JD JD

Speaking test question game
Grade 10 High Note 2 level

Description

In this lesson we will focus on questions for their upcoming speaking test by practicing fluency, listening, and grammar in a dynamic, fast-paced game. Students will participate in an interactive speaking game designed to build confidence and accuracy in communication. The teacher explains the rules of the game and demonstrates how it works. Students get ready by reviewing the 10 questions displayed on the TV screen. Each student must ask and answer questions with 10 different classmates. The questions are projected on the TV, and students rotate quickly to ensure everyone has a chance to speak and listen. Students who successfully complete the activity (asking and answering all 10 questions) receive a reward as motivation.

Materials

Abc Dictionary
Abc Digital learning tools
Abc Internet
Abc Notebook
Abc projector and Visual Aids

Main Aims

  • To prepare Grade 10 students for their upcoming speaking test by developing fluency, listening, and grammatical accuracy through a fast-paced interactive speaking game.

Subsidiary Aims

  • To motivate students through a reward based game, build confidence in speaking, encourage peer to peer interaction, strengthen listening and grammar accuracy, and provide practice in test style questioning to reduce exam anxiety.

Procedure

Warmer/Lead-in (3-5 minutes) • Set the context, energize students, and engage them in the idea of speaking practice.

Quick icebreaker: Ask students, “How do you feel about the upcoming speaking test?” Elicit short answers and reassure them that today’s activity will help them prepare in a fun way. Briefly introduce the idea of a “speaking game” to build confidence.

Exposure (8-10 minutes) • Provide a model of the task and highlight useful language.

Display the 10 questions on the TV/projector. Teacher demonstrates with one student: asking and answering a sample question. Highlight useful phrases for asking/answering politely (e.g. Could you tell me…? In my opinion, I think). Clarify pronunciation and intonation for natural delivery.

Task (20-20 minutes) • To provide an opportunity to practice target productive skills

Students circulate around the room, asking and answering the 10 questions with 10 different classmates. Rules: Each student must ask and answer each question once, with a different partner each time. Teacher monitors, noting common errors and encouraging shy students. Students who complete all 10 exchanges receive a reward.

Planning (6-6 minutes) • Allow students to reflect and prepare short reports on their performance.

Students individually note down. Which questions were easiest/hardest. Any new vocabulary or grammar they used. How confident they felt. In pairs, they share reflections.

Report Optional within planning stage (0-1 minutes) • Share experiences and reinforce learning.

A few volunteers report back to the class on how they did the task and what they learned.

Language Analysis (4-5 minutes) • To clarify the meaning, form and pronunciation of the task language

Teacher highlights common grammar mistakes heard during the game (e.g., verb tense errors, question formation). Quick board work: Correct examples vs. incorrect examples. Students repeat corrected sentences for pronunciation practice.

Language Practice (4-5 minutes) • Consolidate and practice corrected language.

Short controlled practice: Students reformulate 2 to 3 of the original questions using correct grammar/phrasing. Pair practice: Ask/answer again with improved accuracy. Teacher provides final feedback and encouragement.

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