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1. Bring an item from your home, and speak in class how much it is special to you.
2. Discuss in groups the negative, and the positive side of school.

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Kids watch TV. A LOT. I played a game with 7th graders called "which Netflix show am I". It was a small group so we sat on bean bags in the school library, and each students described the synopsis of a show, and the rest had to guess the name of the show. The loved it.

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This activity that I have prepared for the beginning of the year. "for Micro-teaching course". This activity encourges students to speak loud and interact with thier classmates. The student will answer a question and then ask another student which number he would like to choose, the first students will read the question for the classmate. As a result, the students will now each other better, and it will help them to start speaking in the class.

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Wordwall - Create better lessons quicker

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Choose a nubmer, and ask another student.

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1) Which one is more delicious, Pizza or Salad? 2) Which one do you like more, your room or your backyard?

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I find such a simple task with two slightly different pictures very effective for oral drills. Such pictures can be easily found on the internet to suit the grammar topic or vocabulary items you set out your students to acquire during the lesson. For instance, with these two, you can drill colors, or there's there are constructions.

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Students need to choose an animal and tell the class about it without telling us what animal it is. they should explain using features, colours, what they eat etc...
the class will need to decide according to what they say, which animal it is

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Give each student a piece of paper with “agree” written on one side and “disagree” on the other side. Read aloud a controversial statement, and have each student hold up their paper showing the agree or disagree side depending on their opinion. Choose one student from each side to explain their position and participate in a short debate.

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Goal: Students will practice any tense/ get to know each other by practicing speaking and oral skills.
Materials: Questionnaire sheet with the type of questions you would like to practice according to your goals.
Classroom Setup: Set up chairs in one outer circle and one inner circle (both with the same amount of chairs). Have the chairs face each other.
Instructions: Have one group of students sit in the inner circle and the other group in the outer circle. Each group/ circle is going to ask a question and the other group (circle) need to answer it. Then you switch. Give 30 seconds per question. Complete when questionnaire is done.

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Pair up the students and hand each student in the pair a picture witout the other seeing what it is. In turns, the students must describe the pictures they got to their partners and they need to draw each others pictures based on the description they recieved. Most accurate drawing wins (kids love competitions).

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The teacher gives a random topic and a random word that is unrelated to the topic. The students must hide the word in a speech about the topic—they’re trying to make sure the other students can’t guess the secret word. The other students listen carefully to the speech and attempt to guess the secret word.

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Starting with showing the class bunch of pictures that are related to the topic that I'll be teaching, and ask them about each picture (what do they see), then ask them to find the relation between all pictures, and then write on the side of the board the important words that we will be using for the topic that we will be learning, and then after that, show them a video that is also related to the topic and discuss it together

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The classic activity, drawing a sun on the board with arrows coming out and write inside the circle the topic that I want to elicite  answers or thoughts about, with that many arrows coming out it gives the teacher the chance to elicit as many and as diverse answers as possible from most student and have a wide vareity of opinions. 

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The classic activity, drawing a sun on the board with arrows coming out and write inside the circle the topic that I want to elicite  answers or thoughts about, with that many arrows coming out it gives the teacher the chance to elicit as many and as diverse answers as possible from most student and have a wide vareity of opinions. 

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A very common way I enjoy starting my classes is by presenting pictures on the board/ screen and having the students express what the pictures are in English. Following this, I tie all the pictures together by introducing the topic of the day. Its a great way to get the students to practice speaking in English and keep them intrigued as far as how the pictures will be relevant to what will be taught.

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When I started teaching my 5th graders the verb 'to be' and Present Simple I built it in such a way that based on what we learn, each student has to come up with sentences about themselves.
We started from 'to be' where each student had to introduce themselves to the class with sentences such as: I am a girl, I am 11 years old, I am a student etc... and someone from the class had to repeat those sentences using she/he is and as we progressed and moved on to Present Simple, the students had to add more sentences for eaxample: I play football 4 times a week, I eat pasta for lunch every day, I never eat sushi etc and once again another student had to repeat all of the sentences using the correct pronoun and verb (She never eats sushi) and so on...

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When I was helping my 4th graders study for a test on clothing, I had them play 20 questions in groups.

I gave each group pictures of the clothing items (in color), and they took turns picking one and having the other students guess which item it is. It helped them practice question words, colors, adjectives, seasons (which was also in the unit) and the clothing items. It was a simple game that took up most of the class time.

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I have done it with 6th graders after I saw it in my practicum.
It's great to open a lesson with it.
The teacher shows the students a spot the differences picture and they need to describe the differences that they see.
The teacher can provide lexical items if needed.

For example:

In the left picture the wine is red and in the right picture it is white.

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Get student to use this App to dub any picture they choose.

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Get student to use this App to dub any picture they choose.

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https://apps.apple.com/us/app/chatterpix-kids/id734046126

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I have done it with 3rd graders.
First, they watch the video (they love it!) and then, each student stands in front of the class and asks: do you like..(anything they choose)........? and the class answer with yes I do!!/no I don't!!

The students love it!
Although it is simple it is one of the first full sentences the students are putting together and use.

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Do You Like Broccoli Ice Cream? | Food Song for Kids! | Super Simple Songs

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Oral activity - class discussion with my 5th graders

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https://wordwall.net/resource/5360410/all-about-myself:
Oral activity with my 5th graders:

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Oral activity games:

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A simple activity for the sixth grade through the usual questions to enhance their confidence to talk.
Each student has to choose a card and open it, then answer the question that is written on it.

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The website which accompanies the book New Ways in Teaching Speaking

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The website which accompanies the book New Ways in Teaching Speaking

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https://www.tesol.org/read-and-publish/bookstore/teaching-speaking

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What's your secret?

Each student writes down on a piece of paper one secret about him, for example, "I play the piano", "I never eat bananas", then puts it in a big jar which the teacher brought. This activity can be in pairs or for the whole class.

Next, each student draws one piece of paper and the class needs to guess who is the person who wrote that. The teacher writes on the board the types of questions they might use for example: Do you have...? Does your mother\sister? (Present Simple)
This fun game can be adapted to any grammatical rule you want your students to know and practice orally.

Enjoy!!!

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Oral Activity - Pictures - Eliana Royzen

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Oral Activity - Pictures - Eliana Royzen

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One of my favourite means of encouraging students to speak English is by requesting that they describe what they see in a picture.
Since I choose the picture, I have control over what features in it and can pre-teach the necessary vocabulary in advance so that the students can express themselves freely.
It is possible to have either one picture or a 'comic strip' style narrative.
Using a picture can also be a means of kick starting a lesson on a certain topic by presenting a picture and eliciting as many reactions as possible from the students at the beginning of the lesson.
I could also use a picture from a newspaper in order to launch a discussion about a particular event.
I could also request that students bring in their own picture of choice and present it orally before their peers.
Another means of using pictures for a speaking activity would be to give students just one picture and ask them to describe it. Each group could have a different picture and, after discussing their picture as a group, a spokesperson would be elected from each group to present the picture to the whole class. Not only does this encourage creativity and imagination, but it also provides an opportunity to practice one's public speaking skills.
Pictures in general are very emotive and, as the saying goes, 'a picture is worth a thousand words'!

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The two oral activities that I would like to share with you are:

1) Assigning Presentations – assigning presentations is a great opportunity for the students to practice speaking in front of an audience. Moreover, they don't have to work alone but, they can work in pairs or in groups and improve their collaboration and team-work skills. Even more so, it can assist them to strengthen their self-confidence.

Unfortunately, I wasn't assigned a lot of presentations when I was in junior high or in high school, and more specifically, I think I had to present something only 1-2 times during my entire 6 years of school. I especially remember that in 8th grade, each one of us had to look for one "important" personality that was born on our day, answer some specific guided questions and present it in front of the class.
10 years later and I still remember it as a positive and constructive experience.

2) Speed Dating – this game has different versions. One option is to arrange the chairs in two or more lines, so the students sit facing one other person, and between each two chairs to have a table and a card with a different topic of conversation on it.

Each round the students will have to pair up, sit in a different table and have a discussion regarding the written topic. They will have 5 minutes for that and then, they will need to switch pairs and topics. The number of rounds is up to the teacher. Moreover, the teacher can choose the topics according to the pupils' grade and the English curriculum, write guiding questions on each card depending on the English level of the students and even choose the pairs.

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Oral Activities- Their Significance and Some Suggestions / Shelly Ben zaken

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Oral Activities- Their Significance and Some Suggestions / Shelly Ben zaken

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Speaking is an extremely important aspect of language which I find is being neglected to a great extent nowadays.

I use various activities in class to promote speaking:

1.      Role-plays: these are so much fun! You simply decide on a topic. Make sure it's relevant and age-appropriate. Then, the students work in pairs and discuss the topic. It is very important to walk around the room to make sure everyone is participating.

2.      Interviewing: You can ask the students to interview each other and write as many facts as they possibly can. This can be used as a "break-the-ice" activity, getting-to-know each other activity. You can also use this activity to teach the Present Perfect tense, where students have to talk about past experiences- things they have or haven't done before or to use it while teaching the Present Simple tense. Next, they have to choose one interesting fact about their partner to share with the rest of the class.

3.      Hypothetical situations: While teaching the 2nd conditional, one can give the students some situations to talk about. The teacher will divide the class into groups. Each group will have to read the given situation and come up with an advice, using the pattern: "If I were you… I would…". This can also be done via role-play, where students get a situation and each student has to play a part.
See examples for hypothetical situations I came up with here:

https://docs.google.com/presentation/d/1fqd4MjGDWm96n0w4qxMNjeUtZt_Omb99zsgmW7WP8_8/edit?usp=sharing

4.      Using pictures as to trigger thinking and speech: In a lesson about heroes and heroines, I presented various pictures of heroes and heroines and asked the students to choose their favorite one. In addition to that, they had to explain their choice and elaborate- what makes him/her a hero. Are all heroes the same? What sets them apart? Can anyone be a hero?
See my slide here:

https://docs.google.com/presentation/d/1tzFCnuLs9Nq31msk6KdhEokb1OHEMuuZxYFa2TqrK6g/edit?usp=sharing

You can, of course, focus on other topics as well and pick and choose your pictures according to your content and the aims you are working to achieve.

Enjoy!

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Activate Games for Learning American English: Board Games

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The board games are part of the Activate - Games for Learning American English collection. Each game shows the path that the players must follow and the English phrases that the players must produce orally. Each board game has a theme that requires the students to produce certain types of expressions, so they practice a variety of vocabulary, grammatical patterns, and functional meanings.

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Choose a category and then press the button to get a question. All questions are taken from the book 50 Conversation classes; available in paperback or as a PDF ebook. See the ESL Conversation Questions page for more details. See also the random question generator and check out our other ESL web apps too.

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The first activity is asking the students to bring in an object that means something to them and asking them to present it to the class. You can encourage students to ask questions about the object.
Another activity is getting the students to create a presentation about themselves with pictures of their family, hobbies etc. You can give them guiding questions to help them.
One more is Taboo
In this game, one player has a card listing four words:
The first word is the secret word. The aim of the game is to get another player to say this word. The student with the card will need to describe this word until another student figures out what the secret word is.The other three words are the most obvious words that you might use to explain the secret word. They are all “taboo” and cannot be used in the student’s description of the secret word.

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PROS AND CONS (high school)
--Oral Activity.
1- Presenting controversial topics to the class (social /life situations).
for example:
- young girls marriage
- studying abroad
psychometric exam
- using animals for research
- Euthanasia ( mercy killing)
- computer games ( PlayStation / xbox…)

2- Dividing the class into group, (by topic ) for each topic will be a group who is for and a group who is against it.
3- Giving them time to prepare and look for information about their topic.
4- In class every two groups (for and against ) will set in front of each others and will discuss the topic. Why they are for and why they are against it. They will try to convince the rest of the class. and at the end of the activity the class has to vote for the group that convinced them.
5- Every class we will give 15 minutes at the end of the session for this activity till all the groups finish.

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 What's your secret?                                                                                      Each student writes a "secret" -something other people don't know about them, on a piece of paper, things like: “I play the piano.” "I stayed two years at the kinder garden". The papers are placed in a hat and each student draws one: that’s where the game begins. It can either be played by allowing students to mill about the classroom freely or by setting up a speed dating scenario, where each pair has a minute to speak before rotating. Students may ask one another yes/no questions—they can't ask directly if what’s on the piece of paper is true about the person they are talking to. Students must then guess to whom the secret they drew belongs. 

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 What's your secret?                                                                                      Each student writes a "secret" -something other people don't know about them, on a piece of paper, things like: “I play the piano.” "I stayed two years at the kinder garden". The papers are placed in a hat and each student draws one: that’s where the game begins. It can either be played by allowing students to mill about the classroom freely or by setting up a speed dating scenario, where each pair has a minute to speak before rotating. Students may ask one another yes/no questions—they can't ask directly if what’s on the piece of paper is true about the person they are talking to. Students must then guess to whom the secret they drew belongs. 

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Each student will need to collect convincing reasons why he should become the prime minister; his goal is to convince us why he is the most suitable to become the prime minister. Of course, that the student will need to choose words very carefully and also use a high register while he is preforming.
Each student will be able to promote his agenda and his beliefs and the elected one, will get a reward (he will be able to choose for the whole class which topics/ activates they will be studying/doing).

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Here's an example of an oral activity I used in the Practicum (to 10th graders, but you can adapt it to lower\higher grades): Choose a hot potato, such as global warming, stereotypes, racism, poverty, etc. Then, extract as many definitions from online dictionaries (Merriam Webster, Fraze It, and so on) as possible, and reflect them on the screen. Now break the sentences of definitions apart to 3-4 words apiece (explain them if they are unclear) and let the students relate to them and elaborate their opinions concerning them.
For example, one of the hot themes discussed in the novel Mr. Know All is stereotypes, so I extracted the definition from Merriam Webster:
"A standardized mental picture
that is held in common by members of a group
and that represents an oversimplified opinion,
prejudiced attitude,
or uncritical judgment"
You see how one sentence can be divided to 5? Let the students express their opinions on the words in bold. This one sentence consumed quarter an hour at that time, so imagine the huge potential of projecting many definitions.

You can even make a discussion or a debate of several opinions in the class, as long as it doesn't go too wild: You don't want to escalate the atmosphere in the class because as much as these hot potatoes are important and can significantly contribute to the oral skills of the students, they can be as explosive (I refrain from talking of politics, for example). Maybe the image of bomb disposal could help you understand the level of smoothness and subtlety you need to use while engaging those subjects...but if you succeed it can be as rewarding. To sum up, even though you have your own opinions, you have to be clever enough to gloat over them and also be in charge of the debate\discussion. And as the Hebrew saying goes, "don't be righteous, be smart".

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Present the class with two different nouns, and the students will need to suggest ways of comparing them. Tell the students to look for similarities and differences. You can use funny pictures to draw the students' attention.
You can also give each student two pictures and put one picture in the middle of the class and to ask them to connect the pictures that they have to the first picture that is on the floor (or to other pictures that other students already connected to the first one) and play some kind of dominoes.

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Who/What am I? and Stuck on a Lonely Island

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Who/What am I? and Stuck on a Lonely Island

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- Who/What am I, is a guessing game. One student sits with his back towards the white board. The teacher picks a person or an object and sreens it on the board. The student can ask 10 questions in order to quess what he/she is, and has 3 lifelines that he/she can use to get hints/information from fellow students.
The student wins when he guesses who or what he/she is.
You can devide the class in groups to make it more interesting and compatitive.

- I am stuck on a Lonely Island, is a creative team game.
Draw a wrecked boat on the board, and an island. Explain the students that there was a storm and their boat was wrecked. They have to survive now on a lonely island.
Divide the class in groups of approximately 3 to 4 students.
Give them a handout with tools that may be useful when you are stranded on an island; rope, knife, water, lighter, flashlight, rubber boat, etc. They have to choose 4 objects and explain to eachother why they have choosen them. Then each group is given a situation inwhich they have to use their tools in order to survive. They have to justify why they chose the specific objects.

*You can give them sentence structures/templates to use when stating their opinions etc.

Problem solving - opinion - teamwork - vocabulary.

Nancy

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In this variation of the guessing game, it is only one or two people who have to guess, and the rest of the class knows the answer. Ask one or two students to stand with their back to the board, and write up five or six words on the board which the rest of the class can see. The rest of the class call out hints for any of the items, and the guessers try to guess them as fast as they can. The rule is that ‘hinters’ may not use mother tongue, or mime, or pointing, or meaningless noises (eg. miaowing to hint at a cat), or anything other than English descriptions or examples.

VARIATION

v  It’s a good idea to time-keep, and tell the guessers at the end of each ‘round’ how many seconds/minutes they took to guess.

v  A variation is to have only one item on the board each time: but this tends to produce less talk, and a lot of time is taken ‘setting up’ new guessers each round.

v  It is preferable to have two students each time be the ‘guessers’ with their backs to the board: you can do it with one, but having two is less stressful.

v  You can make this into a team game: for each set of words one team sends representatives to be the guessers, and suggest hints, while the other team keeps quiet. The winning team is the one whose guessers take the least time to guess all the items, totalled over three or four ‘rounds’.

v  This can be used, obviously, to review vocabulary: but make sure that there are well-known, or previously-taught items as well as newly-learnt ones in the lists.

v  The basic game is based on sets of ‘similar’ things, but of course you can use any set of items you like, even totally disconnected ones, the main thing is the hints given by the class. Below are some possible sets of items to guess: two sets of six items each for each topic, so you can use them for a two-team competition (adapted from Ur, 2015)

COLOURS: blue, green, white, brown, pink, gold // red, black, yellow, orange, grey, purple ANIMALS: dog, cow, lion, bird, spider, fox // cat, mouse, sheep, horse, rabbit, snake

PARTS OF THE BODY: head, finger, foot, ears, nose, shoulders // hand, leg, mouth, eyes, hair, back

GAMES AND SPORTS: tennis, basketball, swimming, riding, sailing, skiing // football, cricket, running, ping-pong, skating, hockey

THINGS: pencil, table, book, door, telephone, floor // pen, chair, notebook, window, computer, television

ADJECTIVES: small, long, tall, fat, hard, high // thin, big, soft, short, slow, easy

CLOTHES: dress, T-shirt, shoes, coat, skirt, earring // shirt, trousers/pants, hat, bag, belt, scarf

FEELINGS: happy, afraid, worried, excited, nervous, shy // angry, sad, sure, bored, tired, surprised

PROFESSIONS: teacher, actor, writer, businessman/woman, artist/painter, soldier // singer, student, politician, shop assistant, farmer, police officer

ACTION VERBS: walk, drink , hold, jump, catch, pull // eat , run, throw, bring, push, lift TRANSPORT: car, train, taxi, plane, helicopter, boat // bicycle, bus, motorbike, truck, jeep, ship LANDSCAPE: tree, river, mountain, valley, forest, moon // sky, field, road, hill, cloud, sun

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Show students a list of words on the board that they already know and give them a bingo grid. Choose one of the students to start, he has to choose a word from the list and describe it without using the word itself. Students have to cross off that word then the next person describes another word and so on..

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In this game, students have to produce sentences by themselves to describe a word or phrase without using the word itself. This activity causes them to use adjectives, verbs, synonyms and requires them using native language translation. The advantage is that they use each other to guess, complete each other and speak freely.

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I think a good oral activity should rely on "human nature" and more specifically "children's nature" and my activity is based on that. At the beginning of the lesson the teacher will hand out a written assignment based on vocabulary from pervious lessons. The assignment should be tedious.  Now the action begins! The teacher tells the students that whoever convinces her why they should be exempt from the assignment using as many words from the list and answering some of the questions orally will in fact be exempt from handing it in. I have a strong feeling this can start them talking.

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An activity I do before the oral bagrut exam - Bosmat

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An activity I do before the oral bagrut exam - Bosmat

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Basiclly I do this before the oral bagrut exam but sometimes when my students are tired or that I feel like theyr'e not talking enough, I play a game with them that's called "Let's meet up".
Every student gets a sheet of paper with hours written on it (10:00,11:00,12:00 and so on). Then they circle the room trying to fit other students and subjects into their journal.
Then after they finished, they create 2 circles (facing each other) and they wait for me to decalre an hour.
Then they have to meet the person they are supposed to meet (according to the journal) and discuss the subject they chose.
They have 3 minutes for that and then I annouce a different hour.
It's a lot of fun and they get to practice their oral skills and also speak to other students they don't usually speak with.

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I can divide the students into groups 4-5 students for each one.

Then I will give them some ideas to talk about and to discuss them together.

When they finish they come to the stage and share the topic they chose.

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A good way to get students to talk is to create the class a restaurant / shop and one of them is the service provider and one is requesting the service.In this lesson you can give several different types of subjects on which they can talk through this game

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Students sit in pairs, on each table, there's a topic/question they need to answer/talk about. When you ring the bell/clap your hands/say, the students must switch places, sit near a different person and start a new conversation on the new topic that's on the table. The topics should be "Table Topics"- fun, engaging conversation starters...

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well one activity that would help students to speak is that asking them to write on a piece of paper one of their favorite words and to explain why they chose it, why is it sound nice to them. So in that way students need to speak and to give their reason for choosing those specific words.

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I think a good oral activity is let the students choose a song that they like (a classic song) and to present it in front of the class in English; talking about the performer, the meaning of the song, when it was released etc.

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Good way for activating students will to speak is to come closer to the things the know more about. Asking the class to write small short stories about what interests them more as a way of introducing it to rookie. Things like gaming, art, hobbies and talents, would be easier for students to dive in and share.

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Ask your students to pick up one picture they took in 2018(or any year).
divide them in to group of threes and let each one to explain the other why he chose this picture,where it was taken and much more.
you can add PPT of important words.

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מצגת תיאור 2

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Guess the Person- Yael Steinmetz                                                                The teacher shows a blurry/ pixelated face of a celebrity and the pupils have to guess by asking a series of yes/no questions. Each pupil gets to ask only one time, that can guarantee more students trying to participate.

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Guess the Person- Yael Steinmetz                                                                The teacher shows a blurry/ pixelated face of a celebrity and the pupils have to guess by asking a series of yes/no questions. Each pupil gets to ask only one time, that can guarantee more students trying to participate.

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So the most spontaenous thing happend yesterday.
I had the kids choose a card game from the big box we had at school, and that they could choose any game. That was a real treat since I usually only allow them to play games that are realted to English. It is important to mention that these are *th graders and that they are at a native like level.
They chose the game "Taki". The condition was that they had to play it in English.
It was absloutley amazing. They just did!!
I played with them, so I kept making funny comment like "Oh, so sorry, but im going ot have to skip your turn, its not personal... "
and so they laughed and started usign it too. they said the colors and "your turn" and then started having whole conversations in English with one another and with me! when soemone sopke even a little bit of Hebrew I brought him/her back.
In taki you have to say "Last card" when you have it, otherwise you have to pivk up 4 cards. So I said that if they didnt say last card, but קלף אחרון, they its as if they didnt say it! and it worked.
I was in shock. I was so happy. they didnt even notice they were doing it... for a whole hour this is what we did.
It was great.
Reccomended. and play with them. thats the best part. :)

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A taboo game.
The class is divided into pairs. Each pair gets cards with a target word and words you can't use during the game. (for ex: target word: Garden, words which you are not allowed to use: green, outside, flowers, yard). The goal is to make the other person in the pair guess the target word without using the forbidden ones.
The game encourages English speech, and makes students think of alternative words for the words they usually use. This improves speech ability and enriches the vocabulary.

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Asking the students to read a short story on any topic they want, after that, in the class each one of them will stand in front of the students and tell us about that story.

They will make a short summary for it and will talk about the main characters, the main events, the end, the significance of this story: what did the student understand and what is the message that he got.

Because each student will do this oral task, each student should talk for three or four minutes because it will need 3 lessons to finish all the tasks, then this activity will be done either in the beginning of the school year or after the exams.

This activity is very effective since it increases the students’ awareness of communication skills, it will make them more confident and they will not find it hard to keep doing oral presentations.

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An investigative Journalist- Sigal Faylayev

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An investigative Journalist- Sigal Faylayev

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Students will be divided into pairs. One of the students is a journalist and the other is interviewed. It can be used in variety scenarios.
Beginner students: Ask their partners about their family, hobbies, favorite subject at scool.
Intermediate students: Asking their partners questions about their past, using the past simple tense. Or asking the partner life experiences, using present perfect simple.
Advanced students: A 🤬 mystery version- Each student is assigned a character to play. At the end of the game, the "murderer" is sussed out as a result of the questions.

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"Secret" Word. For attentive students.

Students are given a random topic, and a random word completely unrelated to the topic. The student must hide the word in their speech, without the other students in the class guessing their "secret" word. The other students in the class must listen carefully to the speech, in an attempt to discover the secret word.
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Debate. For pair work.

Debate is another classic that can incorporate pair or group work, depending on the size of your class. Create groups and assign each group or pair a side of an argument. Use pair work time to allow students to develop their argument and conclude with a class-wide debate.
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Following directions is an interesting game that offers a change from classroom routine.
In this game, each student in the pair draws a picture, keeping their paper shielded from the eyes of their partner. Ideally, pictures should be fairly geometric. Once the picture is complete, they explain to their partner, using words only, how to replicate the image.

For example, if a student has drawn the stereotypical square house with a triangle roof, he might say: “Draw a square in the middle of the paper that’s about a third of the size of the paper. Draw an equilateral triangle on top of the square, using the top side of the square as the bottom side of the triangle.”

The goal of this game is for each partner to replicate the other’s drawing going by these spoken directions.
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Really a lot of activities can be found in Internet. But my favourite is to describe  picture/s (different variations with teams, or one by one, or what is missed, or what happened there...an so on).

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I divided the class into groups of three. Each group then got a newspaper (I recommend using jerusalem post lite) and had to choose an article. then I told every group they must 1. read the article and make sure they understand it. 2. write a presentation including- introduction and explanation of the topic, a personal argument or opinion about it and a conclusion. 3. present what they have written orally in front of the class. 

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I divided the class into groups of three. Each group then got a newspaper (I recommend using jerusalem post lite) and had to choose an article. then I told every group they must 1. read the article and make sure they understand it. 2. write a presentation including- introduction and explanation of the topic, a personal argument or opinion about it and a conclusion. 3. present what they have written orally in front of the class. 

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this activity was very successful. the students were engaged and they got to focus on topics that interested them and worked on many skills- reading writing and speaking!

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Toss the ball and talk - lots of versions can be found on the net.

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Toss the ball and talk - lots of versions can be found on the net.

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I will divide the class into two groups. The groups will sit in two circles, inner circle and outer circle; each student has a class mate which sits next to him. I will give them two minutes and a topic that they can talk about, the topic must be something that relates to them and to their lives so they will be more eager to speak. After two minutes the inner circle will move one sit to the right so each student will have a new partner to the discussion and they will get a new topic. I think that this activity is fun and the students who afraid to talk will feel much comfortable to try when it is in pairs and not in groups.

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Task 5

Sharon Niv

An Oral Activity

I love oral activities, I think that they are very important if not the most important one.

In my opinion one can learn a language if he hears It and if he listens to it but mostly if he uses it!

With my student I try very hard to make them speak whenever they can.

I talk with them about the different stories that we read together, I ask them question. HOTS, which I think are the best questions in order to stimulate them. I am always surprised by the great answers that they have and share.

Last lesson I wrote motivation sentences on paper and laminated them.

Each pupil had to choose one sentence that he/she liked the most and then they had to talk about it, tell the class why the choose particularly this one. It was a great lesson and I learned a lot from and about them.

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I think that providing the students enough time to practice oral skills every week, can improve their speaking greatly. Thus, I thought about an interview activity which allows them to talk and discuss with their partner on a certain topic that is written in a list. Every week the students will talk with a different partner, and by that, they could be exposed to different kinds of style speaking. I will bring some new topics/ questions/ to talk about every week so it will be a varied activity. At the end of each oral session, I will choose some students to share what his partner said about the topic. It is can be very effective because it is causing the pupils to listen to their friends very carefully.

Examples of topics-
1. yourself and your family- include hobbies, what your siblings do, what your parents do etc.
2. A trip that was meaningful- can be Poland, family trip, Bar/Bat Mitzvah etc.
3. What you want to do during the army- where you want to serve and why feeling about going into the army.

4. Describe a person you really admire and explain way.
5. A film you have seen or a recent book you have read- did you like it, what was interesting, would you recommend it.
6. Music- what kind of music do you like/dislike - include concerts you have been to, whether you prefer English or Israel musicians.
7. What are the qualities of a good friend- explain and try to give examples.
8. If you could have lived in another country where would you choose and why?

Activity Number Two-
I would like to share an extra activity which I found very useful.  It is important to allow pupils to try on their own the new grammatical structure that has been taught in class. Therefore, it is a great way to bring fun questions cards and start to let them talk. I brought a game which calls- " 'if' conversational cards", that practice on the conditionals.

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Hello every one! I have a cool idea to use in class for the whole year:
The teacher has a bunch of colorful cards with variety of different pictures. those pictures are staying in your bag and coming with you to every lesson:
In the beginning of the lesson you give each student a card and the students has to say a sentence or two about the picture according to the instructions you give them: here are some ideas
Describe in one sentence the biggest thing in your picture
Describe in one sentence the most colorful subject in your picture!
Do you like your picture  and why?
Which part in your picture would you change? and how would you change it?
What do you feel when you see this picture? and why do you feel that way?

Of course you should help the students by giving them the structure of the answer written on the board like: " when I see this picture I feel.... because....."

This activity takes efforts in the beginning of the year preparing all of the pictures, but once you have them you can use it for a long time!

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An oral activity.
We prepare 5 small characters such as family members and stick each Character on a finger of a single - time glove.
Now we take a situation/topic and do a brainstorm on this topic, vocabulary, questions or possible dialogs. Write everything on the board.
Now the students are ready for their own conversation.
In pairs they build a short dialog, later they have to act it out to each other using the puppets.
Then I ask for valentines to act it out in front all the class, using real puppets that I brought.
I love this activity,
Because it also gives quiet children who are afraid of mistakes,
So they do not speak English, and it's a pity.
The activity in pairs allows them to feel comfortable and then they use the language.
On the other hand, those who like to act and express themselves aloud,
There is an opportunity to act in front all the class

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I have a nice game, that requires students to sit in a circle. If there are more than 20 students, then have them sit in two separate circles. The first student asks the students nearest him a question. For example:
Student A: What's your name?
Student B: My name is Dan.
Student A has to remember his question and his peer's answer.
YOU CAN'T USE A QUESTION MORE THAN ONCE - so, now it's time for student B to ask students C. For example:
Student B: Where do you live?
Students C: (I live in) Hadar Ganim.
Student B has to remember his question and his peer's answer.
When all the students have their chance to ask and answer, we mix places, in a way that no student will sit next to the students that were near him on the first round.
so now, the students have to ask the same question that they asked before, but the answer has to be the one that their peer provided. This brings out hilarious conversations such as:
Student A: What's your name?
Student C: Hadar Ganim...
Funny, amusing engaging and useful. Try and Enjoy!

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Oral activity:
One of my classes at the end of the year must do Oral Bagrut. I prepare oral activity "Introduce Myself" when my students introduce themselves in pairs. There are five questions on the screen:
1. What music do you enjoy listening to?
2. What can you cook?
3. What was the last film you have seen?
4. What do you do in your spare time?
5. Do you have a pet?
Each student in the pair answers for this questions and another writes them on the paper.  After that, they need to present the partner to all class by using my leading questions from the screen.
Also, together with my students, I write a Check List in order to evaluate their answers. They choose the criteria like proficiency, full answer, word order, tense.

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For the 5th and 6th graders i find Descriptive Drawing Activity
Pair up the students and give them each a picture face down. They must describe the picture for their partner to draw.

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A good idea I learned about in one of the courses that I took- while taking attendece, have the kids say different chunks. For example- each kid has to say the weather outside (Today is sunny), each kid has to say which color he/she is wearing at the moment (I am wearing a blue T-shirt today). The teacher will provide an example and a structure.

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Speaking activity: 3rd grade. "What is in your bag?"

The students learned the sentence structure of "there is a..." and "there are…” describing what they have in their bags.

After practicing together in the class, sentences such as "there is a blue book in my bag", "there are three notebooks in my bag," I asked the student to tell a friend three things they have in their bags.

For H.W, I asked my students to record themselves telling me about three things they have in their room.

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Amazing Race Candidates - I thought of doing this with a focus on the present perfect tense but you could do it just for the sake of speaking. Have students get into pairs to be team applicants for The Amazing Race. Have them discuss their individual strengths, strengths as a team, and what they have been through together which would make them a good team. They can make things up and be humorous if they want. Give them a list of questions to help them: What are your talents? What are your weaknesses? How long have you known each other? Why would you make a good team for the show? Describe your personality? What was the worst fight you two have ever had? etc. After discussing together, have the teams take turns presenting themselves in front of the class. (to start the lesson you could show a video of real applicants to the show so they get the idea)/

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I do all kinds of things to make my students talk!
1) Sharing feelings in groups: I give the students cards of feelings with the smiley faces showing that feeling and they have to share with each other how they feel. I give them the sentences they need- "How do you feel today?"
"I am/ I feel__________".
"Why?"
"Because  ________________________".

2) I showed my students a clip from the T.V show- Friends and the clip was silent. We decided together on the scene- 2 men are fighting because they were supposed to go to a game together and one of them didn't come to the game.
The students had to make up a conversation

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Oral Activity: Guess the picture
Prepare a number of pictures on cards of famous people, like scientists, heads of state, celebrities..etc. Then ask every students to pick one without looking, when the students see the picture, he/she should explain to other classmates the character if the picture, until they guess it. The student can describe the character's look, famous quote that he said, his profession...etc.
The activity is fun, encourages participation, and help speaking and expressing things.

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This task can be done to a variety of scenarios and adjusted according to specific grammar or vocabulary points that the teacher has been reviewing in class.

Instructions: Students will interview one another in pairs and present their findings. It can be used for groups at all skill levels from beginning to advanced, as long as you tailor it to their levels.

For example: One student is the interviewer and the other must tell about their family structure, favorite colors and foods, pets and hobbies.
(Intermediate students could use investigative journalist to practice past tense structures by asking about their childhood.
Advanced students might benefit from a 🤬 mystery version of the game)

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In this game, each student in the pair draws a picture, keeping their paper shielded from the eyes of their partner. Once the picture is complete, they explain to their partner, using words only, how to replicate the image.

For example, if a student has drawn a square house with a triangle roof, he might say: “Draw a square in the middle of the paper that’s about a third of the size of the paper. Draw a triangle on top of the square, using the top side of the square as the bottom side of the triangle.”

The goal of this game is for each student to instruct his partner how to replicate his drawing going by these spoken instructions.

Merav

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Can be used in a variety of scenarios and tailored according to specific grammar or vocabulary points that you’ve been reviewing in class. Students  interview one another in pairs and present their findings. It can be used for groups at all skill levels from beginning to advanced, as long as you tailor it to their levels.
Beginners may do a simple version, asking their partners about their family structure, favorite colors and foods, pets and hobbies. Intermediate students could use investigative journalist to practice past tense structures by asking about their interlocutor’s childhood. Advanced students might benefit from a  mystery version of the game, where each student is assigned a character to play and the game concludes with the “murderer” being sussed out as a result of the questions.
That's how I would do it anyway... add some spice to the activity to make it more engaging and interesting for the students to participate.

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This is a great activity that involves everyone in the class.
Level: A class that would feel comfortable to speak/elaborate in English.

Rules: Give each student a piece of paper that says “agree” written on one side, and “disagree” on the other side. Read aloud a controversial statement, and have each students hold up his/her paper stating whether they agree or disagree.

Choose one student from each side to explain his/her position and participate in a short debate against someone that feels opposite to him/her!

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dialogues- pupils work in pairs to practice dialogues related to everyday activities. Currently I teach how to order and get along in restaurants. Each pair receives a sheet with several questions and answers and practices saying the sentences. It is actually an oral drill activity that's done in pairs. A few examples for question and answer:

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dialogues- pupils work in pairs to practice dialogues related to everyday activities. Currently I teach how to order and get along in restaurants. Each pair receives a sheet with several questions and answers and practices saying the sentences. It is actually an oral drill activity that's done in pairs. A few examples for question and answer:

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-Is there a table for two?
-Yes, this way, please.

-Are you ready to order?
-Yes, I would like to have a salad, please.

-Can I get you some drinks?
-I'll just have mineral water. Thank you.

Pupils love the fact that they learn something practical they can actually use. When we finish this unit we plan to have a meal in class and pupils willbe able to use these dialogues.

Iris Scheffer Mineged.

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It's an activity I really like. I taught it to fifth grade. This is a pair activity in which each child receives a card with a description of the character, and he must describe it according to the details in her cards (Present Simple).

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1) Activity for 5th grade. What's in the box

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1) Activity for 5th grade. What's in the box

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Students pair up and prepare a mystery box. They can give 3 hints and must answer questions from the entire class. The class can ask up to 16 questions.  If or when the class discovers what's in the box, the group that owns the box will share 2 things about the item.
2) Pair work-9th grade: In groups of 3-4: Choose an Israeli invention that has made an impact. Present it in class, describe it, its use, name of inventor and interesting information you think is suitable. Each group has 5 minutes to present in an original way

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debate (natural choice for a lawyer....)

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debate (natural choice for a lawyer....)

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Rationale – In this activity students form an opinion for example whether it is appropriate or not to act your age. In this activity they are being exposed to pros and cons and also have to come up with those pros and cons.

The activity –

The students will be divided into three groups: one supporting a resolution (affirmative team), one opposing the resolution (opposing team), and those who are judging the quality of the evidence and arguments and the performance in the debate. The affirmative and opposing teams will consist of three members each, while the judging will consist a small group of students, or the class as a whole.

A specific resolution is developed and rules for the debate are established.
Debate Preparation:
The teacher will:

Develop the resolution to be debated.

Organize the teams.

Establish the rules of the debate, including timelines.

Establish expectations, if any, for assessment of debate.

The students:

the activity Occur once the topic is well taught and hence the students will be able to prepare logical arguments.

Gather supporting evidence and examples for position taken.

Anticipate counterarguments and prepare rebuttals.

Team members plan order and content of speaking in debate.

Conducting Debate:
Debate opens with the affirmative team presenting their arguments, followed by a member of the opposing team. This pattern is repeated for the second speaker in each team. Finally, each team gets an opportunity for rebutting the arguments of the opponent. Speakers should speak slowly and clearly. The judges and members of the audience should be taking notes as the debate proceeds. A typical sequence for debate, with suggested timelines, is as follows:

The first speaker on the affirmative team presents arguments in support of the resolution. (5 – 10 minutes)

The first speaker on the opposing team presents arguments opposing the resolution. (5 – 10 minutes)

A short recess for teams to prepare their rebuttals. (5 minutes)

The second speaker on the affirmative team presents further arguments in support of the resolution, identifies areas of conflict, and answers questions that may have been raised by the opposition speaker. (5 – 10 minutes)

The second speaker on the opposing team presents further arguments against the resolution, identifies further areas of conflict, and answers questions that may have been raised by the previous affirmative speaker. (5 – 10 minutes)

The opposing team begins with the rebuttal, attempting to defend the opposing arguments
and to defeat the supporting arguments without adding any new information. (3 – 5 minutes)

closing statements with the affirmative team having
the last opportunity to speak. (3 – 5 minutes each)

There cannot be any interruptions. Speakers must wait their turns. The teacher may need to enforce the rules.

Post-debate Discussion and Assessment
When the formal debate is finished, there will be given time for discussion.

Members of the class will be given an opportunity to ask questions and to contribute their own thoughts and opinions on the arguments presented. Members of the debate teams may also wish to reflect on their performance and seek feedback from the class, including the teacher.
If some form of assessment was part of the debate plan, it would be conducted at this time.

The judging team or the entire class will decide which group was the most convincing through a vote.

Assessment will be conducted by the teacher, using rubric.

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I really liked the short dialogue  activity so I found something that could be useful to the students.

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Snakes and Ladders
The class will be divided into groups of 3-4 students. Each group will get a board game of Snakes and Ladders. They will play the game as they know but on some squares there will be tasks that students must perform. The tasks are connected to a Present Simple tense.

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In this oral activity the students will practice the first conditional.

The teacher will start by explaining and reminding them what a first condition is, and then tell them that they have a couple of minutes (I would go with 5 to 10 minutes) to work together in pairs. The teacher will tell them that they are about to receive a card with a list of conditions, and that during the allocated time each one of them should read a line and the other should finish the sentence. Each pair should complete as many sentences as possible during this time but, additionally, the emphasis should be placed on the quality of the sentences not just the quantity.

The following card may be used for this activity but additional conditions may be added as the teacher sees fit.

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Yes/no is a game where the only two words that students aren’t allowed to say are yes and no. Pair students off and play - each student asks his partner questions and tries to get him say the prohibited word. When a student loses, he or she is out and the winning partner is paired with another winning partner.

*You can also forbid other words, such as “maybe”, “I", "never". Consider these versions when the game is lasting too long or students need an extra challenge.

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A board game --" let's talk about the past"

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Oral activities- board game let's talk about the past.jpg

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Other example of topics discussions:

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My Oral activity
I will give each student a worksheet with some interesting topics to discuss with his partner, For example: T.v. and movies, school, leisure time..After discussing the questions together, each student will present his favorite topic about himself or his partner in front of the class.
Other options- The lesson should be in a computer lab. the students will make a short presentation about their favorite topic and present it in the next lesson. my recommendation is to divide the class into two groups. Shier students will feel comfortable when the class is smaller.

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Let's talk – board game –daily activities (present simple)

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Let's talk – board game –daily activities (present simple)

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The rules are as follows: in pairs, players take turn in rolling a die twice. The first roll determines the number of the top. The second roll determines the number of the left. Students have to talk for 1-2 minutes about that topic. When they get the question: "ask any question" the classmate can ask anything he wants.

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In groups of the three students, they prepare a commercial for a product that doesn't exist. They display the commercial in class.
For example - Ad for Bikes that float in the air

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Usually I start my lessons with the simple questions. I ask students about their favorite colors,food,where do they live and so on. They really like to answer my questions. When I feel that they got it. I ask them to ask one another. They are very enthusiastic about it and I see that the dialogues really "flow". I also like to use surveys in a cla.

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I love it when my students are talking (sometimes more than I do...) but! the rule is: as long as they are acting out and the class or the gymnastic hall turns into Hyde Park(this picture was taken from one of my English lessons.I prepared the hat for each student and a little wooden stool that they will be able to stand on it and talk with confidence)it's o.k by me! English is the language that needs to be heard! the students will make a speech and will learn it well in order to present it infront of the class. The "audience" (the rest of the class) will have a question for the speaker,(they can add remarks as well and of course they choose the topic) this is how the conversation in starting. All questions need to be asked in English if a student has a difficulty of asking a question, he can use a word, another student can complete the sentence, and it actually causes a great effect of the class! It causes them to talk to want to participate and not to worried whether they can talk well in English or not.

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In this activity, each student comes up with several topics which he/she feels he knows well / is an expert in. For example: cooking; soccer; computers; etc.
Arrange the class in a speed-dating design, so that each student can sit in front of another one. Each student is then able to ask "the expert" (the other student) questions on one of the topics he/she has written down. After few minutes (Don't forget to determine time limits in advance), switch the parts and let the other student in each pair be the expert.

See link:  http://eslgames.com/the-expert-game/

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Making an interview and practicing grammar:
- Each pair of students needs to choose a famous person.
-They need to prepare an interview (one will be the
interviewer and the other the interviewee)
- Tell the students that they need to ask questions in the present simple and past simple (or any time that was taught and needs to be practiced).
After they finish they need to present their interview. (tell the students that they can do it in a funny way and really act out the interview rather than just read from the paper).

Activity for practicing intonation: (from the let's talk program)
* a really fun activity. my students enjoyed it very much.
Task 1:
Take the word "nice" or " בסדר ". Ask a student to use the adjective to describe:
• Someone they think is amazing.
• Someone who's ok.
• Someone who they have to say something kind about but don't really want to.
It's the same word – what changes? Does your voice go up or down? How does your facial expression change?
Task 2:
Write the following sentence on the board or give each student a separate slip of paper – each with a different word in the same sentence written in bold.
Example: “I never said she took my money.”
Person 1: I never said she took my money.
Person 2: I never said she took my money.”
Person 3: I never said she took my money.
Person 4: I never said she took my money.
Person 5: I never said she took my money.
Person 6: I never said she took my money.
Person 7: I never said she took my money.
This activity shows the importance of intonation in our speech.

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See link
http://www.youtube.com/watch?v=mcxznfiMB-4
The person who is left standing has to pick one of the topics
on the board/poster and talk about it for 30 seconds.

Here are words you can have on the board:
PAST, FUTURE, HAPPINESS, HOPE, FAMILY, CHANGE, FRIENDSHIP, LIFE, SUPPORT, CHOICES, CONFLICT, STRUGGLE, DEATH, ANGER, SCHOOL, STATUS
(You can come up with other ideas to suit the context your in)

Remind the participants to avoid kicking, pulling etc...