Objectives:
By the end of our lesson, you will:
1. Understand why it's important to speak confidently in English.
2. Be able to demonstrate your speaking skills.
3. Practice thinking and responding spontaneously through activities.
Procedure:
A. Preparation
First, I’ll welcome everyone, and we’ll set some expectations and guidelines. This will help us stay
focused and respect each other’s turn to speak.
B. Motivation
We’ll start by doing a quick recap of our last lesson. Then, we’ll talk about why learning to speak
confidently in English is helpful. I’ll ask some of you to share your thoughts on this – feel free to
raise your hand if you want to share!
To break the ice, we’ll play a game called Two Truths and a Lie. In this game, each person will
say two true things about themselves and one lie, and the rest of us will guess which one is the lie.
This game will get us comfortable speaking in front of the class and give us some practice before
the lesson starts.
C. Lesson Proper
Today’s topic is all about practicing speaking skills through some fun workshops. We have a few
activities planned, and the goal is to get you more comfortable speaking in front of others and
responding quickly.
D. Activities
We have three main activities to help build our speaking skills:
1. Story Completion
• You’ll work with a partner. I’ll show a picture and start a story, then you and your
partner will continue it. You’ll get a few vocabulary words to help guide you.
• After a few minutes to prepare, I’ll ask some volunteers to share their story with the
class. Then, we’ll have a quick Q&A where you can ask each other questions about
the stories.
2. Picture Describing
• You’ll now work in groups of three with new classmates to keep things fresh!
• I’ll show you a picture, and in 2-3 minutes, you’ll discuss with your group what you
see in the picture and come up with a description. Then, one person from each group
will present your description to the class.
• We’ll discuss the descriptions together, and I’ll help guide you with questions to
encourage even more speaking.
3. Role Play
• For this activity, you’ll partner with a new classmate again and take on a role in a
given scenario. For example, you might be a customer in a store, or you might be two
friends making plans.
• You’ll have 5 minutes to prepare your scenario, then present it to the class.
• I’ll give feedback to each pair, highlighting what you did well and how you can
improve.
V. Generalization
Remember, confidence in speaking English comes with practice. The more we use English in
conversations, the more comfortable and skilled we’ll become. Practicing regularly makes it easier
to share our ideas, so let’s keep at it!
VI. Evaluation
After each activity, I’ll give feedback to help you see what you did well and what you can improve
on.
VII. Assignment
For next time, watch or read some news in English. Take note of anything interesting, because we’ll
discuss it together in our next session.
These activities will help you get used to thinking in English, reacting quickly, and expressing your
ideas with confidence. So let’s get started, and remember to have fun with it!
Pre-Twentieth Century Trends
1. Grammar-Translation Approach:
• Focuses on teaching grammar rules and translating sentences.
• Lessons are taught in the students' native language.
• Students often struggle to use the language for real-life communication because they
practice mainly with written text and translation.
2. Direct Method:
• Emphasizes conversation in the target language only, without translating.
• Grammar is learned naturally by using the language, without strict rules.
• Uses actions and pictures to make meanings clear, helping students learn the
language in context.
• Teachers need to be fluent in the target language to support natural communication.
Early to Mid-Twentieth Century Approaches
3. Reading Approach:
• Prioritizes reading comprehension with only essential grammar.
• Vocabulary is chosen based on how often and useful the words are.
• Translation is used to help understand reading materials, with minimal focus on
speaking or listening skills.
4. Audiolingual Approach:
• Starts with listening and speaking activities like dialogues and repetition.
• Teaches grammar in a sequence without explicitly explaining rules; instead, students
learn by repeating patterns.
• Accuracy in pronunciation and grammar is highly important in this approach, but it
lacks a focus on real-life communication.
5. Oral-Situational Approach:
• Emphasizes oral practice first; reading and writing come later.
• Uses real-life situations (like ordering at a restaurant) to introduce new words and
phrases.
• Focuses on speaking naturally, but in controlled and limited vocabulary contexts.
More Recent Approaches
6. Cognitive Approach:
• Treats language learning as understanding rules, not just memorizing.
• Focuses on all skills equally—listening, speaking, reading, and writing.
• Learners are encouraged to understand grammar and vocabulary on their own and
view mistakes as part of learning.
7. Affective-Humanist Approach:
• Focuses on the emotional and social aspects of learning.
• Emphasizes respect, communication, and a supportive environment, often with group
activities.
• Teachers act more as guides or facilitators rather than strict instructors.
8. Comprehension-Based Approach:
• Starts with listening comprehension before speaking.
• Learners go through a “silent period” where they only listen, then speak when ready.
• This approach believes language is best learned through meaningful input, such as
hearing real-life conversations, without rushing into speaking.
9. Communicative Approach:
• Focuses on the ability to communicate in real-life situations.
• Activities often include role-playing, group work, and real-life tasks.
• Integrates all language skills from the start (listening, speaking, reading, writing) and
uses authentic materials rather than just textbooks.
Designer Methods from the 1970s and 1980s
10.Silent Way:
• Uses visual aids like colored rods and charts, and the teacher talks very little.
• Students learn by doing, with the teacher guiding only when necessary.
11.Community Language Learning:
• Involves students sitting in a circle and choosing what they want to say; the teacher
translates and helps them practice.
• The teacher’s role is more of a counselor, providing support when needed.
12.Total Physical Response (TPR):
• Students learn by responding physically to commands, like “Stand up” or “Sit
down.”
• This is a fun, active way to learn language that doesn’t require speaking until
students are comfortable.
13.Suggestopedia:
• Uses music, comfortable seating, and “new identities” for learners to create a
relaxing learning environment.
• Language is learned through scripts, songs, and storytelling, with a focus on reducing
stress and increasing engagement.
Each of these approaches offers a different way to learn a language, depending on the needs of the
students and the goals of the lesson. Some focus more on grammar, others on speaking or
comprehension, and some on emotional comfort in the learning environment. Each has strengths
and weaknesses, but together they show how language teaching has evolved over time to better
support different learning styles.
