or they
lack the proper vocabulary to express their exact ideas, which they find, of course, frustrating.
I also noticed that they prefer to speak about familiar things mostly and whenever they have to
deal with something new or unexpected, tend to become monosyllabic and rather shy, losing
spontaneity almost completely. They like working in pairs but sometimes tend to use L1 to
translate some of the words. They had problems during the listening/reading skills lessons and
did not seem to enjoy top-down approaches as they were obviously not used to building their
skills in this way. Although there have been many signals of progress, they need to keep
developing all their skills a bit more.

I am expecting the students to be co-operative and willing to improve as it seems they are more
respondent to speaking lessons. Although their vocabulary range is not wide in terms of
production, I believe that the easier and more familiar topics in this lesson will boost their
confidence and improve their communication skills.

Individual details

Iulijana, 59, Psychologist, low B1 for productive skills – She is interested in improving
speaking, is moderately active, but attentive and obviously wants to improve; afraid of making
mistakes or saying something inappropriate; hesitant, speaks in chunks sometimes, as she still
lacks vocabulary and is not aware yet of what she can do with the passive knowledge she has;
friendly attitude, but slightly formal; does not use English outside classes, but she would like to,
for work purposes mainly; needs to build more confidence and improve fluency. Authority-
oriented learner

Elena, 40, Legal Advisor, B1 for productive skills – She is interested in developing as many
areas as possible, speaking is a priority; her goal is to become an independent user; is sociable
and communicative; travels abroad regularly and needs to make conversation and feel
comfortable to express her ideas; good receptive skills, but needs to improve pronunciation,
individual sounds mostly. Analytical learner

Ivo, 54, Owner of tobacco store, low B1 for productive skills – He started learning English
recently (1.5 years ago); intrinsic motivation; travels a lot and declares he does not like speaking
but he seems at ease during communicative activities if he likes the topic; does not use English
outside classes and would definitely need to expand his vocabulary range, as he usually
struggles for words; he is aware that his pronunciation is not natural and he would like to
improve it. Concrete and communicative learner

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Valeria, 38, Social Worker, B1 for productive skills – She needs to improve accuracy but has
problems with applying all the rules she has learned; her mistakes do not impede
understanding, though; she has problems especially with S-V agreements and final “s” in
general; she would benefit from improving her communication skills, as she tends to lose
coherence when trying to get out of the familiar topics; is very sociable and talks a lot during
the classes; she missed some lessons due to busy schedule at work. Communicative learner.

Tsvetana, 32, Housewife (maternity leave), low B1 for productive skills – Her knowledge
activates quickly when she likes the activity type or the topic for discussion; she travels a lot but
uses English only when she has to; still hesitant and unsure when she is building longer
utterances; she is interested in learning vocabulary rather than grammar or skills; very positive
attitude and patient; although socially skilled, she seems to be an Authority centred learner.

Ina, 45, French linguist, B1 for productive skills – She is new in the group, so I have not had
the chance to observe her properly; speaks French and Russian and studies English
occasionally, as she believes it is an important language; does not practice outside classes;
wants to improve her speaking skills. Communicative learner.

Flavia, 40, Civil Servant, B1 for productive skills – She is also new in this group, but I have
been able to talk to her before the lesson; she is from Brazil and started learning 1.5 years ago,
2 h/week, for traveling purposes mostly; not very confident with speaking and writing; good
grammar knowledge, but needs to improve pronunciation and accuracy. Analytic learner.

Commentary

My background essay looked at speaking from the point of view of building conversation skills.
The teaching issues I selected for the essay come from a vast teaching experience over the
last 25 years, covering all ages and levels and a few types of English. Due to the paper
limitations, I selected only a few of the main problems I encountered with my students. One of
them is a current issue that I have noticed about my Bulgarian group that I am currently
teaching.

Although the group’s receptive knowledge is relatively high, during speaking activities they still
struggle to find words and their speech becomes halted. They lack spontaneity when the topic
is too difficult and, despite the friendly environment from the classroom, many of them are still
afraid of losing face if they say something inappropriate or wrong. In other words, they have to
cross the threshold towards strong B1 speakers and they need to understand that learning
grammar rules will not be enough. My idea is that if they learn how to use the knowledge they
have and be aware of what they can already produce, their motivation and confidence will
increase.

That is why I decided that during my last meeting with this group I will try to help them build
conversation skills in a dedicated lesson. Having in mind the low B1 students who need to
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improve fluency, I have chosen easier materials (a Pre-Intermediate lesson) mostly because I
thought this would be beneficial for all the learners. While weaker students would find the
vocabulary accessible and the tasks more doable, stronger students would revise some of their
language and validate their skills.

The lesson will start with a brief discussion on the topic of meeting new people, which is usually
well received by students. From my observation, these students like socializing and I am
counting on their L1 skills to be able to cope with the tasks successfully. I believe they have
travelled enough to see that English is a language of politeness and sensitivity. Most stages in
the lesson encourages them to speak in pairs.

The next stage implies their own judgement of the suitable topics for conversation. I will then
give them the opportunity to see if they can really ask and answer questions on the topics of
their choice. I would like them to feel the enjoyment of exchanging information about something
they are interested in.

The short reading article and the activities around it are meant to raise their awareness of
conversation being an art. The article is merely a list of Do’s and Don’ts with useful tips for
people who are not yet familiar with small talk and its role in social functions. This will give them
the “tools” to start the next stage, where they will experience the target language.

In order to make this a bit more challenging and useful for the students, I have decided to
change the activity from the course book. Originally, it was a simple matching exercise, in which
the students were required to read some dialogues based on pictures, then some comments,
and place them in a caption, next to its corresponding pair. Instead, I will ask them to fill in the
captions with their own ideas. I want them to see what they already know and if they can really
produce the exact language later on. The next step is to give them slips of paper with the replies
from the course book and ask them to place the slips on the whiteboard in the corresponding
captions. Provided their vocabulary is as good as I anticipated, there will be a variety of choices
on the whiteboard. The answers will be checked during a listening activity, followed by a short
pronunciation drill which focuses on the connected speech and the natural sound of the
language.

The last stage is focused on the language work follow up and I will ask them to practice the
dialogues and try to memorize some of the lines. I would very much like them to take home
some of the target language but also enjoy our last lesson.

Word count: 690

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