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Students will see a segment of a silent film (PInk Panther) and they will suggest what is happening in small groups. Then, we will check different answers.

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Students will see a segment of a silent film (PInk Panther) and they will suggest what is happening in small groups. Then, we will check different answers.

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Students will select crazy/funny headlines and they will them to their group (2-3 students) . The rest of the group will make up a story from the headline. Then, they will read the whole story aloud.

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I’ve seen my colleague carry out this activity in her classroom and it turned out to be a good way to get students engaged into speaking the target language as well as creating a stimulating learning environment for them. (prepared, rule-heavy)

1. Theme interpretation: students should explore and understand the meaning along with the main purpose of a selected fragment of a movie (subtitles off) and describe the key ideas of the movie to other students and the teacher.

2. Voice: students will try to imitate the pronunciation and intonation of the original sound with accuracy and clarity.

3. Expression: students should get themselves immersed in the scenes so as to express their true thoughts and feelings towards the movie.

4. Synchronization: students need to take into account the length of the characters’ conversation or talk and make sure their lines match with the characters’.

5. Innovation: students can add in new ideas they come up with such as movements, facial expressions, or even their own voice-over.

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Students will work in 4 groups (2-3 students per group). 4 different photos are alloted to the groups. Each group will formulate the ,,message" of the photo and will name the emotions that arise when looking at the photo. Groups will subsequently share their ideas. The goal of the activity is to come to the conclusion that all 4 photos were taken by the same photographer. The discussion is spontaneous and as a result the students will achieve a deeper understanding of humanity itself. The photos used will be from Robert Capa.

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This is something I frequently get my students to practice in the classroom. Although it’s not as fun as a role play or a dubbing contest, even a bit stressful, it’s efficient in encouraging students to speak and respond spontaneously (Rule-light, Spontaneous).

First, I will have students read a short text, (i.e., an announcement, advertisement, letter) then play an audio recording of someone talking about the text (usually, speakers’ views on the text’s topic), and ask students to summarize the relationship between the reading text and the audio text and state their own opinions in response to the topic. Students are often given 1 minute only to prepare and organize their answer and they have to sustain their speech up to 1.5 minutes. In most cases, this is an individual work but sometimes I allow them opportunities to brainstorm in groups if the topic is a tough one.

Additionally, I usually record students’ responses with my cellphone so as to give them specific feedback and collect samples of good performance for sharing them with other groups I teach.

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We just finished a project in which students had to select and prepare a video fragment of appr. 20 minutes of their choice. My students came up with a range of different videos, from short documentaries on youtube, to vlogs, to film, to music video. They had to introduce the video, explain how it linked to an IB Theme of choice and why they selected the video. We would watch the video as a class and the group and class would take turns asking questions and reflecting (almost like a socratic seminar combined with an expert panel of sorts).