Speaking time

Speaking Practice Section: Part A: - Students create a script based on the Modeled Speech.. - Teacher plays the speech again and has students read along.. - The Teacher then has studen

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Teacher’s Guide

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The “Three Ps” is a common learning methodology widely accepted and

practice in English language schools worldwide Presentation is the introduction to learning language Practice is the opportunity for students

to practice, through several activities, the target language Production is the

final step of the learning process By this stage the learner is using the language as opposed to the learning the language

Each unit in Speaking Time covers the “Three Ps.” The flow of each unit

ensures that the learner first learns the language, then practices the language, then is finally considered a user of the language

Methodological Approach

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Speaking Time is a fun, easy-to-use three-level speaking series designed

for elementary students of English The units cover a wide range of theme-based topics Each unit contains four pages of linked language practice A modeled speech presents a clear learning target and is reinforced with a variety of practice activities and a final completion activity

Features:

- Easy-to-use, speaking-based activities that need minimal

teacher preparation

- Subject matter accessible to young learners

- Clearly-presented modeled language samples

- CD with one hundred audio tracks of native-English speaker pronunciation

- Full-color pictures to guide comprehension and anticipation

of material

Why Choose Speaking Time?

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Introduction to the Speaking Time Student Books

The Speaking Time series covers a wide range of theme-based topics Each unit

contains four pages of linked language practice based on a given modeled speech

Additional listening and pair-work activities provide opportunities for students to hear

spoken models and practice their own oral skills in communicative situations

Student Book Contents:

Model Speech Section:

- Provides students a sample speech using the target language and vocabulary

- Audio CD provides recordings of each speech

Getting to Know the Book

Practice Section:

Practice Section covers Sections A-E

- Section A covers connecting simple sentences to pictures

- Section B gives students the chance to fill in the blanks with key expressions with

photo support

- Section C ensures that students can clearly connect listening to sentences with

pictures

- Section D is a dictation activity

- Section E focuses on sentence stress and intonation

- Questions formats prepare students for a variety of standardized tests

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More Expressions Section:

- Eight annotated pictures allow students to substitute

in any given key phrase

- An example of the target phrase structure is always given for the first picture

- Question format prepares students for speaking tests

Speaking Practice Section:

Part A:

- Students create a script based on the Modeled Speech

- Scripts are relevant to students’ own lives

Part B:

- Students interview a classmate with provided questions

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Speaking Time1

1 Summertime summer, hot, swim, cool, ice cream

2 Nearly Lunch Time lunch time, usually, sack lunch, chicken,

cookies

3 Fun at School school, fun, favorite, subject, science,

interesting, difficult

4 Pop Music pop music, great, guitar, pretend

5 At the Zoo zoo, visit, feed, watch, tigers

6 Rainy Today spring, weather, today, rainy, grow

7 Fun Outdoors outdoors, woods, insects, lake, relax

8 Bedtime bed, ready, pajamas, brush, teeth, toy

9 My Pet pets, pig, cage, kitten, spider, tickle

movie theater

yummy

ball

Scope and Sequence

- Teacher plays the speech again and has students read along

- The Teacher then has students work in groups to practice reading the speech aloud Teacher circulates the room, focusing on helping students with speed, pronunciation, and enunciation

- Teacher selects students to present their homework aloud Records can be kept to show progress

- Teacher plays a modeled speech from a previous unit and asks students questions related to the speech

- Teacher writes a word related to a previous unit on the board and gets students to say as many words as they can about previous units in 30 seconds to one minute

Suggested Lesson Plan

- Teacher writes the sentence prompts on the board and asks students for their own ideas

to complete the sentence

- Teacher then plays the audio CD for the students

- Students try to complete the sentences for pictures 1-4 on their own, without the accompaniment of the audio CD

- Check the answers together with the audio CD

- Teacher wraps up the activity by starting the sentence and asking students to chorus the ending or vice versa

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Page 2)

Page 3)

- Students listen to the audio CD and fill in the blanks

- Teacher writes words from the activity on the board, spelled incorrectly, and asks students to find the mistakes and the corrections This can be turned into

a game with two teams

- Students create their own sentences based on the pictures and read them aloud

- For additional review, students can work in pairs to ask and answer questions about the sentences and/or pictures

- Teacher plays the audio CD

- Students listen and number the pictures

- Students then work in pairs to ask and answer questions based on the pictures

- Extend the activity by having students work in pairs

to create stories about the pictures Encourage students to think creatively, but also ensure that stories have clear beginnings, middles, and endings

- Teacher writes the sentence prompts on the board and asks students for their own ideas to complete the sentences

- Teacher assigns students to work in pairs to ask and answer questions about the pictures with the sentence endings provided

- Check the answers together with the audio CD

- Students read the sentences aloud, stressing the words in red

- Teacher can record students’ speaking and create an audio portfolio for each student

- Teacher checks to ensure that students can identify all of the pictures

- Teacher then assigns students to work in pairs to ask and answer questions about the pictures

- Teacher extends the activity by having students work in pairs or groups of three to create

a story using all the vocabulary from the section

- Groups then present their stories

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- Possible homework assignments include having the students interview a family member, creating role-play scripts based on the unit, and/or listening to the CD at home

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Tests assess students’ understanding of the material covered in the book

- Mid-term tests should be assigned after students have completed units 1-10

- Teacher assigns tests and circulates the room as the students are taking the tests to see how easy or difficult the students are finding the tests

- If students are struggling with the test, Teacher should consider providing additional scoring options such as a speaking test or a separate written test

- For individual students who are struggling, extra homework can be assigned

- Teacher should keep solid records of students’ results to pass to the next teacher

- Answers / Scripts for all test questions can be found at the end of each test

Speaking Time Mid-term Test:

Test Overview

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Speaking Time 1 Mid-term Test

A Talk about the pictures with a partner Use the prompts

* It’s day * They like to look at

* She to school * They see

* There are many * It has

*It’s time for * music is ! It is

* need to * They think is

* They like in the * They get their Finally, they

B Listen and write Then read aloud to a partner

1 Track 6

It’s time I like _ time I _ lunch at _ I lunch Today, sandwich I will _, too And

4 Track 46

night, _ I like to look _ I think _ many They are _ There , too It is

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C Look at the pictures Talk to your partner

Tell your partner what you do with

your pet Tell your partner what it is fun to do in this kind of weather

Tell your partner what you get when

you do the activity Tell your partner about the animals

D Look at the pictures Listen to your teacher and repeat the sentences

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E Write and Discuss Write a few things about yourself Then share with a partner Use the phrases in the box to help if needed

walking in the park dogs are fun ride a bike to school

playing the piano animal is the zebra spring is the best season

to play outdoors season is fall the food at school

look at the stars time is lunch time relax after dinner

your favorite school subject go to school the morning

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Speaking Time 1 Mid-term Test 1 Answer Key

A

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* It’s rainy day

* She walks to school every day

* There are many trees near the road

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*It’s time for their lunch

* They need food to eat for lunch

* They like to eat in the park

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* They like to look at animals in the zoo

* They see a zebra

* It has black and white stripes

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* Pop music is great! It is fun and exciting

* They think playing music is fun

* They get their instruments Finally, they play music

B

1 It’s nearly lunch time I like lunch time I eat lunch at one o’clock I usually have a sack lunch Today, it’s a chicken sandwich

I will eat some cookies, too And I will drink some milk

2 It’s school time! I walk to school I think school is fun My favorite subject is science I think science is interesting I don’t like math I think math is difficult

How about you?

3 It’s time for bed This is how I get ready for bed I put on my pajamas I brush my teeth Then, I set my alarm clock I get my toy Finally, I go to sleep

4 At night, I go outdoors I like to look at the sky I think the sky is magical There are many stars They are bright There is a moon, too It is beautiful

C

1 I run with my dog

2 Snow is fun to build a snowman in

3 I get my brush Finally, I brush my hair

4 Giraffes are taller than zebras

D

1 Students need glasses to see

2 There is a nice lake, too

3 I have a picnic in spring

4 They have a pretty basket

5 I think art is boring

6 There are many planets They are special

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E (Answers will vary.)

1 I like to play outdoors / walking in the park / the food at school

2 I don’t like to play outdoors / walking in the park / the food at school

3 I usually ride a bike to school / look at the stars / relax after dinner

4 My favorite season is fall / time is lunch time / animal is the zebra

5 I think dogs are fun / spring is the best season

6 I don’t think dogs are fun / spring is the best season

F. (Answers will vary.)

1 What do you do in the winter?

Answer: I go skiing

2 What will you eat for breakfast?

Answer: I will eat sandwiches

3 How do you go to school?

Answer: I go to school by bus

4 What is your favorite school subject?

Answer: My favorite subject is English

5 When do you go swimming?

Answer: I go swimming after school

6 Where is it fun to visit?

Answer: My grandma’s house is fun to visit

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Tests assess students’ understanding of the material covered in the book

- Final tests should be assigned after students have completed units 11-20

- Teacher assigns tests and circulates the room as the students are taking the tests to see how easy or difficult the students are finding the tests

- If students are struggling with the test, Teacher should consider providing additional scoring options such as a speaking test or a separate written test

- For individual students who are struggling extra homework can be assigned

- Teacher should keep solid records of students’ results to pass to the next teacher

- Answers /Scripts for all test questions can be found at the end of each test

Speaking Time Final Test:

Test Overview

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Speaking Time 1 Final Test

A Talk about the pictures with a partner Use the prompts

* I am good at * I play with my

B Listen and write Then read aloud to a partner

1 Track71

My friend There pond live Fish make Gulp! Gulp! Frogs live _ splashing sound Splish! Splash!

2 Track76

I can make _, I get Second, I add _ Then, I _ Next, I _ Finally, _ It’s yummy!

3 Track86

is easy I can well It takes minute I start , I body , I draw the tail Look at this!

4 Track96

Hello! I _ Kenya I _ Swahili Kenya _ hot We ugali _ of pudding I _!

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C Look and the pictures Talk to your partner

Tell your partner about what is eaten

Tell your partner what activity you

enjoy the most and how you do it Tell your partner where you can go together

D Look at the pictures Listen to your teacher and repeat the sentences

do homework six thirty horse a long tail

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E Write and Discuss Write a few things about yourself Then share with a partner Use the phrases in the box to help if needed

go to school / 8 o’clock a trip to France learn Spanish

the piano eat lunch / twelve thirty to visit Russia

6 I’m learning to play

F Write and interview Write a few questions you have about your partner Then ask your partner the questions Use the phrases in the box to help if needed Write their answers on the lines given

do you like least languages do you speak wake up in the morning