For example, tell your student that you are planning to go to the Shaftesbury Theatre in the evening, so you need his help to understand exactly how to get there. Then give him a map and ask him to give you driving directions from Tottenham Court Road to Shaftesbury Avenue in English.
⇒ Focus on the learner's specific needs.
⇒ Alter the pace of the lesson as necessary.
⇒ Digress whenever it is appropriate.
⇒ Get direct feedback and ideas from the learner.
Since there are only two people in a one-to-one classroom, and one of them is the instructor, there will always be a certain degree of inauthenticity in any conversation that occurs. This is because the instructor can never let her guard down and simply engage with the student as a conversation partner. A responsible instructor will always be monitoring progress and guiding the conversation in ways that will benefit the learner. For this reason, instructors should strive to incorporate activities that promote authentic fluency practice rather than simply having open conversations.
The student chooses a picture or trinket and uses it to tell a story. Now, before adding every new sentence to the story, he must choose an object/picture in front of him (in whatever order he wishes) and then incorporate his choice in the narrative itself. For example:
→ A learner could choose a small dog figurine and say, "Once upon a time, there was a dog."
→ The next object could be a rock, so the learner chooses to add, "One day, the dog found a magical rock."
And so on until all trinkets or pictures are exhausted. Countless variations are possible with this activity, including versions where the instructor chooses the next picture, or alternates with the student in contributing to the story.
The basic idea here is as follows.
→ The instructor either narrates a tale or plays one on a CD player.
→ The student then retells the story in his own words.
This activity not only works to improve the speaking skills of a person but also enhances his auditory comprehension abilities.