Module 4 - Interactive Skills by Renan Baraúna

The Fish Bowl (Socratic Seminar)

renanbarauna — 2025-10-24 00:16:10 UTC

In this video, you can see various activities related to the Socratic Seminar and learn how to conduct them in classes with either a small or large number of students. I particularly like the 'Fish Bowl' practice (see from minute 1:45 on) because students can sit in an inner circle to discuss, whereas other students can sit in the outer circle to take notes. It is more learner-centered and the teacher can observe the discussion as well as collect feedback on language, performance and provide them later on.

The Fish Bowl Activity (Oct 23rd)

renanbarauna — 2025-10-24 00:20:42 UTC

I got so excited about this activity when I read about it yesterday that I had to try it today. I got very positive feedback from my students. They said they really liked to participate and that they had never experienced that before (neither had I).

The Choo-Choo Train

renanbarauna — 2025-10-24 00:31:04 UTC

If you are/have already been in ELT, you might know what I'm talking about. The Choo-Choo Train is an activity that consists of having two lines formed by students. They have to be face-to-face and it works better if you even an even number of students, such as 10, for instance. While one line with 5 students stays static, the other line moves as you clap your hands. The very first student moves to the end of the line, so students from each line have a chance to talk as much as they can about the same topic by asking different questions. It helps them not only develop their ideas but also give details and have a chance to listen to others, improve their listening skills, and enhance their vocabulary repertoire.

Opinion Carousel

stephanieduno — 2025-10-25 01:13:02 UTC

Students form two circles facing each other and discuss an opinion-based question for one minute before rotating to a new partner. This activity promotes spontaneity, exposes students to different perspectives, and gives everyone multiple speaking opportunities.

“Three Corners” Debate

stephanieduno — 2025-10-25 01:15:13 UTC

Students choose a position — agree, disagree, or unsure — on a controversial statement. They first discuss in small groups, then share arguments with other corners. This encourages students to defend ideas respectfully and use persuasive language.

Improvisation Challenges

stephanieduno — 2025-10-25 01:18:42 UTC

Students are given spontaneous scenarios to act out, such as “You missed your flight” or “You just met your favorite celebrity.” It helps them react naturally, use expressive language, and think on their feet.

Critical thinkers corner

misslorenacabrera — 2025-10-26 23:34:01 UTC

Students move to one of four corners labeled Strongly Agree, Agree, Disagree, and Strongly Disagree in response to a provocative statement such as “Homework should be optional for teenagers.” Once in their chosen corner, they discuss their opinions, prepare arguments, and share examples to defend their stance with the rest of the class. After hearing other groups’ ideas, they may switch corners if they change their minds.

Mystery mingle

misslorenacabrera — 2025-10-26 23:42:32 UTC

Each student receives a secret identity or situation card (e.g., “You are allergic to cats,” “You lost your passport,” “You’re a famous singer trying to stay anonymous”). Students walk around the room and interact freely, trying to discover who others are or what problem they have by asking indirect questions. The goal is to gather information through conversation and make logical guesses.

Survival scenario

misslorenacabrera — 2025-10-26 23:50:40 UTC

Students imagine they have crash-landed in an extreme location, such as a deserted island, the Arctic, or even outer space. Working in small groups, they receive a list of 10 to 15 survival items and must negotiate which five are the most essential to stay alive. Each student has to justify their choices and persuade others while reaching a group consensus. Afterward, groups share their final list and explain their reasoning to the class.