## Time to speak!

## Speaking task 4: Snack time role play From Flickr, Adam Mansfield In this game, you will practice using vocabulary related to snack time and classroom rules. You may use examples from the 'Basic User' speaking activities. Instructions Pair Up: you pair up with a classmate. Role Assignment: One student will play the role of the teacher, and the other will play the role of a student. Scenario: The teacher will guide the student through snack time, using the vocabulary words: opportunity, encourage, supervise, wash hands, stay seated, no sharing food, healthy snacks, clean up, quiet voices, and respect others. Dialogue Example: Teacher: "It's snack time! This is a great opportunity to eat your healthy snacks. Please wash your hands before you start." Student: "Okay, I will wash my hands." Teacher: "Remember to stay seated while you eat. I will supervise to make sure everyone is safe." Student: "I have an apple and some nuts." Teacher: "Those are very healthy snacks! Please ask me before you share your food with others." Student: "I understand. I will ask before I share anything." Teacher: "After you finish, please clean up your area and use quiet voices so we can all enjoy snack time." Student: "I will clean up and be quiet." Teacher: "Great job! Let's also respect others by being kind and polite." Follow-Up: After the role-play, you can switch roles and repeat the exercise to practice both parts.

## Speaking task 5 from Stockcake, AI-generated How does snack time work in your own classroom? What are the rules regarding snacktime? Are children allowed to bring anything they want, or does the school stimulate healthy snacks? What happens if a child has no snack? Write some notes. During this game, you will practice using 'speed dates'. Walk around the room, and find a speaking partner. Take turns speaking about your questions above. Ask each other questions. After three minutes, make some notes. What is one new idea you heard? walk around the room and find a new speaking partner. Take turns speaking about the questions again. Do this at least three times.

## Speaking task 6: One stray You have read two texts and discussed school rules for snack time. Now, you will choose your own standpoint: should schools decide that children may only eat healthy snacks at school? Or... should schools let parents choose for themselves what their children should eat? What if parents cannot afford healthy food? What if children come to school without any food at all? Should the school provide food for those children? What do you think? From Pexels, by Yan Krukau Playing 'One stray': Work in groups of 4. Share your ideas about the questions above. Speak for about 4 to 5 minutes. The teacher gives a signal to stop. One student (the 'stray') in each group stands up, the others raise their hand. The teacher calls 'Stray'. The 'stray' goes to a team with their hands up. The team lowers their hands when a 'stray' joins them. The groups work again, speaking for 4 to 5 minutes. The teacher gives a signal to stop. Another student becomes the 'stray' in each group and stands up. The others raise their hand. This proces is repeated about two more times. For independent work using ChatGPT Write down in a few bullet points whether or not schools should only allow healthy food at snack time. Give at least three arguments. After that, open ChatGPT and share your thoughts. Include your supporting arguments. ChatGPT prompt 1: I want to discuss why I think schools should or shouldn't only allow healthy food at snack time. Please listen and estimate my CEFR level of speaking. After each prompt, make notes of the feedback ChatGPT gives. Then, write down in a few bullet points why you think schools should or shouldn't only allow healthy food at snack time. Give at least three arguments and repeat the speaking task. ChatGPT prompt 2: I will now repeat the speaking task. Please check if I have applied your suggestions correctly. Make notes of the feedback ChatGPT gives. After speaking prompt 1: Please estimate my CEFR level of speaking. After speaking prompt 2: What suggestions can you make to improve my vocabulary, based on my speaking? After speaking prompt 3: What suggestions can you make to improve my grammar, based on my speaking?