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I'm sorry I am entering this conversation so late!

I find that speaking activities are the ones that need the most creativity. I remember when in high school myself, my French teacher used to give us a picture to talk about (without any extra rules or goals). Within a minute (and we had 15 min p/picture), the fun was over and we reverted to our own language talking about the days' gossip. I always take that image with me when creating a speaking activity. I always give them some sort of goal.

One of the activities I use rather often is:
- after a theme has been introduced with a text or a video and we reach the end of the lesson, I put a statement on the board and read it out loud.

- Students know the drill and they grab their pieces of paper (1 green, 1 red) which were given to them at the beginning of the year.

- Students listen to the statement with their eyes closed and decide whether they are for or against it by raising the green (for) or the red (against) piece of paper when the teacher asks them to raise their choices (students still have their eyes closed.

- When they open their eyes, they search for someone with a different colour then their own and together they start a discussion. The goal is to try and understand the other student's perspective.

- After the short discussion, the arguments for and against are collected onto the board.
Note: When you are against the statement, you can only share the arguments in favour of the statement and vice versa. So, they have to make sure their ideas get across.

- At the end, students are asked one more time to close their eyes and choose a side. When someone has changed sides it is often very interesting to hear what changed their mind. I often don't have time to ask more than one.

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1.       Students work in pairs to write four questions about a given topic. The questions should be open-ended and have more to do with opinions about the topic than with facts or knowledge about it.

2.       Then groups of four students are created by joining two pairs.

3.       Each pair is given the questions of the other pair.

4.       Members of each pair must discuss their answer for each question and reach an agreement or develop a balanced answer that includes both their opinions.

5.       Once they’ve done that, they answer the other pair what they have agreed to say. Each member of the pair should present the answers to two questions.
6. Finally, each pair tells the class what they have learned about what the other pair thinks about the topic and whether they were able or not to present a coherent answer that they had agreed on.

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Group 4, this is my opinion about how and when the activities can be best used. What do you think?

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Group 4, this is my opinion about how and when the activities can be best used. What do you think?

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Informal chats: Very often. At the beginning of classes, to comment current events, etc.

Whole-class group discussions: At the beginning of units, to start thinking about the topic and see what the students think and know about it. At the end of the unit, to close.

Small groups or pairs: After reading a text or watching a video.

Socratic seminars: Neither at the beginning nor at the end of the unit. They make sense at a point when students have worked on the topic a little and we want them to delve deeper on some particular issues as presented in a text or video.

Panel of experts: at any point where a discussion is planned which will need to be informed by accurate data.

Student presentation + questions + discussion: same as Socratic seminars.

Video + listening comprehension + discussion: same

Role-play situations / Role-play roles: Either at the beginning of the unit, when we need students to empathize with a particular situation to start thinking about the topic of the unit, or towards the end. Role-plays should be followed by whole-class discussions or formal debates in order to extract conclusions from the experience.

Panel discussion and formal debates: these activities work well in closing sessions, to wrap up the unit.

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Hi, Group 4! I’m sorry I’m late to this discussion, I’ve had a hectic week!

I love your suggestions for activities. I’ll add some of my own, but first I’m going to try to classify the activities that were provided in the notes for this module. According to the instructions in this learning engagement, we are supposed to make our own classification. I’m not sure whether we have to classify those that weren’t using the same axis from the screencast or come up with our own factors for classification. If we are to add more of the activities provided in the notes, it could look something like this (click on the picture to see it bigger). What do you think? Where would you put the activities you suggested yourselves?

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We watch the add.
1. Feedback of the students of whwat they saw.
2.Discuss if they think is a good add or a bad one.
3. What is buy better, waer longer mean to you?
4. Recycle? Is it  important? Why?
Fishbowl game where the kids discuss about recycling clothes. ( materials used, second hand resail, giving clothes to charity...)
Cristina Deborah Calvo

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One the conversation games we use in class find out who is who?.
Each group  ( a clas divides in five groups of 4 students each)has a comic character. ( Thor, Wonder Woman , Hulk and so on)  each group reads the information given of his character.
When they are all ready and informed.Each group starts the search. Thy cannot say names of movies or names of characters, thise are prohibit and if you ask for any of those things you get discualify. Can use adjetives, question marks, descriptions. The group that finds out the other four first wins.
Cristina Deborah Calvo

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How do you think we should practice oral interaction activities? Which ones have you used before? I normally draw in the board 4 elements which represent something about my life, but one of them is fake, I ask my students to find out which one it is by asking me questions. It might sound a bit simple but I use it for my first day classes, it it important that they find out about their teacher and get them to speak as soon as possible! (Gossip is sometimes the way).

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Suggested activities to promote effective oral interactions:

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Suggested activities to promote effective oral interactions:

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1. Conversation Grid:
Learners practice and increase knowledge of language structures (such as what, when, where, and why questions and their typical answers), vocabulary (as related to a particular topic), and cultural aspects related to a topic. They ask questions, listen to answers, and record information on the grid.

2. Story Strips
Cut sentences into strips. Give each pair or group of students a sentence. Suggest that the students read each of the strips aloud to start. Then, tell them to put the story back in order without looking at the original. Tell them to notice words that tell you when something happens, such as “first,” “then,” and “finally.” When the students are ready, they can read the story to you, each group or pair reading their sentence strips in order. Discuss with them why they put the sentences in the order they did.