Equip trainee teachers with practical

activities to develop the speaking skills of

younger young learners.
 Speaking skills for YLs and Key activities
for Speaking

1. Why do you think developing speaking skills is important for young

learners?
2. What challenges do young learners face when they try to speak in a
new language?
3. What are some common expressions you use frequently in your daily
interactions?
4. Can you think of any classroom routines or phrases that are repeated
often?
True or False Questions:

1. Formulaic language is rarely used in classrooms. (False)

2. Drilling can only be done individually, not in groups. (False)

3. Dialogue building helps students practice using new vocabulary in context.

(True)

4. Songs and rhymes are only useful for teaching pronunciation. (False)

5. Visual aids should be avoided in language lessons for young learners. (False)
“Formulaic language” is a term for verbal expressions
that generally have a fixed form, meaning they’re
often said but rarely change.

Examples of formulaic language can include:

Greetings: e.g., Hello! Bye!

Routines in the classroom: e.g., Listen! Repeat! Close the door!
Open your book!
Social English: e.g., How are you! I’m fine. Have a nice time!
Permission: e.g., Can I go to the toilet? Can I sit with Lucy? Can I
help?
 Practice using formulaic language in pairs, simulating classroom
scenarios.

Discuss the benefits of using formulaic language for younger learners.

Why is formulaic language helpful for young learners?

How can you incorporate formulaic language into daily classroom
routines?
What are the benefits of drilling for young learners? Can you type
some pros and cons of drilling?”
How can you keep drilling exercises engaging and effective?
 Building a dialogue
From drilling you can easily move into building simple dialogues to help your students talk

about things in English:

An example dialogue could be:

(I am Lucy.

My name is Lucy.)

Gradually you can build on this to introducing themselves: I am Lucy.

I live in Shanghai.

I have a brother/sister.

I like apples.
 Implementing Dialogue Building in the Classroom
Start Simple:

Begin with simple dialogues that involve common, everyday interactions (e.g., greetings, asking for permission,
simple questions). This helps build confidence.
Use Visual Aids:

Incorporate pictures, flashcards, and props to support understanding and make the dialogues more engaging.
Role-Playing:

Have students role-play different characters in the dialogues. This makes the activity fun and helps children
practice different conversational roles.
Repetition and Variation:

Repeat dialogues several times but vary the scenarios slightly each time. This reinforces language patterns while
introducing new vocabulary and contexts.
Encourage Creativity:

Once students are comfortable, encourage them to create their own dialogues. This promotes creativity and
helps them apply what they've learned in new ways.
Building a dialogue practice

Group Activity (10 mins): Create and practice

simple dialogues in pairs for 5 to 7 years YLs.
Greetings, daily dialogue, classroom routines,
etc.......
 In the Classroom
Dialogue:
Teacher: "Good morning, class!"
Students: "Good morning, teacher!"
Teacher: "How are you today?"
Students: "We are good, thank you!"
Teacher: "Please sit down. Let's start our lesson. Who can tell me
what day it is today?"
Student: "It's Monday."
Teacher: "Very good! What is the weather like today?"
Student: "It is sunny."
Teacher: "Excellent! Now, let's sing a song together."
 Using Questions to Enhance Engagement and
Comprehension

Asking questions is a
Tiny Mouse lives in a Tr: "Who did Tiny Mouse meet
first?" powerful technique to
small, cozy hole in a big,
Ss: "Tiny Mouse met a big, keep students engaged
green field. One day, Tiny
friendly dog named Max." and ensure they
Mouse decides to explore Tr: "What color is Tiny Mouse?" understand the material.
the field. He meets a big, Ss: "Tiny Mouse is brown."
friendly dog named Max.
For example, after
Tr: "Where does Tiny Mouse
Max and Tiny Mouse live?" reading a story, you can
become friends and play Ss: "Tiny Mouse lives in a small, ask specific questions
cozy hole in a big, green field." about the characters,
together every day.
setting, and plot
 take turns asking and answering questions
about the story or picture provided. Use the
handout with questions for guidance."
Handout Example Questions:
What color is the mouse?
Where does Tiny Mouse live?
Who did Tiny Mouse meet?
What did Tiny Mouse and Max do together?

Choose a short story online:

https://idriesshahfoundation.org/pdfviewer/the-ants-and-the-
pen/?auto_viewer=true#page=&zoom=auto&pagemode=none

use the story and create comprehension questions to ask in pairs.

 How do questions help in checking students' understanding?

What strategies can you use to ensure all students participate

Use think-pair-share, random selection, and group discussions to engage everyone.