The Too-Hard Basket: Public Speaking and Language Learning
Dr Greg Keaney, CfBT, SM SMJA, Brunei
Classroom activities that provide students with non-threatening opportunities to
improve their public speaking skills help develop learner confidence and
language skills. What a wonderful gift to give our students! Following are some
practical ideas to help convince reluctant students to participate and reluctant
teachers to ‘have a go’.
In common with many English teachers I had
always been wary of public speaking activities
in language classrooms. I wondered about
the relevance of oratory to my students'
language needs and I doubted whether it
would be possible to encourage and motivate
the students in such a difficult activity.
My doubts evaporated when I attended an
inspiring workshop on Public Speaking and
Language Learning at a JALT Conference in
Japan …ahem… 22 years ago (Hurley, Tokyo
JALT Conf. 1985). My image of catatonically
nervous students delivering wooden speeches on boring subjects was
transformed as I observed the rich potential of public speaking and speech
activities in the language classroom.
Speaking in front of a group gives students important practice in paralinguistic
areas that English texts and English teachers too often ignore, such as voice
control, posture, gesture and eye contact. Activities that the students see as fun
rather than threatening are intrinsically motivating. Exit feedback has
consistently shown that many of my students rate public speaking activities as
the most interesting and useful (if somewhat difficult) part of their course.
Before working on speeches it is important to give students practice in
presentation methods that help maintain the audience's interest. Exercises
focus on eye contact, voice control, gesture and posture, which are of course,
vital in all areas of conversation, not only speech.
Greg Keaney BELTA Conf. 2007
+673-885-681
Eye Contact
Students need to practise both personal and group eye contact. Some good
ways to practise eye contact are:
 Students open their eyes as wide as they can, roll their
eyeballs, see how tightly they can close their eyes, then
see how close they can come to closing their eyes while
still being able to see out of them. In movie close ups
actors must not blink – get students to see how good
they are at movie close ups
 A staring contest in pairs. Continue pairing winners
against winners until you have a grand champion.
 Have students express emotions to their: partners using only their eyes.
 Send secret messages to their partner using only their eyes.
 Each student comes to the front of the room and makes personal eye contact
with all of the other members of the class.
 All the students walk around the room shaking hands with everyone else and
looking into their eyes.
Voice Control
Many of our students are very poor in this area and the following exercises are
important not only for public speaking but also for everyday conversation.
 Students make a list of emotions. Get them to
match famous names to the emotions and express
them to a partner or a group saying only the name
 Repeat but this time students use only their own
name to express a range of emotions.
 A similar activity can be done using various school
subjects – students try to express their feelings
about the subject by the way they say the subject
name – thus a student who loves English and hates Maths tries to show
these feelings just by the way they say ‘English’ and ‘Maths’
 Students work in groups to see how many ways (quickly, slowly, shouting,
whispering, varying intonations) they can say the alphabet.
 Whisper a secret message to everyone in the room.
 'Say' the do re mi scale or the words of a song.
greg_keaney@yahoo.com.au
page 1
Posture
How you position yourself makes an enormous impact on others. A few
exercises for students to practice:
 Sit up straight, slouch, try to take up as much
space as you can (how do you feel?), try to take
up as little space as you can (how do you feel?),
put your hands over your face, stretch your
arms out wide.
 Stand up straight, slouch, try to take up as
much space as you can (how do you feel?), try
to take up as little space as you can (how do
you feel?), put your hands over your face,
stretch your arms out wide, stretch you hands
upwards, stand like a soldier at attention, relax
with your arms by your side,
 Move around the class – when the command freeze is spoken freeze in your
exact position
 Statues game – students in pairs, one student moves the other student’s
arms, legs, fingers and head to make a statue, swap roles
 Group statues – students one by one come into a group and make a group
statue
 One student sits, hands behind back. Another student, hidden behind,
provides the hand gestures for the one in front. For example, eating a bowl of
noodles, using a mobile phone, doing a difficult exam, putting on a tie, etc.
 Using mime only students try to imitate their teachers and have others in their
group guess who they are imitating
 Play charades or other miming
games.
 Machines – as with group statues but
this time students one by one come
into a group and create a multipurpose machine
 Traffic Lights - Whole class standing
– students move around until you say
one of the following commands at
which point they have to follow the
command.
1. Statues - freeze individually
2. Dentists (in pairs, one sitting as patient, one standing as dentist)
3. Traffic lights (in threes, flashing hands one standing stretched, one
standing with arms at shoulder height, one crouched with arms low)
4. Diamonds (in fours, try to sparkle)
5. Rainbows (in sevens – make arches – leftovers can be pots of gold)
Gesture
Gesture is also a fundamental part of communication – indeed
anthropologists believe that verbal speech has its roots in nonverbal gestures and movements – and indeed vocalization is in
reality a very complex motor skill. A few exercises for students
to practice:
 Mirror mimes – students in pairs closely track each other’s
movements as though they are a mirror image of one another.
 Students mime a series of activities: for example: conduct an
orchestra, play a sax, beat the drum or twang a guitar solo,
play golf, score a winning goal, fight for their lives, propose
marriage and so on.
 Students in groups think of and act out as many gestures and
signs as they can.
Greg Keaney BELTA Conf. 2007
+673-885-681
greg_keaney@yahoo.com.au
If you encourage students to be more confident in
their posture, more flamboyant in their use of
gesture~ maintain eye contact and to modulate their
voices more effectively not only will they find speech
activities to be extremely rewarding, they will also
notice a considerable improvement in their general
English conversation.
Activities Combining Eye, Voice, Gesture and
Posture
 Send non-verbal messages around the circle
 Send verbal messages around the circle
 Shout conversations in pairs across the room – if
you have the opportunity play music loudly so that
students have to raise their voices to talk to one
another
 Long Line Whispers
page 2
Ideas for Speeches
Making Toasts
This activity may be adjusted to suit any language level. Beginner students can
give short one sentence toasts; more advanced students can be required to
speak for a few minutes.
One week before the lesson you should give a model toast to the class. For
homework students write out their toasts.
Correct these toasts a few days before the
speech lesson so that students can have
plenty of time to prepare.
On the day of the lesson you will need to
bring some plastic glasses and some
lemonade or mineral water to class. I usually
have the students bring some snacks as well
to give the lesson a 'party' feel.
Sit the students around a central table or, if
the class is too large, have students stand as
though they were at a diplomatic reception.
Begin by proposing a toast to your class - the
best English class in the history of your
school. Put on a great show, especially the
clinking of glasses, so that students will feel
relaxed and un-self-conscious when it is their
turn to speak in front of the group.
Students give their toasts in turn. You may
wish to remind each speaker before they
start to speak loudly and clearly and to look at the audience while they propose
their toast. You might also remind the class of various points of body language
and gesture, such as smiling and looking into the eyes of the other person when
touching glasses.
Accepting Awards and Prizes
This activity is for intermediate and
advanced
students.
Pre-intermediate
students can perform this activity but they
need more teacher assistance at the
preparation stage.
A week before this lesson introduce the
names of some awards - Internet's Worst
Surfer and Ms Teenage Formula One Driver,
for example. Brainstorm other real and
imaginary awards and prizes. This can be
combined well with lessons on superlatives,
conditionals or future ambitions.
The speech lesson will work best if there is a
touch of comedy to the awards. Some
suggestions are: World's Greatest English
Student, World's Best Dresser, Champion
Shopper, Worst Dancer, Best/Worst Karaoke
Singer, Greatest/Laziest Cook, and so on.
Have students choose an award or make up
one of their own. Model a 'Thank You Speech' for them. Students should write
their acceptance speech for homework and it should be corrected in plenty of
time for students to learn for the class.
On the day trim the room to look like an awards ceremony. Trophies that are
humorously appropriate to the award being given add to the fun of the lesson;
World's Laziest Cook might receive a packet of instant noodles, for example.
Higher level students may be able to act as MCs. Introducing props such as
envelopes, or a raised dais, adds to the fun.
A listening exercise using a video of the Academy Awards, American Idol, MTV
Awards or similar can be a useful follow up to this activity.
Greg Keaney BELTA Conf. 2007
+673-885-681
greg_keaney@yahoo.com.au
page 3
Top 5 Presentations
Instructions
Group Phase: Work in groups (five is the best number. If there are less than five people in your group one of you will have to speak twice). Prepare your
group’s ‘Top Five’ in ONE of the following areas. Each group member will have to speak about one of the Top Five and why that item is so special that it
makes it into the Top Five. Everyone in the group must talk about one of the five items.
EITHER
You have five minutes to prepare your presentation to the rest of the class
OR
You have to prepare your presentation for homework.
Whole Class Phase: Each group presents their Top Five to the rest of the class taking turns to speak about each item on the
list. Each presentation should last about five minutes.
Our top five favourite English music hits
Our top five books or authors
Our top five advertisements
Our top five TV programmes
Our top five paintings
Our top five scientific discoveries
Our top five teenage status symbols
(e.g. mobile phone)
Our top five teenage fashions
Our top five computer games
Our top five websites
Our top five jokes and riddles
Our top five football players
Our top five fashion accessories
Our top five ....(choose your topic)….
Greg Keaney BELTA Conf. 2007
+673-885-681
greg_keaney@yahoo.com.au
page 4
Just a Minute
Instructions
Cut up the following topic cards. One set of cards for each group. Students take it in turns to select a card. They have one minute to think of what to say.
Then they must speak for one minute without help or interruptions on their topic to the rest of the group.
School
Children
Hobbies
Travel
Brunei
Just a minute
Just a minute
Just a minute
Just a minute
Just a minute
Home
Computers
English
Future
Food
Just a minute
Just a minute
Just a minute
Just a minute
Just a minute
Movies
Travel
Music
Dreams
Just a minute
Just a minute
Just a minute
Just a minute
Free
Topic
Friends
Sport
Books
TV
Holidays
Just a minute
Just a minute
Just a minute
Just a minute
Just a minute
Greg Keaney BELTA Conf. 2007
+673-885-681
greg_keaney@yahoo.com.au
page 5
Double Plus Figures
Double plus figures is a
wonderful adaptation of a
drama game that really gets
students involved and
builds their confidence for
other public speaking,
drama and performance
activities.
The core activity consists of
students working together
in pairs to be one character.
Student A sits on a chair
with their arms behind them,
Student B kneels behind
the chair and becomes the
character’s arms and hands.
This can take away the fear of performance as neither student has to do
everything – the one who faces the crowd is merely the face while the
one who is ‘out of view’ can perform extravagant gestures.
The activity can be used to liven up dialogues, to mime actions (perhaps
to reinforce grammar points) and to perform dramatic scenes and roleplays.
If you wish to make the activity even more enjoyable then bring in a few
props – the sample text in the appendix for example can be livened up
with a few police hats…
A Comical Eulogy
This activity is suitable for intermediate and advanced students –
exercise caution that there have been no recent bereavements.
A week in advance give students a model of a eulogy. I usually present
with a lesson that uses a famous person such as Elvis for source material.
Inform your class that each student has to prepare a eulogy for you the
teacher. You can have died in any way they wish - and it may surprise
you how unfortunate your demise will be.
Greg Keaney BELTA Conf. 2007
+673-885-681
Once again, correct the speech so that students will have enough time to
practise it before the class.
If you are up for it, on the day of the speeches play sombre music to
create the right atmosphere – you might even want to cry at the lovely
words being said about you. As each student delivers eulogy be prepared
to break down and weep as your virtues and character are extolled.
Obituaries of famous people can be used as reading comprehension
precursors or follow-ups to this activity.
Conclusion
These are just a few of the many speech activities that can be used with
English language classes. You will find that students respond remarkably
well to these activities and that speech and public speaking can be a
surprisingly relevant, interesting and confidence-building way to develop
our students' English abilities.
Students don’t always
have to be made to feel
like ‘another brick in the
wall’. The development
of learner confidence in
tandem
with
their
growing language skills
is a wonderful gift to give
our students! It may start
out in the ‘too hard’
basket – but as teachers
it is our reward to see
students who respond to
our challenges and gain
self-belief
and
selfassurance as a result.
greg_keaney@yahoo.com.au
page 6
Appendix
Sample Text for Double Plus Figures (3 pairs required)
Some complicated proverb texts for Long Line Whispers
1: Where there are observable fumes having their origin in ignited
carbonaceous materials, there is conflagration.
2: Members of an avian species of identical plumage tend to
assemble.
3: Surveillance should precede bounding.
4: It is fruitless to become lachrymose over lacteal fluid that has
precipitately departed from its container.
5: The temperature of the aqueous content of a constantly observed
saucepan does not ever reach 100 degrees C at sea level.
6: All articles that sparkle with resplendence are not truly auriferous.
7: Fussiness on the part of mendicants must be forbidden.
8: An array of individuals with expertise in culinary arts may ruin the
flavour of the potable concoction produced by steeping comestibles.
9: Individuals who make their abode in vitreous residences would be
advised to refrain from catapulting petrous projectiles.
10: A revolving lithic conglomerate accumulates no congeries of a
small green bryophytic plant.
An older lady gets pulled over for speeding...
The ‘Real’ Proverbs
1. Where there’s smoke there’s fire.
2. Birds of a feather flock together
3. Look before you leap
4. It’s no use crying over spilt milk
5. A watched pot never boils.
6. All that glitters is not gold.
7. Beggars can’t be choosers
8. Too many cooks spoil the broth.
9. People in glass houses shouldn’t throw stones.
10. A rolling stone gathers no moss.
Older Woman: Is there a problem, Officer?
Officer: Ma'am, you were speeding.
Older Woman: Oh, I see.
Officer: Can I see your license please?
Older Woman: I'd give it to you but… I don't have one.
Officer: Don't have one?
Older Woman: Lost it, 4 years ago for negligent driving.
Officer: I see...Can I see your vehicle registration papers please.
Older Woman: I can't do that.
Officer: Why not?
Older Woman: I stole this car.
Officer: Stole it?
Older Woman: Yes, and I killed and hacked up the owner.
Officer: You what?
Older Woman: His body parts are in plastic bags in the boot if you want to
see.
The Officer looks at the woman and slowly backs away to his car and calls
for back up. Within minutes 5 police cars circle the car. A senior officer
slowly approaches the car, clasping his half drawn gun.
Senior Officer: Ma'am, could you step out of your vehicle please!
Older woman: Is there a problem sir?
Senior Officer: One of my officers told me that you have stolen this car and
murdered the owner.
Older Woman: Murdered the owner?
Senior Officer: Yes, could you please open the boot of your car, please.
The woman opens the boot, revealing nothing but an empty boot.
Senior Officer: Is this your car, ma'am?
Older Woman: Yes, here are the registration papers.
The officer is quite stunned.
Senior Officer: One of my officers claims that you do not have a driving
license.
The woman digs into her handbag and pulls out a purse and hands it to the
officer. The officer examines the license. He looks quite puzzled.
Senior Officer: Thank you ma'am, one of my officers told me you didn't
have a license, that you stole this car, and that you murdered and hacked up
the owner.
Older Woman: I bet the liar told you I was speeding, too!
Greg Keaney BELTA Conf. 2007
+673-885-681
greg_keaney@yahoo.com.au
page 7