E5 Speaking Task: Unit 6: Eating Well

Warm-up: Discuss the various foods that people can enjoy in Taiwan. What are they?
Where can they be found? How are they made? What ingredients are in them? How do
they taste? Where is the best place to buy them? How much to they cost? What places
should be avoided? There is a PowerPoint on iCan that can be used showing various
popular foods.
The Situation: CCU is having a party to welcome foreign students to the school. Many
popular Taiwanese dishes have been prepared for students and teachers to enjoy.
Taiwanese students are to welcome the foreign students and introduce them to the
variety of foods available. Foreign students are encouraged to try many of the wonderful
dishes.
Preparation/Props: There can be a table upon which the dishes have been arranged.
These dishes can be pictures, perhaps pictures of dishes the students have drawn
themselves, or simply name cards.
The Activity: Divide students evenly into groups: Hosts & Guests. There should be an
equal number of students playing each role. In their separate groups, students discuss
what can be said in their roles as either hosts or guests. Pair up the hosts and the
guests. Each host should be paired up with a guest. Students then act out their roles for
the instructor.

Host (Begin) Guest (The Host begins.)

You are a host at a party for foreign
students at CCU. Many delicious dishes
have been prepared.
Introduce yourself and welcome the
guest. Learn about the guest’s
background.
Introduce and discuss at least 3 dishes
being served. How are they made?
Taste? Ingredients? Has the guest tried
these before?
Let the guest know where to buy these
dishes. Where is the best place to buy
them? What are places to avoid? How
much are they? Allergies?
Make plans to do something later. What
will you do? Where? When? With whom?
You are a foreign student at CCU and
have been invited to a party. Many
Taiwanese dishes have been prepared
for you.
Introduce yourself and respond to
questions about yourself. Let your host
know you are glad to be in Taiwan.
Respond to the host. Ask about dishes
you think are interesting. How are they
made? Taste? Ingredients. Decline
what you would not like to eat.
Ask about where to buy these dishes.
Where is the best place to buy them?
What are places to avoid? How much
are they? Do you have allergies?
Make plans to do something later.
What will you do? Where? When? With
whom?
 Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable. much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Greet each other and

get to know one another
Talk about at least 3
dishes. How are they
made? Taste?
Ingredients?
Talk about where the
dishes can be bought.
The best place to buy
them? How much?
What to avoid?
Allergies?
Make plans to meet
later. What will you do?
Where? When? With
whom?

Total: _____________/ 100

Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable. much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Greet each other and

get to know one another
Talk about at least 3
dishes. How are they
made? Taste?
Ingredients?
Talk about where the
dishes can be bought.
The best place to buy
them? How much?
What to avoid?
Allergies?
Make plans to meet
later. What will you do?
Where? When? With
whom?

Total: _____________/ 100

 E5 Speaking Task: Unit 7: About Personality
Warm-up: Review the language that can be used to cheer someone up and to get to
know someone. See the Conversation Models on pages 77 & 78. Top Notch TV for Unit
7 also has a scene where Paul tries to cheer up Maria.
The Situation: Two friends run into each other at CCU. They greet each other and ask
about what each has been doing. One finds that the other has been feeling down and
wants to know why this person is feeling down. The one offers suggestions to help the
other feel better. The one who feels down responds to these suggestions. The
conversation ends by agreeing to try the suggestions and both of them getting in touch
later.
The Activity: Divide students into groups: Feeling Up and Feeling Down. Place an equal
number of students into each group. In separate groups, they discuss what can be said
in their roles. Pair up those feeling up with those feeling down. They then act out their
roles for the instructor.

Feeling Up (Begin) Feeling Down (Your friend begins.)

You run into a friend at CCU. You greet You run into a friend at CCU. You
each other and find out he or she is greet each other. Show by your actions
feeling down. that you are sad.

Knowing your friend is sad, ask why. Find Your friend will ask why you feel sad
out as many details as possible. What and about what happened. Listen and
happened? When? With whom? answer these questions.

Offer suggestions you hope will cheer
your friend up. Listen to your friend’s
responses as to why he or she thinks they
are good ideas or not. Give at least 3
suggestions.
End the conversation by getting your
friend to try a suggestion, and meeting at
a later time to see if it worked. You want
to know your friend will be feeling better.
Your friend will offer suggestions.
Listen to these and give your opinion
as to why or why not these are good
ideas.
End the conversation by agreeing to try
one of your friend’s ideas. Your friend
will also want to meet in the future to
know that you are feeling better. Make
plans to meet later.
 Rubric

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable. much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes

Greet one another and

inquire into what each
person has been doing
and how he or she feels
Ask about / respond to
questions as to the
reasons why one is
feeling down.
Offer / respond to
suggestions on how to
feel better
End the conversation by
planning to try a
suggestion to see if it
helps and contacting
each other later

Total: _____________/ 100

Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable. much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Greet one another and

inquire into what each
person has been doing
and how he or she feels
Ask about and respond
to questions as to the
reasons why one is
feeling down.
Offer and respond to
suggestions on how to
feel better
End the conversation by
planning to try a
suggestion to see if it
helps and contacting
each other later

Total: _____________/ 100

 E5 Speaking Task: Unit 8: The Arts
Warm-up: Talk about what art is and what art people like or don’t like. There is a
PowerPoint on iCan. Art is also discussed in the Top Notch TV episodes for Unit 8.
The Situation: There is an art contest at CCU and the 2 judges need to decide on the
winning work of art. They describe the works of art that they see and then choose the
best one. In making their decision, they discuss why they prefer one piece of art over
another. Having decided on the best one, they need to decide on a prize and what to do
with the winning artwork.
Preparation / Props: Pictures can be printed out from the PowerPoint, or others can be
obtained from a Google image search. Another idea would be to have students create
their own artworks and have these placed on the table.
The Activity: Divide students into small groups. Students talk about what they can say
as art teachers and judges. Students should be paired up with students from different
groups to perform the task for the instructor.

Art Teacher (You begin) Art Teacher

You are judging a student art contest at You are judging a student art contest at
CCU. You are to decide the best piece of CCU. You are to decide the best piece
art and offer a prize of art and offer a prize

Welcome the other teacher and say
something about the importance of art.
Describe some of the works of art. Tell
what you think they are and offer your
opinion. Why do you or don’t you like
something? Respond to the other
teacher’s suggestions.
Decide on one artwork that is the best.
Tell why you think so. Convince the
other teacher if you need to. Reach an
agreement.
Talk about what you will give the winner
and what you will do with the artwork.
Welcome the other teacher and say
something about the importance of art.
Respond to the other teacher’s idea.
Describe some of the works of art. Tell
what you think they are and offer your
opinion. Why do you or don’t you like
something? Respond to the other
teacher’s suggestions.
Decide on one artwork that is the best.
Tell why you think so. Convince the
other teacher if you need to. Reach an
agreement.
Talk about what you will give the winner
and what you will do with the artwork.
 Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable. much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Welcome each other

and give and opinion
on students and art
Describe the various
artworks and discuss
what is good or bad
about them
Decide which artwork is
the best and offer your
reasons
Decide how to reward
the student and what to
do with the artwork

Total: _____________/ 100

Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable. much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Welcome each other

and give and opinion
on students and art
Describe the various
artworks and discuss
what is good or bad
about them
Decide which artwork is
the best and offer your
reasons
Decide how to reward
the student and what to
do with the artwork

Total: _____________/ 100

 E5 Speaking Task: Unit 9: Living in Cyberspace
Warm-up: Discuss the things that people like about smart phones. What are the
functions / features that people find useful? What are popular smartphone brands?
Which ones are not popular? Why?
The Situation: A person has a problem with a smartphone and needs to buy a new one.
He or she asks a friend who knows about them to go to a shop to help buy a new one.
They discuss the reason for buying a new smartphone and then the features / functions
that are attractive in a new one. Looking at the available smartphones, they compare
and then decide on which one to buy. Once a decision has been made, they decide on
the best way to pay for it.
Preparation / Props: Students can volunteer to have their phones used as props and
placed on the table. These can be given price tags and their features listed. It is also
possible to have students draw different smartphones and list their features. Give them a
price, as well. Pictures or ads are also an option.
The Activity: Divide students into groups: Needing a New Smartphone and Helping to
Buy a New Smartphone. Students in the same groups may discuss what they might say.
Individuals from each group are paired up. They come to the front where smartphones
(real / images) are laid out and act out the role play.

Person Needing a New Smartphone (Begin)
You have a problem with your smartphone
and need to buy a new one. You ask a
friend to go shopping with you. You are at
the shop and looking at the new
smartphones that are available.
Let your friend know what the problem is
with your smartphone. Let him or her know
how you feel about.
Discuss the features and functions you are
looking for in a new smartphone. Listen to
and respond to your friend’s suggestions.
Compare the smartphones that are for sale.
Talk about the good and the bad of each.
Decide on the best smartphone, and then
decide on the best way to pay for it. Then,
go and make your purchase.
Friend Helping Buy a New Smartphone
(Your friend begins)
Your friend has a problem with a smartphone
and needs help buying a new one. You have
been asked to go shopping with him or her.
You are at the shop and looking at the new
smartphones that are available.
Your friend tells you what is wrong with his or
her smartphone. Let him or her know that a
new smartphone is needed and that you are
glad to help.
Listen to the features and functions that your
friend thinks are important. Offer your
suggestions.
Help your friend compare the smartphones
that are for sale. Let your friend know your
thoughts.
Your friend needs to decide on the best
smartphone for him or her. Help your friend
decide. Then, help your friend decide on the
best way to pay for it.
 Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Discuss a problem with

a smartphone and why
a new one is needed
Talk about what
features / functions
wanted in a new phone.
Offer recommendations
/ respond to them
Discuss which phone
would be the best to
buy. Make
comparisons.
Talk about the best way
to pay for the new
smartphone.

Total: _____________/ 100

Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Discuss a problem with

a smartphone and why
a new one is needed
Talk about what
features / functions
wanted in a new phone.
Offer recommendations
/ respond to them
Discuss which phone
would be the best to
buy. Make
comparisons.
Talk about the best way to
pay for the new
smartphone.

Total: _____________/ 100

 E5 Speaking Task: Unit 10: Ethics & Values
Warm-Up: Discuss the problem of garbage. It is quite common to see trash lying
around. Why is that? What should be done about it?
The Situation: Two friends are at CCU and they see that someone has thrown some
trash on the ground when it could have been placed in a trash can. Both are angry about
this, and this leads them to talk about the subject. They discuss the problem and
possible solutions.
Preparation / Props: Find something that can be considered trash and dump it on a
table or perhaps the floor.
The Activity: Divide the students into small groups to discuss the problem and
solutions. Pair students up from different groups to perform the role play. Students come
to the front of the table, upon which some “trash” has been placed, and perform the role
play.

Student #1 (Begin) Student #2

You are at CCU and see that trash You are at CCU and see that trash
has not been put in a trash can. This has not been put in a trash can. This
makes you angry, and you discuss makes you angry, and you discuss
the problem with a friend. the problem with a friend.

Show that you are tired of people Show that you are tired of people not
not throwing garbage away where it throwing garbage away where it
belongs. belongs.

Talk about why garbage is a Talk about why garbage is a problem.

problem.
Discuss solutions to the problem.
Discuss solutions to the problem.
Compare solutions to the problem
Compare solutions to the problem and decide on the best ones.
and decide on the best ones.
Decide who you will talk to at CCU
Decide who you will talk to at CCU about the problem and your solution.
about the problem and your solution.
 Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Show that you are tired

of people not throwing
garbage away properly
Talk about why garbage
is a problem
Discuss solutions to the
problem
Compare solutions and
decide on the best
ones, and who you will
talk to at CCU

Total: _____________/ 100

Rubric:

Name: _______________________

(0-13). (14-19) (20-25)

Spoke too little. Not Understandable, but not Understandable. Used a
understandable much word or sentence variety of words and
variety. Too many sentences. Few
mistakes. mistakes.

Show that you are tired

of people not throwing
garbage away properly
Discuss why garbage is
a problem
Talk about solutions to
the problem
Compare solutions and
decide on the best one,
and decide who you will
talk to at CCU

Total: _____________/ 100