Diamonds: Earning money Classroom Speaking Activities
In addition, Brown states another samples of speaking activities which can be demonstrated as the students’ performance
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: 1. Imitative
Imitative activities which can be applied inside the class is using drilling pattern. Drills give the students’ chance to listen and repeat the teachers’ command, such as in
aspect of phonological or grammatical form. The purpose of imitative activities is obviously not focus
on students’ meaningful interaction but for focusing on the element of language form.
2. Intensive This activity is intended to practice some phonological or grammatical aspect but
it is one step beyond imitative activities. Intensive speaking can be done through pair work activity.
3. Responsive In responsive speaking activities, the students focused on how to reply the
question shortly. The reply is usually sufficient and no need to be extended. As in example:
T: How are you today? S: Pretty good, thanks, and you?
4. Transactional dialogue This type is to accomplishing activities in order to sharing specific information,
and it is an extended form of responsive activities. 5. Interpersonal dialogue
Another form of conversation activities is interpersonal dialogue; it is done in order to maintain social relationships than for sharing the facts or information. The
conversation is commonly affected by a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm and a covert “agenda”.
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See: H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, New York: Addison Wesley Longman, Inc., 2001, pp. 271
—274.
6. Extensive monologue It is given for intermediate to advanced students who can explore their ability in
extending monologue in the form of oral reports, summaries, or short speeches. The students must use the target language to share their ideas, thought, opinions,
and feelings. As the example, the student has the complete picture of building then must give it to his or her classmate. It is called „information gap-activities’, where the
two speakers have different information and what will they do are to complete the information because there is a gap between them.