Speaking task 1

Work with a partner.  Think about how to explain the concept of 'texture' and the key types of texture to young learners. How can you help them understand these new words?

The concept of 'textures' lends itself well for a feely box. What is a feely box and how do you make one? Watch this video and find out.

Tip: you can use any box or even a bag.

Work with a classmate. Take turns explaining different textures. Use modelling and props.

For instance:

• (feel the table) It is smooth. It has a smooth texture.
• (feel the brick wall) It is hard. It is rough.  It has a hard, rough texture.
• (feel a pillow) It is soft. It has a soft texture.

Think back to discourse, sentence, and word/phrase dimensions of your explanation.

• discourse: the structure of your explanation. Was it short and easy to follow?
• sentence: Did you use short, grammatically simple sentences?
• word/phrase: Did you use the target language? Did you explain the key words correctly?

Speaking task 2: language of classification

When you model the concept of texture, remember to use the language of classification. That means, pay attention to what is similar, what is the same, and what is different.

When you classify things, you might use these ideas:

• This is (soft / hard / rough / smooth...)
• It feels (soft / hard / rough / smooth...)
• This is soft. That is also soft. They feel the same.
• This is soft. That is hard.  They feel different.

For instance:

• (point to a table) It is hard. It is smooth.
• (feel the brick wall) It feels rough. The bricks feel rough.
• (feel the table and the bricks) The table feels hard. The bricks feel hard. They feel the same.
• (feel the table and the bricks) The table feels smooth. The bricks feel rough. They feel different.

Work with a partner.

• Take turns describing different objects. Focus on the textures.
• Find objects with similar textures. Describe them.
• Find objects with different textures. Describe them.

Think back to discourse, sentence, and word/phrase dimensions of your explanation.

• discourse: the structure of your explanation. Was it short and easy to follow?
• sentence: Did you use short, grammatically simple sentences?
• word/phrase: Did you use the target language? Did you explain the key words correctly?

Speaking task 3: explaining concepts

Now, you will practice a very short explanation with a beginning, middle and end.

Work with a classmate. You will take turns being a 'teacher' and being a 'learner'.

Choose one or two key concepts to explain. Follow these steps:

• Greet your 'learner'.
• Name what you will be learning about.
• Explain the main concept (texture).
• Explain one or two examples of texture. Use modelling and props.
• Round off your explanation.

Do this two or three times each, until you feel fluent.

Speaking task 4: putting it all together

Now, you will practice the entire explanation.

Work in small groups of 3 or 4. Take turns giving your explanation, as though you were teaching young learners. Give each other feedback.

Follow these steps:

• Welcome your learner.
• Name what you will learn about.
• Explain the main concept (texture).
• Explain 3 or 4 examples of texture.
• Encourage your learners to interact with the new vocabulary. Get them to repeat the new words after you.
• Check for understanding (ex: Is this smooth or rough? Is this soft or hard?)
• Round off your explanation.

Note: you do not have to do the entire lesson.

Think back to discourse, sentence, and word/phrase dimensions of your explanation.

• discourse: the structure of your explanation. Was it short and easy to follow?
• sentence: Did you use short, grammatically simple sentences?
• word/phrase: Did you use the target language? Did you explain the key words correctly?