Members Only ESL Speaking Activity Grade 6

Unit 1 Speaking Activity — Introducing Myself

About This Resource

A structured partner-interview speaking task with a note-taking grid, a report-back stage using reported sentence frames, and a peer-assessment checklist.

Overview

Students interview a partner using six unit-vocabulary questions, record notes in a grid, then "report back" — introducing their partner to a small group using third-person sentence frames ("This is ___. He/She is from ___..."). A short speaking-tips box and peer-assessment checklist keep both the speaking and the listening/feedback components of the activity structured and purposeful.

Resource Details

Subject: ESL
Topic: Introducing Myself
Category: Speaking
File Type: PDF
File Size: 48.7 KB
Published: 31 Aug 2026
Downloads: 0

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Grade 6 45-55 Minutes Speaking Introducing Myself

Learning Objectives

Ask all six interview questions clearly and at a natural pace.
Answer interview questions using complete sentences rather than single words.
Accurately report a partner's information to a group using correct third-person pronouns (he/she, his/her).
Apply at least two speaking tips (eye contact, full sentences, or a clarification request) during the activity, as observed by a peer.

How to Use This Resource

Use during Lesson 4 of the unit (see the Lesson Plan, Resource 11), ideally alongside Resource 8 (Listening / Teacher-Led Activity) in the same class period. Review the speaking tips first, then run Part A (interview) in pairs and Part B (report back) in groups of four.

Classroom Activity Ideas

After Part B, ask each group of four to identify one interesting fact they learned about someone outside their immediate pair (i.e., something they only heard secondhand through another group member's report-back) — this rewards active listening during the report-back stage, not just speaking.

Differentiation

Allow Support students to write short-phrase notes rather than full sentences in the interview grid, and permit them to read directly from their notes during report-back.
Complete both parts as designed, using the report-back sentence frame from memory where possible.
During report-back, require Challenge students to add one extra detail about their partner not covered by the sentence frame, drawn from natural follow-up conversation during the interview.

Assessment

Use the built-in peer-assessment checklist (four criteria) during Part B as the primary evidence of speaking performance. Teachers may also circulate during Part A to informally note fluency and question-asking accuracy.

Teacher Tips

Model the report-back sentence frame yourself first, using a real (or invented) example about yourself — students consistently struggle more with switching from first-person interview answers to third-person report-back language than with the interview questions themselves, so a live model is worth the extra two minutes.