This document discusses using communication tasks to enhance speaking skills. It defines communication tasks as activities that emphasize conveying a message, involve solving a communication problem or tangible outcome, and focus on the message rather than language forms. Several examples of potential communication tasks are provided, including describing pictures to partners without showing them and role-playing customer-clerk conversations. Key aspects of setting up, preparing for, and following up on communication tasks are outlined, such as using clear, simple instructions and checking comprehension, allowing choice in language use, and providing feedback on students' performance.

1. Using Communication Tasks to Enhance Speaking Performance George Vassilakis Director Language Certification

2. Speaking: Where, When, How

4. discourse management

5. fluency

7. Speaking skills focus or mere language practice? The learners work in pairs. Learner A gets a picture, Learner B gets a pencil, paper and an eraser. Learner A has to describe, but is not allowed to show, their picture to Learner B, who has to draw it. Learner A cannot look at what Learner B is drawing.

9. Focus on what is said, not how it is said

10. Communicative purpose: a reason for talking

12. there is some communication problem to solve

14. Is this a communication task? The students are given the two pictures below and the teacher asks them to make sentences about the differences between the two pictures; different students are then asked to say their sentences.

15. Is this a communication task? We’re planning an end of term party for our English class. Here are your notes about what kind of party to have. Make some definite decisions about the party

16. Selecting tasks TOPIC LANGUAGE LEVEL COGNITIVE DEMANDS

17. Would you use this task? Students work in pairs. They get one picture each, which they can’t show to their partner, and they have to describe their picture to each other to find the differences. COGNITIVE DEMANDS? LANGUAGE LEVEL?

18. Would you use this task? STUDENT 1 1. You are a shop assistant in a department store. Your partner is a customer. He/She wants to buy a suitcase. Think about: the sizes and colours you have the price of each suitcase 2. Work with your partner. Role-play the conversation. You start the conversation: Can I help you? STUDENT 2 1. You are a customer in a department store. Your partner is a shop assistant. You want to buy a suitcase. Think about: the size and colour you want how much money you want to spend how you want to pay. 2. Work with your partner. Role-play the conversation. Your partner will start the conversation

19. Communication task types problem-solving information gap opinion exchange roleplay

20. Setting up the task Use short simple sentences. Make sure there is one key point in each sentence. Use demonstration rather than explanation whenever possible. Use mime and gesture whenever possible. Check that the learners have understood what you have asked them to do

21. Setting up the task Do not state the obvious (e.g. I am now giving you a handout). Do not say what they do not need to know (e.g. that you are going to do more communicative practice later!) Do not give them any materials until after you are sure they know what to do with them. Do not assume they’ve all understood because a couple of them nodded. Do not use “tags” like “ok,” “right.” Do not talk to yourself!

22. Language Preparation In pairs, talk about the different gifts in the picture. Decide which one you should buy your best friend for their birthday.

23. Language preparation options Listening to people doing a similar task Revising vocabulary and useful phrases Practising useful phrases in a controlled context Planning what to say and how to say it

24. What do I do during student centred tasks? Listen to a bit of interaction from each pair. Make notes of what they do well AND what they do less well You won’t be able to monitor everyone at all times. Learn to live with this fact! Be discreet! The students shouldn’t be made to feel they are constantly under your thumb!

26. Put selected errors on the board and ask students to correct them.

27. Point out ways of saying things which students have not used.

28. Work on specific structures/functions the students have misused.