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Introduction |
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The Receptive Modes |
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Linking Languages and Literacy |
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Assessment |
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References |
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The Productive Modes
Speaking - Sample Tasks | < Page 6 of 10 > |
Before commencing this section, read the Pica et al article on your CD Rom. The information in this article will help you appreciate the ways in which different speaking tasks support different dimensions of language use. The sample tasks described in this section are, however, just that – samples. It is important for you to constantly build your repertoire of different tasks, and different task types, so that you can support and enhance your students’ speaking skills.
The sample tasks described below all require learners to interact and use language in order to complete the language tasks.
Picture tasks
Pictures can be used to generate a huge range of speaking tasks. Here are some ideas:
Story sequences
From: Misrad, M. 1997. Lagak Jakarta: Trend dan Perilaku. Jakarta: Gramedia.
Idea 1.
- Two learners have the above sequence of pictures about a guy and his credit card.
- Learner 1 tells the story of the pictures with some deliberate errors.
- Learner 2 tries to identify the errors, for example, “ No, the guy in frame 2 is not having dinner with his father.”
Idea 2
- Learner 1 has the 4 numbered frames.
- Leaner 2 has the 4 frames but without numbers and not in sequence.
- Without showing Learner 2 the correct sequence, Learner one tells the story.
- Learner 2 is required to sequence the frames in response to hearing the story.
 | Can you suggest any other ways to use picture sequences to encourage speaking? List them in your journal. |
Picture dictation
- Learner 1 has a simple drawing that is not shown to Learner 2.
- Learner 2 attempts to replicate the drawing by following TL instructions given by Learner 1.
Spot the difference
From: Misrad, M. 1997. Lagak Jakarta: Trend dan Perilaku. Jakarta: Gramedia.
It is really easy to generate spot the difference tasks. All you need are pictures, a photocopier, and liquid paper or correction tape. Simply photocopy your picture twice. Remove a number of items from one of your copies with liquid paper or correction tape and then photocopy the altered picture. You now have Picture A and Picture B.
- Learners work in pairs.
- Learner 1 has Picture A and Learner 2 has Picture B. Pictures must not be able to be viewed by partners.
- Let learners know how many differences there are in the pictures.
- By using the phrase “Is there a … in your picture” (or similar) learners go about finding the differences in the pictures.
- First pair to find all the differences wins.
 | Picture dictations and Spot the Difference tasks can, of course, be done via computer. Scanners remove the need for photocopier and liquid paper and allow these sorts of tasks to be done electronically. |
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