Productive Solutions! Getting students speaking and writing with Solutions

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2. Productive Solutions! Getting students speaking and writing with Solutions

Jeremy Bowell
Senior Editor
Oxford University Press

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My students
don’t/won’t/can’t
produce English
in class!

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Why don’t students speak or write?
Not interested
No knowledge
No reason
No time
No opportunity

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What?
How?
Opportunity

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What to say
and write

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What would you do if you ruled the world?
What helps you organize your day?
How will people spend their free time in the future?

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Write a letter to a friend in
which you express your opinion
about present-day fashions.
Write a description of a person
that you greatly admire.
Global warming has made the
world a more dangerous place.
Discuss.

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Divergent thinking

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98%
10%
32%
2%
Breakpoint and Beyond, Land & Jarman 1998

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Divergent thinking
fluency
complexity
flexibility
risk-taking
elaboration
imagination
originality
curiousity

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Home and neighbourhood
hobbies
transport
family
animals
crime

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What?
How?
Who?
Write complete sentences in the past simple.
1 I / buy / new / jumper / yesterday.
2 I / visit / my friends / in London / last weekend.
3 My parents / give / me / bicycle / for Christmas.
Where? When?
Why?

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Essay writing /
Speaking presentations
Young people play computer games now more than ever.
Some people say that computer games can be bad for a child’s
development. Do you agree with this opinion?

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Brainstorming
How would you describe something?
What are the causes of something?
What are the effects of something?
What is important about something?
How has something changed? Why are those changes important?
What is known and unknown about something?
Is something good or bad? Why?
What suggestions or recommendations would you make about something?
What are the different aspects of something you can think of?

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How to say it
and write it

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Young people play computer games now more than ever.
Some people say that computer games can be bad for a child’s
development. Do you agree with this opinion?

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Page 33
Solutions Upper
Int

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I’d like to begin The first thing
by saying …
I’d like to say
is that …
I believe / don’t In my opinion,
believe …
…
I agree /
disagree with
…
For example,
…
To give an
example of …
What’s more,
…
Furthermore,
…
I don’t really
agree with
that.
I’m not sure
that’s true.
I don’t accept
that.

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Speaking

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29. Preparing to speak

What is my aim?
How might I prepare?
What position do I take when speaking to the man?
What might he ask me?
How do I know if I achieve my aim?

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Ask what B’s plans
are for the weekend
Say what your plans
are for Sat. Suggest
doing something on
Sun pm.
Accept B’s
Decline
B’sinvitation.
invitation.
Suggest a
something
time to
for Sun eve.
meet.
Offer to find out
information.
Accept A’s
suggestion.
Agree. Promise to
call tomorrow.

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What
How
Opportunity

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Chain stories
Hi Emma,
I’m really sorry I couldn’t come to your party on Saturday but
something terrible happened on the way. I was
walking along London Road when I heard a loud bang. I turned
around and saw a man running away from a shop. He was
holding a piece of rope which was attached to a big, scary
old man. The old man was very angry. He shouted
“Help! Help! He’s trying to kidnap me.” But everyone just

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Consequences
Boy’s name
met girl’s name
at/in/on place
He said to her “……………..”
She said to him “……………..”
He did …….
She did …….
And then ……………………………………………………

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Ask a stupid question …

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Just a minute!
Just a
minute!
(Improving fluency)
• Students work in groups.
• One student has to speak
about a subject for 60 seconds.
• If s/he hesitates, repeats,
uses L1 or says something
untrue, another student can
challenge. Stop the clock.
• That student starts speaking for
the remaining time.
• The winner is the student that
is speaking when the time is up
(60 seconds).

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My students
don’t/won’t/can’t
Every student spoke.
produce English
in class!

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XFORD

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Thanks for participating.
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