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Conversation Class (Brown 114).

Students are grouped in pairs. In the books example, they are reviewing the past tense of words.

Student A: What did you do last night?
Student B: I played video games.

Reverse-

Student B: What did you do last night?
Student A: I went to the store.

Then they have to switch partners and the teacher introduces a new question... Tell Student C what Student A/B did last night.

Example:

Student C: What did your partner do last night?
Student B: Caleb went to the store.

This is an exercise that makes the students interact with each other, and have a semi-regulated dialogue. They are interacting and telling each other what they did last night.
Not only are they having to interact, but they have to remember their previous interaction in order to tell the next student what their partner had done the night before.

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Movie Madness Activity (Brown 124). Also an information gap example.

The students are each given a paper with different information on it about a movie.

Student A has: Movie times, Movie, and Location
Student B has: Schedule

The goal is for Student A and B to go to the movie together using Student B's schedule as a guide. They aren't allowed to see each others papers, and have to decide which movie to see, when, and where.

The activity goes a bit more in depth, but that is the premise. The way that self-regulation is exercised in this activity is that  it is the students' responsibility to not cheat, and to actually communicate with one another.
They are having to actively do the activity correctly, even if it may be challenging.

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Question-Answer Activity (Brown 225).

The class is divided in half. On side A, they have and/or are given a piece of paper and a pencil. They have to answer three questions:

Favorite: Sport, Singer and Actor/Movie Star

Then the papers are collected and redistributed randomly throughout side B. Side B then has to go around and ask the students from Side A questions, to see if they can find the person whose paper they now have.

In this activity identity and investment can be spotted in multiple areas. First, the students who were on Side A had the opportunity to share their favorites, it is an opinion based activity. This means they get to be creative and share their decisions.
Another area they have the opportunity to get invested is when student B has to find student A. This is a practice of Student B's investment in the classroom and their own learning. They get to be invested in another student, and in their ability to find someone. They are forming an identity or role by being able to ask questions and interact socially in the room with their peers.
Lastly, Person A gets to answer yes/no to questions that Person B is asking. This is exercising confidence in their own identity and choices. It is reinforcing who they are in the community of the classroom. That they are unique!

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Make sure message is actually received when explaining activity lol

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Make sure message is actually received when explaining activity lol

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In-Class Activity: Funemployed

Description according to Presentation Slides:

•A fun team game where you can practice your interview techniques and build up your vocabulary.

•Party game adapted for language learning

•Each player is handed four random Qualification Cards to "build their resume." The “employer” also receives the same number of qualification cards as those playing the game.

•One by one, each player interviews using all four cards and has to talk their way into winning the job!

•When the Applicant has finished their pitch, the Employer reveals a card from their hand that the Applicant must justify or explain.

•After all Applicants have had a turn, the Employer chooses which Applicant they feel is the most qualified and gives the Job Card to that Applicant.

This is an exercise that does actually practice more than just the speaking skill, but that is the skill I have chosen to focus on.

This emphasizes a student's ability to speak efficiently on the spot. They have to utilize vocabulary, and speak in a professional tone and manner. This involves understanding the context of an interview and how different language, tone, and words are all apart of that specific speaking role.

They have to speak confidently, and clearly in order to "convince" the other student to hire them.

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How I felt when we actually participated in the activity.

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In-Class Activity: Running Dictation

Description according to Presentation Slides:

*Pair students up and assign a runner and a writer. Have the writer at the opposite end of the room. Stick preprinted messages at the other side (one for each pairs – can be the

same or different)

*When you should “go” the runner runs to the message, reads it and remembers what they can and then relays it to their writer. The go back and forth until it’s completely written.

*Score points for accuracy, spelling and pronunciation.

Once again, this is an activity that can focus on multiple skills, but the main focus is listening.

The student whose back is turned to the screen has to really engage to interpret what the running student is trying to say. By listening, they have to turn what the other student is saying into a functioning sentence using their knowledge of writing. They have to translate what they are hearing down onto the paper using spelling and grammar skills.

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In-Class Activity: Picture tells a Story

In this activity the students would fill in the blanks by transforming the word from a noun>verb>adjective>adverb or in a different order.

This is testing the students knowledge and understanding of grammatical changes to a word based on how it is being used. They have to recognize the root word, and change it accordingly demonstrating their knowledge of that word, and of how to change the words "meaning".

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Personal Activity: On the Spot

Creates a powerpoint with a (or writes on the board) a list of words that are being learned at the moment in the class. Then writes a column with verbs and other words that are already familiar to the class.

Put groups in pairs. Label one Student A and one Student B.

Student A has to choose three words. One word from column 1 (words that are being learned right then) and two words from column 2 (familiar vocabulary words).

Student B then has to come up with a story (minimum three sentences) using all three words in 2 minutes. A timer is set - and the fun begins.

Then repeat having the students switch roles.

This is good for beginners especially if the words are rather easy. In my example activity, I used zoo animals as what they were learning and simple verbs and objects such as walk and apple for the words they would be familiar with. This is a great activity for helping beginners be creative with the words they already know, and thinking about how to use the words they are learning.

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Online Example: Build Your Own Family

The students in this example are learning the names of family members in another language. For instance, male cousin in Spanish primo. So the students are told to build their own family (mom, dad, aunt, uncle, grandma, grandpa, brother, and sister) based on either fictional cartoon characters, sitcoms, move characters, tv shows etc.

Once they have built their family, they will pair up in groups of four and share who they chose to put in their families in the second language.

Example: Mi primo es Dash. (Dash from the incredibles as pictured in the gif)

This is a really good activity for high school students because it connects the classroom and their learning with the outside world. A lot of high-schoolers love Netflix and shows like friends, so it gives them an opportunity to bring those experiences into the classroom while also still learning new words.

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Online Activity: Scrabble (Vocabulary/ Word Practice)

*Can Look Up Scrabble Rules*

Essentially pair students up in groups of 3-4. Introduce how scrabble is played, have students draw 12 squares (less if students are very knowledgeable) and have them start the game. First student to have used all their tiles wins if they can show the teacher that all the words they used were spelled correctly. (Like verifying a bingo card actually won)

This is a fun way to have students exercise and recall vocabulary they have learned, and also to practice spelling. It is more fun for students who are farther along in their learning process because they are able to think of longer and more complicated words. It exercises their ability to think about the words they've learned and how to spell them correctly. (Even better if they have to use the word in a sentence before they can place it on the board)

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When you have such a good discussion question that the class won't stop talking:

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When you have such a good discussion question that the class won't stop talking:

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All the students before each person goes up to present:

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All the students before each person goes up to present:

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When everyone looks at that one student who always pays attention for the answer:

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When everyone looks at that one student who always pays attention for the answer: