English Speaking Workshop
This workshop offers students the chance to practice their speaking skills, communicate and interact in English, and
engage in semi-structured dialogue and conversation in a non-threatening environment on a number of familiar topics
in order to develop oral communication skills and build their confidence.
In the following pages you will find the workshop’s chronogram and a lesson plan for each session. In the lesson plan
you will find the following sections:
1. Topic: This segment explains the theme on which the session will be based.
2. Vocabulary: This section offers a list of words related to the lesson’s topic. It is the teacher’s choice
whether this will be fully covered or not, but it is highly recommended to adapt the vocabulary list to
the student’s level and needs. It is also an option to present this material to the students before or
during the speaking session.
3. Activities: This section contains two activity suggestions that will give the students the opportunity
to put their knowledge into practice. Some of them include different kinds of handouts and materials
which can be found in the workshop’s folder available in Drive (see the link below)
4. Resources: This section includes all the material needed to conduct the speaking sessions. They
are diverse in level and form, so it is recommended to choose the material appropriate for the students’
level. and to the activities previously chosen by the teacher. It is also suggested to use one of the
videos as an introduction to the session so students can elicit and familiarise themselves with the topic,
and/or as a closure activity to reinforce the new language learnt. Finally, all the available material can
be found in the following link: https://drive.google.com/drive/folders/1z2TVtBTgmPQlK5TYPdO-_qvLhR9dPnt2?usp=sharing
Chronogram
Date
Lesson
Topic
16/Dec.
1
On the phone.
17/Dec.
2
Talking About Relationships
18/Dec.
3
Talking About Your Hobbies
19/Dec.
4
Understanding Casual English
20/Dec
5
Getting Sick & Going to the Doctor
23/Dec.
6
Agree to disagree
26/Dec.
7
Idioms for Feelings
27/Dec.
8
Giving directions
Lesson 1 – On the phone
This session supports learners to gain confidence in making phone calls to obtain information and to use appropriate
functional language when making calls.
Vocabulary
Making contact

Hello / Good morning / Good afternoon ...

This is John Brown speaking

Could I speak to ......... please?

I'd like to speak to ...

Who's calling please?

Who's speaking?

Where are you calling from?

Are you sure you have the right number / name?

Hold the line please.

Could you hold on please?

Just a moment please.
Giving negative

I'm afraid she's in a meeting at the moment.
information

I'm sorry. He/she isn't in at the moment.

I'm afraid you've got the wrong number.

The line is very bad ... Could you speak up please?

Could you repeat that please?
Asking for information
Telephone problems
Activities

I'm afraid I can't hear you.

Sorry. I didn't catch that. Could you say that again please?
Leaving or taking

Would you like to leave a message?
a message

Could you give him/her a message?

Could you ask him/her to call me back?
Activity 1 - Ask your learner about the phone calls that he or she usually receives and whether he or she has to answer
calls for other people at home or at work. Find out how he or she feels when people ring up and what he or she might
need to feel more confident in those situations.
Activity 2 - One of the best ways to practice telephone conversations is to do role plays, either scripted or unscripted. Put
the students into small groups and give them several scenarios. Provide some examples and have them role play
different kinds of phone calls. Possible scenarios: Making a doctor´s appointment, ordering a pizza, planning a surprise
party, calling the 999, breaking up with your boyfriend/girlfriend, complaining about a faulty item.
Resources
https://www.youtube.com/watch?v=aW1ht_JIHVM Telephone Conversations in English
https://www.youtube.com/watch?v=qbamxFzJDOw Talking on the Phone in English
https://www.youtube.com/watch?v=nUslVZjOniw&t=105s Telephone Phrasal Verbs
Go to folder #1 for more.
Topic
Lesson 2 - Talking About Relationships
This session supports learners to learn phrases for talking about every stage of a romantic relationship
- from the first impressions upon meeting each other, to starting a relationship, making it
official, and breaking up.
People
Vocabulary
Events

Casual / steady date

Boy/girlfriend

Significant other

Husband / wife

Lover

Mistress

Unrequited love

Love-interest

Date
Verbs

One-night stand

Fling

Engagement

Marriage

Breakup

Separation

Divorce

Have a crush on

Date

Flirt with

Go out with

Break up with

Live together

Marry / get married
Activities
Activity 1 - Copy the Relationship Speaking Cards (available in folder #2). on to cardstock or paper. Cut them up. Divide
the class into small groups. Give a complete set of cards to each group. The cards go in the middle of the group, face
down. One student chooses a card and asks another student in the group. Students should be instructed to answer and
add to the response. You walk around and assist and monitor. Write down grammatical mistakes that you hear. Then, put
Activity 2 - The Dating Game. Just like the old TV show, split students up into groups of four with one person seeking a
some of these mistakes on the board for error correction with the class.
date and the other three being potential dates. They can all play themselves, they can create characters to play, or you
can create the characters for them.
Read more: Ideas for Teachers - Conversation Questions
Resources
https://www.youtube.com/watch?v=2a42r1NbwYQ How to Speak about Relationships in English
https://www.youtube.com/watch?v=F070R43qWs4 6 Tips on How to Have a Strong Relationship
https://www.youtube.com/watch?v=iPSH7PDEqA8 12 Signs You're in a Healthy Relationship
Go to folder #2 for more.
Topic
Lesson 3 - Talking About Your Hobbies
This session supports learners to learn vocabulary words for some of the most common indoor/outdoor
hobbies, as well as phrases for talking about their passions.
Questions
Vocabulary
Answers

What’s your favourite hobby?

Do you have any hobbies?

What do you do in your free time?

Do you like to play soccer?

Do you enjoy watching movies?

What do you like doing in the evenings?

Would you like to come and play soccer with us?

What are your hobbies/interests?

What activities do you do to relax?

What are you into?

In my free time I…

When I have some spare time I…

When I get the time, I…

I relax by watching TV / listening to music, etc.

My hobbies are bird-watching / playing sport, etc

I’m interested in (+ noun / gerund)
Activities

I’m keen on (+ noun / gerund)

I’m into (+ noun / gerund)

I enjoy (+ noun / gerund)
Describing your

Creative
hobbies

Fascinating

Practical

Cheap

Enjoyable

Relaxing

Different

Unusual
Activity 1 – Show the students the file called Likes And Dislikes Speaking Activity (available in folder #3). Then ask them
to describe each person’s likes and dislikes in the pictures.
Activity 2 – Give each student a copy of the file called Free Time Speaking Activity (available in folder #3). Ask the
students to check the activities that they would like to do on weekends. Then, put your students into pairs or small groups
and encourage them to talk and to share their answers.
Resources
https://www.youtube.com/watch?v=5P0c2bNnjmY Entertainment: UK - What do you do in your spare time?
https://www.youtube.com/watch?v=rxlvpxT6sEg Beginner - Lesson 29. Interests and hobbies
https://www.youtube.com/watch?v=Rl50I0GV3gE Free Time Activities in English
Go to folder #3 for more.
Topic
Lesson 4 - Understanding Casual English
This session supports learners to understand essential UK slang words to engage more easily in informal and casual
conversations.
Slang
Vocabulary

Tosh

Gander

Mate

Fag
Activities

Bloody

Chuffed

Cheeky

Gutted

Trollied

Bum

Chips

Posh

Loo

Wanker

Fit

Pissed
Activity 1 – Show the students a list of commonly used UK slang. Give them examples of their use and ask them to infer
the meaning. Once they do it, ask them to create sentences using those slangs.
Activity 2 – Give each student a copy of the file called British Slang 2 (available in folder #4). Ask them to find a Chilean
expression that could work as a synonym for each one.
Resources
https://www.youtube.com/watch?v=8tbs8tFTHpE Idris Elba Teaches You British Slang | Vanity Fair
https://www.youtube.com/watch?v=uIjypGuU6XE Can Americans Guess British Slang?
https://www.youtube.com/watch?v=aiO3pitT4ko&t=16s Top 10 British Slang Terms
Go to folder #4 for more.
Topic
Lesson 5 - Getting Sick And Going to the Doctor
At the reception

I’d like to see a doctor.

Do you have an appointment?

Is it urgent?

I’d like to make an appointment to see Dr. …

Do you have any doctors who speak …?

Do you have private medical insurance?

How can I help you?

What’s the problem?

What are your symptoms?

How long have you been feeling like this?

How have you been feeling generally?

Is there any possibility you might be pregnant?

Do you have any allergies?

Are you on any sort of medication?
Talking about your

I’ve been feeling sick.
symptoms

I’ve been having headaches.

I’m very congested.

My joints are aching.

I’ve got diarrhoea.

I’ve got a lump.

I’ve got a swollen/ sprained ankle.
Vocabulary
Asking for information
Being examined
Treatments and advice

I’m in a lot of pain.

I’ve got a pain in my back/ chest/ waist.

I think I’ve pulled a muscle in my leg.

I’m asthmatic/ diabetic/ epileptic.

I’m having difficulty breathing.

I’ve been feeling very tired.

I’ve been feeling depressed.

I’ve been having difficulty sleeping.

I think I might be pregnant.

I’m allergic to antibiotics.

I need s sick note.

Can I have a look?

Where does it hurt?

Does it hurt when I press here?

I’m going to take your blood pressure/ temperature/ pulse.

Could you roll up your sleeve?

Your blood pressure’s quite low/ normal/ rather high/ very high.

Your temperature’s normal/ a little high/ very high.

Open your mouth, please.

Cough, please.

You’re going to need a few stiches.
Activities

I’m going to give you an injection.

We need to take a urine sample.

You need to have a blood test.

I’m going to prescribe you some antibiotics.

Take two of these pills three times a day.

Take this prescription to the chemist.

You should stop smoking.

You should cut down on your drinking.

You need to try and lose some weight.

I want to send you for an X-ray.

I want you to see a specialist.
Activity 1 – Show the students the file called Guess the Illness (available in folder #5). Cover the tittle of each picture and
ask them to guess the medical conditions by only reading their symptoms. Then, ask them to think of one illness and
describe its symptoms to their classmates. Encourage them to ask questions, so they can find the answer quicker.
Activity 2 – Divide your class in half, half are doctors, half are patients. Put the patients in an area of the class which
becomes the waiting room. The patients should either come up with their own symptoms, or you can give them a few
ideas. They can have any kind of ailment they want; the idea is that every patient should visit every doctor and get advice
from that doctor. Be careful to set a time limit for each consultation with the doctors. Once the patients have visited each
doctor – they may want to make notes of the advice given – they return to the waiting area and decide who was the best
doctor, and perhaps who was the craziest! Meanwhile, the doctors all get together, because they are at a medical
Resources
conference, and they have to compare the advice they’d given – and perhaps decide who was the craziest patient!
https://www.youtube.com/watch?v=T2wwBbrLL7Y&t=12s Everyday English for ESL - Lesson Two: At the Doctor's
https://www.youtube.com/watch?v=bDdZCv5v2Rg The National Health Service explained | Guardian Explainers
https://www.youtube.com/watch?v=Kll-yYQwmuM True cost of US healthcare shocks the British public
Go to folder #5 for more.
Lesson 6 – Agree to disagree
This session covers the language that we use when we wish to agree or disagree with someone in English by practising
some common expressions that are used in discussions and debates.
Vocabulary
Stating an opinion

In my opinion...

The way I see it...

If you want my honest opinion....

According to Lisa...

As far as I'm concerned...
Asking for an opinion
Expressing agreement

If you ask me...

What's your idea?

What are your thoughts on all of this?

How do you feel about that?

Do you have anything to say about this?

What do you think?

Do you agree?

Wouldn't you say?

I agree with you 100 percent.

I couldn't agree with you more.

That's so true / for sure.

(slang) Tell me about it!

You're absolutely right.

Absolutely.

That's exactly how I feel.

Exactly.

I'm afraid I agree with James.

I have to side with Dad on this one.

No doubt about it.

(agree with negative statement) Me neither.

(weak) I suppose so./I guess so.

You have a point there.

I was just going to say that.
Expressing

I don't think so.
disagreement

(strong) No way.

I'm afraid I disagree.

(strong) I totally disagree.

I beg to differ.

(strong) I'd say the exact opposite.

Not necessarily.

That's not always true.

That's not always the case.

No, I'm not so sure about that.

Can I add something here?

Is it okay if I jump in for a second?

If I might add something...

Sorry to interrupt, but...

(after accidentally interrupting someone) Sorry, go ahead. OR Sorry, you were saying...

(after being interrupted) You didn't let me finish.
Interruptions
Settling an argument
Activities

Let's just move on, shall we?

Let's drop it.

I think we're going to have to agree to disagree.

(sarcastic) Whatever you say./If you say so
Activity 1 - Give your students the List of Topics for Debate (available in folder #5). Then divide your students into pairs
and give each pair a dice. For each round of play, one person makes a statement about one of the topics. Her partner
then rolls the dice. If he rolls an odd number, he must disagree with his partner. If he rolls an even number, he must
agree with her. Encourage your students to spend a few minutes discussing each topic. Students should feel free to be
Activity 2during
- Firstly,
distribute
about
four they
cardsmay
from
filenot
Agree
to Disagree
(available
in folder
to each
student.
creative
their
discussions
since
orthe
may
be arguing
their actual
position
on a#6)
given
subject.
Secondly, tell them to write a conversation topic on the back of each card. This topic should be suitable for agreeing and
disagreeing, e.g. guns, medical marijuana, best country in the world, etc. Next, tell them they are going to walk around
the room and ask their classmates for their opinions on one of their topics. In their conversation, they should try to
appropriately use one of the expressions printed on the other side of the card, for example, “I beg to differ”. If they use
the expression correctly in the right context, then they can give the card away to their interlocutor. At the end, the student
who has zero cards (or the fewest) wins. Again, stress that after they use an expression (e.g. “You’re dead wrong!”), they
have to make a relevant comment (follow it up with some support).
Resources
https://www.youtube.com/watch?v=vYg0bK4WZbY Agreeing and Disagreeing in English
https://www.youtube.com/watch?v=TbggqzYQhdA How to Give Your Opinion in English
https://www.youtube.com/watch?v=wrAmLWlktfg Learn English - Agreeing and disagreeing in Britain
Go to folder #6 for more.
Lesson 7 – Idioms for Feelings
This session supports learners to express their feeling using idioms, small phrases that often have a different meaning
than their individual words. Although idioms are not usually used in more formal written English, they are extremely
common in spoken English, therefore the importance of getting familiar with them.
Idioms to express
 Like a dog with two tails
Vocabulary
happiness

On cloud nine

Full of the joys of spring

Happy as Larry

On top of the world

Over the moon

In seventh heaven
Idioms to express

Down in the mouth
sadness

Down in the dumps

Reduce to tears

Lump in your throat

Feeling blue/to have the blues

Face like a wet weekend
Idioms to express

Get on my nerves
anger

To see red

Black mood

Kick yourself

To be hopping mad

To throw a wobbly

Fall in love with somebody

Love at first sight

Match made in heaven

Be head over heels (in love)

Have the hots for somebody

Tie the knot

Break up/ split up (with somebody)

Madly in love

Make love
Idioms to express love

Activities
Blinded by love
Activity 1 - Write three or four idioms on the board that all touch on one feeling or emotion (e.g. happiness, sadness).
Have students work in groups to see if they can guess the meaning of the idioms. Walk around your classroom and
check their answers awarding points for any correct definition. Then share the meanings of the idioms with your class
and give them an example in context. Move on to another group of idioms around a second theme. Repeat the activity.
Activity
- Prepare
enough
idiomswins
for half
the students in your class (i.e for 16 students, prepare 8 idioms). You will also
The first2team
to reach
ten points
the game.
need to prepare a definition for each of these idioms. Give half the students in your class an idiom each and give the
other half a detailed definition. Now students have to mingle and find one other student who has the idiom/definition
match. Once students find their new partners, give them an extra task. Now they have to think of an idiom they have
learned that is not here and do the same thing! Create two pieces of paper, one with the idiom and one with a detailed
definition and they get to play again!
Resources
https://www.youtube.com/watch?v=o_IJmMp65eM Everyday English Vocabulary Lesson - Idioms for Feelings
https://www.youtube.com/watch?v=-T-IQL1lKq8 Describe Your Feelings and Emotions in English
https://www.youtube.com/watch?v=rV5XUKVMPYA Funny English Idioms - and why we say them!
Go to folder #7 for more.
Lesson 8 – Giving directions
This session supports learners to gain confidence in giving and asking for directions with simple instructions through selfguided discovery.
Asking for directions
Vocabulary
Giving directions

How do I get to …?

What's the best way to …?

Where is …?

Go straight on (until you come to …).

Turn back / Go back.

Turn left/right (into …-street).

Go along …

Cross …

Take the first/second road on the left/right

It's on the left/right.

Straight on

Opposite

Near

Next to

Between

At the end (of)

On/at the corner

Behind
Landmarks

In front of

(just) Around the corner

Bus stop

Zebra crossing

Tunnel

Crossroads

Junction

Fork in the road

Main road

Lane

Traffic light

Corner

Bridge

Roundabout

Exit ramp

Highway
Activities
Activity 1 - The students are divided into pairs (A and B) and each student is given a corresponding copy of the
worksheet Giving Directions Activity 1 (available in folder #8). Starting at the pin located at the bottom of the map,
Student A asks Student B for directions to the first place shown on their worksheet. When Student A has been directed to
each place, they mark the location on their map. The student then asks for directions to the next place from there. When
all ten places have been marked on the map, the two students swap roles. Afterwards, the students compare their maps
Activity 2 - The desks are cleared away and the students are divided into four equal teams. Each team stands in one
to see if they have marked the locations correctly.
corner of the classroom. The teams play 'Rock Paper Scissors' to see which two teams will play first. The two teams
decide which side they want to play for. A player from each team then puts on an appropriate mask or blindfold and is
given an inflatable lightsaber or similar object. The teams then call out directions they want their player to move, e.g. go
straight, turn left, etc. When a player is in reach of their opponent, their team shouts 'hit'. The player then tries to hit their
opponent on the head. The first player to do this successfully wins the round and scores a point for their team. Then, a
new player from each team puts on a mask and so on. When everyone has had a chance to play, the other two teams
Resources
play against each other. Afterwards, the two teams
points(prepositions
have a showdown
to determine the champion.
https://www.youtube.com/watch?v=v0sMN-TAmDM
Give with
and the
Getmost
Directions
of place)
https://www.youtube.com/watch?v=kLX6fXqu0-8 Everyday English. Giving directions.
https://www.youtube.com/watch?v=5Ikl_1f-aYQ
Go to folder #8 for more.
Not Afraid to Ask for Directions | Brain Games