Variation 1: Partner A can only ask questions and Partner B must answer.

1. Watch a TED-ed (5-min)

   1. Include a Vocabulary bank / phrase list (if possible)

   2. Have students take notes on Key Elements of Video

2. Prepare a Presentation (3 min)

   1. Students use this time to outline a quick impromptu presentation on anything related to the video or Teacher's Choice (+Rules)

   2. Students can only use the notes they prepare in this time span.

3. Partner / Group Presentation:

   1. Students get 1 opportunity to practice their presentation with partners (better) or a small group. This way they can warm-up and try out their structure / idea.

4. Class Presentation:

   1. Use wheelofnames.com to choose 1-3 students to randomly come up and present to the class. (this risk of public speaking ensures they are adequately preparing during the previous steps.)

Variation 1: Instead of each person making their own presentation, they can create a coherent presentation with their group where each members discusses a different aspect or has a different role.

EXAMPLE

----------------

Product: Male Nike Running Shoes.

Q1: Image of 4 Variations of shoes (same color - to keep consistency) - find preference between participants

Q2: Describe your running habits?

Q3: When shopping for shoes, what do you look for?

Each group is assigned (again, randomly) a side. Emphasis is placed on the fact it doesn´t matter which side of the argument you personally fall, it´s about arguing convincingly. A time limit for prepared remarks should be agreed upon – 2 minutes of speaking, say.

The group then need to decide what "strands" there are to comprise the argument, as well as what the counter-arguments are likely to be. These strands need to be divided up among the group, ensuring the argument is not repeated or contradicted. An order of speakers needs to be agreed on, including opening and closing remarks to direct the group´s argument.

Research and prep time in order to provide stats, quotes, etc. Attention should also be paid to anticipating what the counter-arguments will be, in order to refute them.

Debate according to the basic Parliamentary structure, albeit without all of the finikity rules. It is, however, a chance to look at the notion of Parliamentary Language (you can´t call people liars, but you can say they are labouring under a “terminological inexactitude”).

During the actual debate note-taking is to be encouraged, specifically with the aim of providing ammunition to rebut the opposition´s arguments.

Deliver speeches, then allow 10 minutes for formation of rebuttal and allow for free debate.

Ideal for “Stimulus to Action” activities. Imagining you are a spectator at an event, being asked questions afterwards. This could be from a visual stimulus (see attached) or a text-based one, such as being a listener to the radio broadcast of the declaration of war. Focus on thoughts and feelings, rather necessarily than historical context.

Could even be a “hotseat” of a character from fiction – Dr Roylott from Sherlock Holmes and The Speckled Band, comes to mind.  

A small group could ask the character/witness a series of questions, allowing them to respond in character.

1. Divide the group into small groups

2. Each team decide an extract from a movie or tv show they all like.

3. After listening to the part chosen, they will write down the dialogues.

4. Everyone has a role or a character to play, then each one will record his/her voice trying to match with the proper part of the show or movie chosen.

   This activity is really fun and allows every student to improve oral interaction skills.

I told them to search about a former Mexican government official, in this case it was about Genaro García Luna.

Everyone of them must choose a position, in favor or against what was happening to this official.

Afterwards each one will imagine there was one jury member missing so they have to be that one and debate with the rest of the group they were settled into.

In this activity we need one student to be the judge and the rest of them pretend to be part of the jury and defend their position.

Everyone reads the text (formal one), after reading, a leader is chosen by the teacher to ask open-ended questions created by him/her.

Divide the group in two groups and the leader will start asking the questions.

We may have buzz buttons so the first group who press the button will answer.

Variation: for every question we can let the students take the leading part instead of having one leader for the whole session.

I like the idea of a group debate—an activity which is heavily focused on preparation and a lot of rules.

For the internal assessment, both SL and HL learners will be given 15 to 20 minutes to prepare for their internal assessment after looking at either their visual stimuli or extract. I think it is important that learners begin to prepare for the internal assessment both on an individual and group manner.

I have used the following debate topic from the English Language B Course Companion (p. 287).

Oral Activity: Debate: Rite of Passage

Teachers could select from these below topics:

high school graduation                            attending University            obtaining a driver’s license

The Debate

The teacher will be the moderator and the teacher will create teams. The teacher will select one team to take the positive viewpoint supporting one of the above statements as the biggest rite of passage for teenagers on the pathway to adult; the other team will take the negative perspective. Other teams can look at other topics and develop positive or negative viewpoints.

All team members (the teams will be of 2 to 3 students) will write an opening speech outlining their perspective.

Team members will also take time to brainstorm ideas, arguments, and evidence supporting their own perspective and anticipate counter arguments which they may hear from the opposing team.

Team members will also be allowed to formulate two questions for the opposing team. The use of questions will allow for spontaneous communication between individuals of the two teams.

The rest of the class would vote on which team made the more convincing argument.

I would likely give the teams two or three classes to prepare for the debate.

Alternatively, after the students are more accustomed to the debate format, I would only give the students 15 minutes to brainstorm their notes and short speech for their debate. In this format, the debate would be done in one class. This could be done in teams or one student debating another student. The second format of a quick debate would help the students prepare for the internal assessment.

I have used the following idea from the English Language B Course Companion (p. 288).

This activity could easily help prepare students for the internal assessment or help serve as an ice break for an informal conversation.

The students are broken into pairs and shown a photo of a young, smiling teenage girl. This young girl is being given car keys and it appears as if she now has her driver’s license.

There are a couple of activities we could do here with this picture:

1: Student A makes a comment to being the conversation and then Student B responds to comment and a conversation ensues.

2: Student A asks all the questions to Student B about the question; the two students then shift roles.

3: The teacher asks students many questions based on this photo taken from the textbook (p. 288):

a) “How do you relate this picture to events in your own life?”

b)  “What is the main idea in the photograph?”

c) “How does it relate to the title of the section, ‘Rites of passage’, and an Anglophone culture?”

These activities could be again done for the second picture (p. 288) focused on one young woman receiving her degree at her high school or college graduation.

There is a famous old British BBC radio programme called Desert Island Discs, which has run for 80+ years. In it celebrities are asked to imagine they are stranded on a desert island with only a small number of things which they can choose in order to provide comfort.

The rules are that a “castaway” can take 8 audio recordings (usually songs), a book and a “luxury” item (which can´t be something either alive or useful to escape the island). This rough structure is used to talk about the life and career of the celebrity, using the recordings to talk around the person´s influences. Paul McCartney, for example, chose Elvis and Chuck Berry songs as huge influences on his musical career and outlook.

Students could prepare a version of this for themselves, choosing some songs, TV shows, films, video games, etc which are significant or important to them. They could then have a 1-1 interview with a fellow student where they explain why these media texts are significant to them. Emphasis would be placed on both “castaway” and interviewer to explore at length.

Another, slightly more macabre version is the “last meal”. Using the received idea that an executed prisoner gets one final meal, students could plan their last 3 course meal. They could choose 1 starter, 1 main course and 1 dessert, as well as 1 drink to accompany. They should try to choose food which is significant or important to them – the soup their granny used to cook, say, or the ice cream they had on that special vacation. As with Desert Island Discs, the items provide a structure around which the student can talk about their life and experiences to an interviewer.