10 BEST TIPS TO SPEAK ENGLISH

Here are ten questions to help you start speaking English. Each of these questions helps to begin or continue a conversation. The questions are in two categories: Basic Facts and Hobbies / Free Time. There are also a number of questions that can help you continue the conversation after the first question.

Five Basic Facts

These five questions will help you get to know people. They are simple questions with simple answers and provide information so you can ask more questions.

What is your name?
Where do you live?
What do you do?
Are you married?
Where are you from?

More questions for …

These questions help to continue the conversation after your first question.

“What is your name?”

It’s a pleasure to meet you. Where are you from?
That’s an interesting name. Is it Chinese / French / Indian, etc.?
Does your name have a special meaning?

“Where do you live?”

How long have you lived there?
Do you like that neighborhood?
Do you live in an apartment or house?
Do you have a garden at your home?
Do you live alone or with your family?

“What do you do?”

Which company do you work for?
How long have you had that job?
Do you like your job?
What’s the best / worst thing about your job?
What do you like best / least about your job?
Would you like to change jobs?

“Are you married?”

How long have been married?
Where did you get married?
What does your husband / wife do?
Do you have any children?
How old are your children?

“Where are you from?”

Where is ….?
How long did you live there?
What is XYZ like?
Do you like living here?
How is your country different than here?
Do the people in your country speak English / French / German, etc.?

Hobbies / Free Time

These questions will help you continue conversations and find out more about people’s likes and dislikes.

What do you like doing in your free time?
Can you play tennis / golf / soccer / etc.?
What kind of films / food / vacations do you enjoy?
What do you do on weekends / Saturdays?

More questions for …

These questions will help you ask for more detail.

“What do you like doing in your free time?”

How often do you (listen to music, eat out in restaurants, etc.)?
Where do you (listen to music, eat out in restaurants, etc.) in this town?
Why do you like (listening to music, eating out in restaurants, etc.) so much?

“Can you play tennis / golf / soccer / etc.?”

Do you enjoy playing tennis /golf /soccer /etc.?
How long have you played tennis /golf /soccer /etc.?
Who do you play tennis /golf /soccer /etc. with?

“What kind of films / food / vacations do you enjoy?”

What’s the best place to see /eat / go on vacations?
What’s the best type of film /food / vacation, etc. in your opinion?
How often do you watch films / eat out / go on vacation?

“What do you do on weekends / Saturdays?”

Where do you go to…?
Could you recommend a good place to (go shopping / take my children swimming / etc.)?
How long have you done that?

At this point learners need to be able to use the alphabet in order to assimilate new vocabulary and ask spelling questions about new vocabulary they will be learning in future lessons. You should take in an alphabet chart for this lesson, this chart should have pictures of various objects beginning with the various letters of the alphabet (pre-scholars alphabet books would work well in this situation).

Teacher: (Read the alphabet list slowly, pointing to pictures as you speak. The following list is just an example, make sure to use something with pictures if possible. )

• A as in “apple”
• B as in “boy”
• C as in “car”
• D as in “dog”
• E as in “ear”
• F as in “flag”
• G as in “great”
• H as in “house”
• I as in “insect”
• J as in “joy”
• K as in “kind”
• L as in “light”
• M as in “magic”
• N as in “night”
• O as in “orchestra”
• P as in “people”
• Q as in “question”
• R as in “red”
• S as in “sure”
• T as in “truck”
• U as in “unique”
• V as in “video”
• W as in “wow”
• X as in “xerox”
• Y as in “yes”
• Z as in “zebra”

Teacher: Repeat after me (Model the idea of repeating after me, thus giving the students a new class instruction that they will understand in the future.)

• A as in “apple”
• B as in “boy”
• C as in “car”
• D as in “dog”
• E as in “ear”
• F as in “flag”
• G as in “great”
• H as in “house”
• I as in “insect”
• J as in “joy”
• K as in “kind”
• L as in “light”
• M as in “magic”
• N as in “night”
• O as in “orchestra”
• P as in “people”
• Q as in “question”
• R as in “red”
• S as in “sure”
• T as in “truck”
• U as in “unique”
• V as in “video”
• W as in “wow”
• X as in “xerox”
• Y as in “yes”
• Z as in “zebra”

Student(s): (Repeat the above with the teacher)

Part II: Spelling Names

Teacher: Please write your name. (Model the following new class instruction by writing your name on a piece of paper. )

Teacher: Please write your name. (You may have to gesture to students to take a piece of paper out and write their names.)

Student(s): (Students write their names on a piece of paper)

Teacher: My name is Ken. K – E – N (Model spelling your name.). What is your name?(Gesture to a student.)

Student(s): My name is Gregory. G – R – E – G – O – R – Y

Continue this exercise around the room with each of the students. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.