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Reem Hisham Hashil

H00250869

12B3EPR01

A speaking resource pack for the


EFL primary classroom

Hisham

Reem
AlJenibi
H00250869
2ed Oct, 2015
Contents
Content
Page
EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

Activity One (Shape information gap)


.. 3-6

Justification 3
Objectives .. 4
Purpose .. 4
Instruction 4
Answer key 5
Resources .. 5-6

Activity Two (Role-play) ....


7-8

Justification 7
Objectives ... 7
Purpose .... 7
Instruction .. 8
Answer key . 8
Resources 8

Activity Three (look and ask: Asking card)


9-10

Justification
Objectives ..
Purpose ..
Instruction
Answer key
Resources ...
10

9
9
9
9
10

Activity Four (Description game) ..


11-12

Justification 11
Objectives .. 11
Purpose .. 11
Instruction
11-12
Answer key 12

References
13

EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

Activity One (Shape information


Levels: (information gap)
In this activity, it's appropriate for the age range from six to
eight years old. Which mean the pupils are in level two for
grade three to grade four.

gap)

Justification
The shape information gap activity has related math concept
addition to English language. This activity designed for children in
primary school to develop of their learning language skills and give
them the supporting of they needed to increase their speaking skills
and listening skills. This activity has two sheets both of these have
missing information for example, sheet A has some information that
the other does not have (Gail Ellis and Jean Brewster, 1991) and
students have complete it as a task by speaking with other students
to exchange information (Teacher's Corner: Speaking - Information Gap
Activities ). It's helpful for grades three and four and promotes their
speaking to learn and use the words and form of shapes, to practice
to the listen clearly and draw the shapes in the right place. That way
of teaching activities, make them to connect between math
(shapes) and English (using grammar and directions) in successfully
and follow these subjects in easily way. This activity is completed of
their other skill areas for example; pupils can use it in pairs to
improve both listening skill and speaking skill and drawing skill
(shapes). Overall, this activity depends on learning a new
vocabulary, ability to speak, listen and draw in correct location.
EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

Objectives
Teacher's objectives to learn children of this activity:
1- Analyze circle picture by where the shapes are placed through
listening description it from other student.
2- Identify kinds and forms of shapes and identify direction of
shapes (by speak and listen the words of shapes) that
correspond with their description.
3- Focus to speaking the description shapes of they need for the
activity.

Purpose
The shape information gap activity includes two sheets with 12
questions from each other and some information to describe these
data to another student to complete his/her sheet. Can do this
activity with children to work with partner or in small groups.
Students will be able to learn new sort of shapes and practice on
these and motivate and encourage the student to describe the
location of shapes in correctly. In the suggested activity time here is
between 10 12 minutes.
Instructions
First, teacher can give children this activity after shapes lesson in
activity time. Teacher can make this activity in different levels A, B
and C with providing the language's box to help them to describe
the pictures, if it needs. Teacher had a copy from this activity for
whole class and divide children in pairs of students to take sheet A
and other takes sheet B. Second, teacher will explain it and have
model with one child to show them and they have followed the
instructions of this activity. Third, students A with sheet A has looked
at the picture one and describes it to student B with using correctly
directions. Then, student B has listening clearly and drawing the
shapes in right place. After that student A and student B have
exchange the roles and complete this activity. In the end of this
activity, teacher has provide them to support of their speaking and
has check on their answers by drawing the shapes and if they had
EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

mistaken teacher have describe it again and observe student of why


he/she had mistaken.

Answer Key
The answer key of this activity, that student has description
by speaking and drawing the shapes in correct location. Like
on this model answering.
Tell your partner full-sentences to describe:
Example of description:
There is a

square

inside the circle

oval
rectangle

at the top
at the bottom

outside the circle

triangle

to the right
to the left

moon
square
heart
diamond
star
Example of answer: (question 1 student A)
There is a rectangle outside the circle at the top, oval inside the circle to
the left, square outside at the bottom and triangle to the right.

There is a outside/inside the circle .


There are two/three/four shapes outside/inside the circle. A at
the bottom*

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Reem Hisham Hashil

H00250869

12B3EPR01

Resources

One sheet for each partner (sheet A and Sheet B).

Pincle for drawing shapes.

Activity Two (Role-play)


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Reem Hisham Hashil

H00250869

12B3EPR01

Levels: role play activity is for children who are grade four.
Justification
The second speaking activity is role play that all pupils have
choosing a story and devise themselves the roles to acting the
characters of the story. This means that students can 'become'
anyone they like for a short time! The President, the Queen, a
millionaire, a pop star .. the choice is endless! (Admin, 2004).
They have working together as a team to be friendlier to success
their role play. So, this activity provides a fun for students and build
trust on themselves, encouraging real communication with
classmate (improve interactional skill) and to knowing the role each
other of their characters help build teams, develop classmate
motivation and children's development (2004-2013) . This activity
has more speaking time to develop their speaking skills and
developing on their imagining skills. That also helps children in their
learning physical and creative development and personal and
emotional and social development. It's complete with other skills
area like reading skills (reading story) , listening skills (listen their
partners when acting) and cognitive skills (open their mind to
understand the story and live with it in short time). It's better if
teacher do this activity in groups with different levels which means
different stories' levels to motivate them because that will
improving of their learning language (Role Play)

Objectives
Practicing the English language skill (of specific language e.g.
dialogues).
Understanding vocabulary and purpose's story.
Knowledge and understanding of the world
Purposes
Motivate the students to speaking of their roles play and work
with their characters have related to the story..
Encouraging them to collaborate with other to build a good
communication
Identify the topic and acting in freedom without saving the
dialogues' roles.

EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

Instructions
First, teacher had different
stories to give them in
activity time and they
have read the story as
group and divides
themselves to take one character like" father's doctor, mother's doctor,
brother and big brother" there are characters in "The Two Brothers story",
one of many stories for grade four. Children in groups have practice the
story to do the role-play in front the classmate and others have listen and
encouraging of their doing and teacher also provides them a fun class and
support them by clapping and praising.

Resources

Story.

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Reem Hisham Hashil

H00250869

12B3EPR01

Answer key
Children will reading story and divided the roles by themselves
and acting this story.
8

Activity Three (Asking cards)


Levels: (look and ask)
For this activity, the children work in small group which are
from seven to eight years old. Actually, they are in grade two.

Justification
In this activity designed for the children who need using to asking
question incorrect sentence-question and using plural and noun
pronounce /s/. This provides controlled practice where the pupils are
focusing on producing the correct form and pronunciation (Gail Ellis
and Jean Brewster, 1991). Asking cards game can do in whole class
which means all students have sheet to write the name's students
and write the answer as short interview. Asking cards game will
develop children of the language skill as speaking with listening
skills and writing skills at same time. So, this activity is providing the
EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

children of many develop in their learning language. For example of


these develop skills, with this activity they take a card and have
asking one question to get the answer from the card with ensured
use grammar of their answer and have writing the name's students
with his/her answer. That way, will improve the children of the
speaking skill to ask and writing the answer also make a nice
communication with other students to have fun and learn.

Objectives

Communicate with others to ask question and get the answer.


Speak with students by asking- answering game and write on their
own paper.
Focusing using pronouns in their speaking.

Purpose

Students will able to identify use plural nouns (e.g. 2/more


brothers, 2/more sisters)
About the topic unit (e.g. family members) them through
asking of questions
Motivate to using the full question and answers in full
sentences and encourage learning a new grammar (pronouns)
through the activity.
Encourage to asking and get the number of brothers and
sisters they have and write on their paper.
9

Instructions
In the begging of this activity, teacher has explained the grammar
(pronouns) of when they can use /s/ and non /s/. For example, about
family unit talks family members while this activity focus on two
words are brother and sister with using s if it more than one. Teacher
has given children sheets to select their classmate as group and
children have taken one picture card of brothers or sisters, if
someone asks. The activity includes six cards' brothers and six
cards' sisters with sheets (includes three questions for brothers and
three questions for sisters) to write on the name's students and the
answer. They have asked "How many brothers/ sisters do you
have?" and get the answer in oral "I have one brother/sister or I
have two brothers/ sisters." then write the answer on sheet. Which
means groups will be asking and other groups have answers.
EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

Teacher can observe of their speaking and give the providers to be


confident and building good relationship with students.

Answer key
- Write name's students and get answer from there in oral and
write the number's brothers and sisters on the sheet.
Resources

10

Activity Four: (Description


game)

EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

Levels: (description clowns)


In this activity, it's appropriate for the age range from seven to
eight years old. Which mean the pupils are in level one for
grade two.

Justification
This activity is "description clown", which means describe the
pictures' clown which would be the identity of woman's clown or
man's clown. Describe of the face's clown about color and size of
parts face. Using this activity will develop students' speaking skills
and it will improve to asking and answer with using correct grammar
and order the question and answer in full-sentence. It helps and
complete children's skills like listening skill and provide them to
communicate with partner to asking and answering.

Objectives

Knowing vocabulary to describe and learning new words.


Make a good communication between students.
Speak to develop description of the face.
Using correct grammar to describe.

Purpose

Be able to identify and describe parts of the body.


Student will be able to differentiate between big, little, long and
short.
Student will be able to use possessive adjectives his and her.
To answer questions with what color?

Instructions
In the begging of this activity, teacher had prepared this activity and
explained with model it. Teacher will choose a child and will model
this activity by student take one card of clown's cards and teacher
will asking question and student have answer the question with
using incorrect grammar. The reset of students will understand the
activity and teacher will choose pairs to play by take a card and
they have asking and answers about clown's face as description.
11
For example, student A had a card and student B will asking
question like "is this a woman clown or man clown?" student A
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Reem Hisham Hashil

H00250869

12B3EPR01

answer: this is man clown. Student B: what color is his hair? ,


student B answer: his hair is yellow. Teacher can evaluate them by
providing to support of their speaking.
I suggest that this activity will take five minutes for one card and
they can choose another card to play it again with switch roles. Also,
they can play with these cards individually to describe the clown's
picture to the teacher. It's opportunity to develop their learning
language.
Answer key
- Q: Is this a man or woman clown? A: This is a woman/ man
clown
- Q: What color are his/her ears? A: They are yellow.
- Q: What color are his/her eyes?
- Q: What is his/her mouth? A: his mouth is big and it is orange.
- .
Resources

12
EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01

References
2004-2013. (n.d.). role playing games and activities rules and tips.
Retrieved October 31, 2015, from business balls:
http://www.businessballs.com/roleplayinggames.htm
Admin. (2004). Role-play. Retrieved Ouctober 31, 2015, from Teaching
English: https://www.teachingenglish.org.uk/article/role-play
Gail Ellis and Jean Brewster. (1991). Tell it Again! England: The storytelling
Handbook for Primary Teachers.
Role Play. (n.d.). Retrieved November 1, 2015, from eslgold:
http://www.eslgold.com/speaking/role_play.html
Teacher's Corner: Speaking - Information Gap Activities . (n.d.). Retrieved
October 30, 2015, from American English:
http://americanenglish.state.gov/resources/teachers-cornerspeaking-information-gap-activities

EPR 2003

Reem Hisham Hashil

H00250869

12B3EPR01
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EPR 2003