Group 3 Activities by María Pérez Romero

Mystery Role-Play!

maria_perez_rom — 2024-12-25 09:35:01 UTC

Assign each student a secret role or character, with goals to achieve in the group interaction (e.g., a detective solving a case, a journalist seeking a story). Our students interact to uncover each other’s roles or complete tasks.

Picture Descriptions by Peers!

maria_perez_rom — 2024-12-25 09:39:36 UTC

One student describes a picture without showing it to their partner, who must recreate the image based on the description.
Peers compare results and discuss what worked or could improve.

Story Circles!

maria_perez_rom — 2024-12-25 09:42:40 UTC

One student begins a story with a few sentences. Each subsequent student adds to the story.
It is the perfect opportunity to encourage creativity, descriptive language, and thematic continuity!

Information Gap Activity: A Mystery Map

maria_perez_rom — 2024-12-25 09:54:45 UTC

We will create two versions of a map with different missing details (e.g., landmarks, routes).
Then, we will pair students and give each one version of the map.They must ask their partner questions to fill in the missing details (e.g., “What’s next to the library on your map?”). We will encourage our students to use prepositions and descriptive vocabulary.
The game will finish by having our students compare their completed maps.

Problem-Solving Discussions: A shipwrecked scenario!

maria_perez_rom — 2024-12-25 09:59:10 UTC

We will present the scenario: “You and your classmates are stranded on a deserted island with limited resources. Decide how to survive and plan a rescue.”
Then, we will provide a list of available items (e.g., a knife, matches, fishing net, a map, etc.) and divide our class into small groups and ask them to:
- Prioritize the items.
- Develop a survival plan.
- Decide on leadership roles.
Groups present their solutions to the class in a class-wide discussion to compare approaches.

Another information gap activity.

fiorellaramirez6 — 2024-12-27 05:10:35 UTC

Picture difference
Students A and B: Look at your picture. Describe it to your partner. Listen to your partner talking about his/her picture. Find five or more differences between the pictures without looking at them. Definitely advantageous for SL learners.

Interviews

fiorellaramirez6 — 2024-12-27 05:13:36 UTC

"The notion of an interview can be a scary prospect because it symbolises a step into the unknown and very much about risk taking..." Click here for more info https://thinkib.net/ibcp/page/35267/33-interviews-and-the-ethical-employee

Dramatic presentations

fiorellaramirez6 — 2024-12-27 05:17:24 UTC

• Writing and performing a scene concerning an issue encountered in the study of part 1 or part 2 of the course.
• Re-enacting a particular cultural or historical moment with a different focus or interpretation in mind.

Find more info here: https://www.sevanoland.com/further-oral-activity.html

My top 5!

fiorellaramirez6 — 2024-12-27 05:27:49 UTC

We can ask students to rank 5 movies that are related in some way to the 5 prescribed themes and explain to the class why those movies are their 5 favorites. For this presentation they will need to revise the structure of a review and specify why those movies are good and how they are connected to each prescribed theme.

For more info, click here: https://keithspeakingacademy.com/ielts-speaking-topic-lesson-movies/

Opinion Corners

fiorellaramirez6 — 2024-12-27 05:31:48 UTC

Objective: Encourage expressing and defending opinions interactively.

Procedure:

Post signs in the corners of the room (e.g., “Strongly Agree,” “Agree,” “Disagree,” “Strongly Disagree”).
Read a controversial statement (e.g., “Globalization has more positive effects than negative ones”).
Students move to the corner that reflects their opinion and explain their reasoning in small groups.
Facilitate a whole-class discussion where students can change positions if persuaded.

Why it works: Promotes persuasive speaking, active listening, and thoughtful debate.

Unit Review - Quiz Questions

afrojunglist — 2024-12-28 04:38:07 UTC

Separate students into groups and have go back through their notes to compose quiz questions on different aspects of the previous unit. Encourage them to compose questions of different difficulties - easy, medium and hard. Stress the fact that they should stay focused on their aspect of the unit so as not to overlap with other students. Finally, the teacher collects all the questions and creates a class quiz using either a) all the questions if there is no overlap and the question quality is good or b) selected questions if there is some overlap or if some questions are not strong enough.

Roleplay with taboo words.

afrojunglist — 2024-12-28 04:44:55 UTC

I find this useful when encouraging the use of synonyms for common words such as good, bad, interesting, etc. Introduce a roleplay scenario where these words are the natural answers that students will turn to. Introduce synonyms and inform students to avoid the taboo words and use the synonyms.