Teaching Speaking

Topic 1: Learning Aims and Outcomes

Look at the textbook activities. Think about the purpose of these activities. Then read the text.

Linking Activities to Learning Outcomes

As you learned in Unit 2, Lesson 2, identifying the learning outcome of a lesson is the first step in planning. Each activity in a lesson, unit, or course, should have a learning aim that will help students achieve the learning outcome. The learning outcome that these activities work towards is: Students can discuss food that they and their classmates like and do not like.

Look at the speaking activities to the left again. What is the learning aim of each activity? How do these activities support the learning outcome?

Activity A

The learning aim of Activity A is to learn and practice the vocabulary for common fruit and vegetables. Students look at each picture, remember the word, and say it correctly. This activity focuses on vocabulary needed to achieve the learning outcome. The language output, the fruit and vegetable vocabulary that students say, is limited to single words. The teacher can focus on pronunciation of the words and understanding of the meaning.

Textbooks often start a sequence of speaking activities with activities that focus on vocabulary. This helps students recognize and remember important words that they need to meet the learning outcome. In this activity, for example, it is common to focus on food words such as strawberries and bananas.

Activity B

The learning aim of this activity is different from Activity A. Students review and practice vocabulary from Activity A. They also learn and practice the grammar needed to meet the learning outcome. Students practice Yes/No questions and short answers. They also practice expressing agreement using too (I like broccoli too.) and not either (I don't like broccoli either.)