Learners are provided with a small list of short jokes. They must first read each joke and then, in turns, tell their jokes to the class. The tutor can then give feedback to the learner on how well the joke was delivered and received and what could be improved on.
Correct pronunciation is often a problem with learning English, but voice variations can often pose greater issues that are not normally addressed. The practice of retelling jokes until the punchline has effectively been delivered will help learners recognize variations in voice and speech and what effect these have on the message they are trying to convey.
This task incorporates both listening and speaking skills. Ask learners to tell a personal story in English. Any school-appropriate subject is acceptable and is entirely dependent on what the learner wants to share. Once the learner has finished telling his story, select another learner to retell the story she has just heard in her own words. This helps improve listening skills, understanding English language when spoken by another person, and speaking skills.
Learners can also be asked more critical questions about the story. For example, voice variation can be considered; ask students whether they thought the story was joyful or sad, whether they can identify how the story teller felt, and how they react to the story.
Ask students to move around the classroom and spend five minutes talking with another person. This activity works well for new classes and can also work well when native English speakers are present to encourage students to gain confidence and communicate with a native English speaker. Instruct learners to practice polite greetings, goodbyes and responses to simple questions before moving to another person. Learners will gain confidence in approaching others, speaking English to them and listening to what they say to gauge the correct response.
Present students with a text and a reading of that text, ideally in the form of simple dramatic dialogue. Play a recording of the text so students can hear how it should be spoken and in what tone. Then ask learners to repeat the text focusing on voice variation, pronunciation and clarity of voice. When they finish, ask what kind of emotions the dialogue displayed -- angry, sad, happy -- and whether they thought they effectively read the dialogue with the correct tone of voice or attitude. Encourage them to evaluate their own work and speaking skills.