Teaching spoken English language class requires careful planning and preparation to ensure that students

can effectively develop their oral communication skills. Here is a plan that can help you structure your
spoken English language class:

Assess the students' language proficiency levels: Start by assessing the students' language proficiency
levels to identify their strengths and weaknesses. You can do this by conducting a placement test or a
diagnostic assessment.

Define the learning objectives: Based on the assessment results, define clear and specific learning
objectives for the class. The objectives should be achievable, measurable, and relevant to the students'
needs.

Develop a curriculum: Develop a curriculum that covers the essential skills and language components
that students need to learn to communicate effectively in English. The curriculum should include
speaking, listening, pronunciation, vocabulary, and grammar components.

Choose appropriate teaching materials: Select suitable teaching materials that align with the learning
objectives and the curriculum. These can include textbooks, audio-visual materials, online resources, and
interactive activities.

Plan interactive activities: Plan a range of interactive activities to keep the students engaged and
motivated. These can include role-plays, group discussions, debates, and storytelling.

Incorporate technology: Use technology to enhance the learning experience, such as using online tools
for pronunciation practice, recording and analyzing speaking tasks, and providing multimedia resources
for listening and speaking practice.

Provide regular feedback: Provide regular feedback on the students' progress and give them constructive
criticism to help them improve their speaking skills.

Encourage speaking outside of class: Encourage students to practice speaking outside of class by
providing them with opportunities to interact with native speakers, participating in language exchange
programs, or joining speaking clubs.
Monitor and evaluate the students' progress: Monitor and evaluate the students' progress regularly to
assess the effectiveness of the teaching strategies and make necessary adjustments.

Celebrate achievements: Celebrate the students' achievements to boost their confidence and motivate
them to continue learning. This can include recognizing their progress, awarding certificates, or
organizing a graduation ceremony.

Remember that teaching spoken English language class requires patience, enthusiasm, and creativity.
With careful planning and effective teaching strategies, you can help your students develop their oral
communication skills and achieve their language learning goals.

A placement test or diagnostic assessment can help determine the students' current level of spoken
English proficiency. Here are some ideas on what to include in such assessments:

Vocabulary: Choose words that are commonly used in everyday conversations, and ask the students to
identify their meanings, use them in a sentence, or match them with their definitions.

Pronunciation: Choose words or phrases that are challenging for non-native speakers to pronounce and
ask the students to say them aloud. You can also record their speech and analyze it for pronunciation
errors.

Grammar: Create sentences with grammatical errors and ask the students to correct them. You can also
ask them to complete sentences with the correct verb tense, prepositions, or articles.

Listening: Play audio recordings of native speakers or dialogues and ask the students to answer questions
related to what they hear.

Speaking: Ask the students to introduce themselves, answer questions about their interests, or describe
a picture or a situation. You can assess their pronunciation, grammar, and vocabulary use during this
task.

Reading: Choose texts that are appropriate for the students' level and ask them to read and answer
questions related to the text. You can assess their reading comprehension skills and vocabulary use.
Based on the results of the assessment, you can determine the students' current level of spoken English
proficiency and design a curriculum and lesson plans that align with their needs and goals.

Here’s an example curriculum for a spoken English language class that focuses on developing oral
communication skills:

Level: Beginner

Course duration: 12 weeks (24 sessions)

Learning objectives:

Introduce oneself and othersAsk and answer simple questions about personal information, interests, and
daily routinesGive and follow directionsDescribe people, places, and things using basic adjectivesUse
basic verbs in present tense to talk about actions and routinesUnderstand and use basic English
grammar structures (e.g., subject-verb agreement, singular/plural nouns, articles, prepositions)Use
appropriate pronunciation, intonation, and stress in spoken English

Session 1: Introduction to the course, assessment of language proficiency, icebreaker activities

Session 2: Greetings and Introductions, personal information questions and answers

Session 3: Daily routines and activities, present simple tense, time expressions

Session 4: Asking for and giving directions, using prepositions of place

Session 5: Describing people, places, and things, using basic adjectives

Session 6: Making plans and arrangements, using ‘going to’ for future tense
Session 7: Talking about likes and dislikes, using ‘I like/ I don’t like’ expressions

Session 8: Describing pictures, using present continuous tense

Session 9: Talking about past events, using past simple tense

Session 10: Asking for and giving advice, using ‘should’ and ‘shouldn’t’

Session 11: Talking about hobbies and interests, using ‘I enjoy/ I don’t enjoy’ expressions

Session 12: Review of all language components covered in the course, wrap-up activities, and feedback.

This curriculum can be adapted based on the students’ language proficiency level and their learning
needs. You can also incorporate a range of interactive activities, such as role-plays, group discussions,
and pair work, to enhance the learning experience and provide opportunities for students to practice
speaking English.

Sure! Here’s an example curriculum for a spoken English language class for intermediate-level students:

Level: Intermediate

Course duration: 12 weeks (24 sessions)

Learning objectives:

Express opinions, beliefs, and attitudes about different topicsParticipate in discussions, debates, and
group conversationsUnderstand and use idiomatic expressions and colloquial languageUse a wide range
of vocabulary to describe and explain complex ideasUse more complex sentence structures (e.g.
conditional sentences, reported speech, passive voice)Improve pronunciation, intonation, and stress in
spoken English
Session 1: Introduction to the course, assessment of language proficiency, icebreaker activities

Session 2: Describing personality traits and characteristics, using adjectives and idiomatic expressions

Session 3: Discussing current events and news, expressing opinions, and justifying ideas

Session 4: Talking about hobbies and interests, using idiomatic expressions and collocations

Session 5: Giving presentations, using visual aids, and emphasizing key points

Session 6: Describing processes, using passive voice and transition words

Session 7: Explaining and expressing preferences, using modal verbs (could, might, should)

Session 8: Reviewing and practicing pronunciation and intonation, focusing on rhythm, stress, and weak
forms

Session 9: Debating and discussing social issues, using persuasive language and rhetorical questions

Session 10: Talking about the future, using conditional sentences and future forms

Session 11: Discussing literature, movies, and art, using advanced vocabulary and idiomatic expressions

Session 12: Review of all language components covered in the course, wrap-up activities, and feedback.

This curriculum can be adapted based on the students’ language proficiency level and their learning
needs. You can also incorporate a range of interactive activities, such as role-plays, group discussions,
and pair work, to enhance the learning experience and provide opportunities for students to practice
speaking English.
Certainly! Here’s an example curriculum for a spoken English language class for advanced-level students:

Level: Advanced

Course duration: 12 weeks (24 sessions)

Learning objectives:

Develop fluent and sophisticated oral communication skillsUse idiomatic expressions, slang, and
colloquial language appropriatelyParticipate in complex and nuanced conversations, debates, and
discussionsDevelop critical thinking and analytical skills in EnglishUse complex sentence structures and
varied vocabulary to express complex ideasUnderstand and analyze cultural differences and perspectives
in English

Session 1: Introduction to the course, assessment of language proficiency, icebreaker activities

Session 2: Analyzing and debating current events and political issues, using advanced vocabulary and
rhetorical devices

Session 3: Discussing culture and cultural differences, using idiomatic expressions and slang

Session 4: Giving presentations and speeches, using persuasive language and effective delivery
techniques

Session 5: Analyzing and interpreting literature, using advanced vocabulary and literary devices

Session 6: Expressing opinions and beliefs about ethics and morality, using critical thinking and reasoning
skills

Session 7: Developing argumentative skills, using counter-arguments and rebuttals

Session 9: Exploring and analyzing film and media, using critical analysis and nuanced understanding

Session 10: Discussing the environment and sustainability, using scientific vocabulary and complex
sentence structures

Session 11: Analyzing and critiquing art and design, using descriptive and evaluative language

Session 12: Review of all language components covered in the course, wrap-up activities, and feedback.

This curriculum can be adapted based on the students’ language proficiency level and their learning
needs. You can also incorporate a range of interactive activities, such as role-plays, group discussions,
and pair work, to enhance the learning experience and provide opportunities for students to practice
speaking English.

Sure, here are some icebreaker activities that can be used in a spoken language class:

Name Game: Students sit in a circle and each person introduces themselves by saying their name and
something interesting about themselves. The next person then repeats the previous person’s name and
interesting fact before adding their own.

Two Truths and a Lie: Each student tells the group three things about themselves, two of which are true
and one of which is a lie. The other students then have to guess which statement is the lie.

Desert Island: Students imagine they are stranded on a desert island and have to choose three items to
bring with them. They then explain their choices to the class.

My Favorite Things: Each student takes turns describing their favorite things (food, music, movies, etc.)
and why they like them.
Find Someone Who: Each student is given a list of characteristics or hobbies (e.g. “Someone who has
traveled to Europe,” “Someone who enjoys playing sports”). They then have to find classmates who fit
each description and ask them questions to learn more about their interests.

Word Association: One person starts by saying a word, and then the next person says a word that is
associated with the previous word. This continues around the circle until everyone has had a turn.

These activities can help break the ice and get students comfortable with speaking in a group setting.
They can also be adapted to incorporate specific language skills or vocabulary that is relevant to the
course content.