oral communication in the classroom

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Occupy a New Role
  • A crime has been committed. For example, 40 pounds of cheese were stolen from the cafeteria. Select a cast of suspects including teachers, staff, and students. In pairs, student 1 is the detective, and student 2 is one of the suspects. Detectives are given prompts that will help learners construct sentences in the past. Student 1 will have to determine if student 2’s alibis are solid enough.
  • For more advanced students, prompts may not be necessary, and they could describe their actual schedule to the detective.
  • Optionally, some pairs could act out the interrogation in front of the class, and the class could decide who committed the crime.
  • This activity can be paired with a showing of “8 femmes”, a musical about solving a murder. Vocabulary can be drawn from the film, and some scenes acted out, for example.
  • Sample (doc)

  • First, ask students to create masks based on the unit of study (e.g. character, animal, or object). The masks are made out of a sheet of paper, folded in half. No scissors are needed!

    Example of a mask.

    Students are given different situations each wearing a mask, students respond to the situation based on their character. The characters can interact, debate, and discuss things as well. Then, students rotate masks and respond to a different prompt or situation. This activity couples well with a video series the class may watch or a theme from the textbook.

    Example A:Students have just studied bull fighting in Spain. Three masks are created: a matador, a bull, and a local community member. The three characters have to react to one of the following prompts: a) Eating bull tail is a delicacy in Spain or b) Bullfighting has been made illegal in Cataloñia, Spain.

    Example B: Students create a mask based on a character from the Hunchback of Notre-Dame (based on the Fête des Fous in the story), or for the Carnaval de Nice or Carnaval de Dunkerque.

    Some famous characters found in Italian and French literature are Arlequin, Polichinelle, and Colombine. Students then explain who their characters are and why they selected to become that character for Carnaval.
  • This activity comes from Foerester, S. & Miller, J. (1997). Teacher's Guide for Supplementary Materials to accompany Puntos de Partida. New York: McGraw Hill. Each student receives a card with clues to his/her identity. They need to stand up, mingle and ask questions of the other students to find their family. There are three families in the room and each member needs to reunite with his/her family based on the information given. Once the three families are reunited, transition to an activity that requires three groups. Copy of sheet (pdf).
Ask students to create simple sock puppets or popsicle stick puppets. In class, divide the students into groups of three. Assign one puppet the therapist role and the other two a problem (e.g. sibling rivalry, parent/child curfew negotiation, etc.). Ask the group to create a counseling session with all puppets using the subjunctive (or similar advice giving structures) as much as possible. After practicing, the groups may perform their puppet show for another group or the class. Sample puppets.
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نشرت فى 1 مارس 2013 بواسطة hany2012

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hany2012
موقعنـا موقع علمى إجتماعى و أيضاً ثقافـى . موقع متميز لرعاية كل أبنـاء مصر الأوفيـاء، لذا فأنت عالم/ مخترع/مبتكر على الطريق. لا تنس"بلدك مصر في حاجة إلى مزيد من المبدعين". »

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