Here’s a quick fix warmer while you’re waiting for all students to arrive in your online class.
I googled ‘conversation starters’ the other day and found this list of questions 225 starter questions on gifts.com. I pasted these questions into the random spinner on Wordwall (yes, Wordwall again) and… that’s it. Nothing special, but just a way to prompt a bit of a chat if needed. Here are 6 different question spinners, as I said all questions originally from the gifts.com site (I took out some less useful ones). These are all teen-friendly.
One thing my CELTA course skimmed over was how to develop learners’ conversation strategies.
There seems to be a good amount of focus on conversation strategies in recent coursebooks. However, at times I find these can be problematic. Models of effective convo strategies/techniques can be naff sometimes. Where there are no models, and instead there are tip boxes for maybe using a convo strategy during a task, these can lack detail. They require the teacher to elaborate quite a bit. While the teacher notes can help, you might find (as I do on occasions) that there’s a bit of a mismatch. I.e. the language that is anticipated to come up during the task isn’t actually needed/is needed but is already known/needs to be built on. (more…)
This is a discussion task to introduce a sequence of lessons on fame and celebrities. One of the set reading texts in the sequence included some comments on celebrity ethics. I thought this was a good springboard, so after a brief chat/some questions about what learners consider to be ‘ethical’ behaviour in the context of celebrities, I gave them these three scenarios to discuss:
Another ‘making things up as I go along’. This time in my IELTS Teens class.
Topic: Environment and the natural world
Context: We’d just done some vocabulary review / building activities. We’d also dipped into the book for some listening practice – a few activities on ‘identifying attitudes/opinions’. So, we had tonnes of new vocab, plus loads of phrases in a table like this…
Cue Teacher Pete’s random fluency practice, with the aim(s) of developing students’ ability to…
think on their feet
see things from different perspectives (whether they agree or not!)
The materials from one of our in-house, pre-int lessons the other day reviewed so/such (a) in the context of travel / holidays / hotels, that sort of thing.
The task was ‘describe a place you’ve visited or hotel you’ve stayed in, and shoehorn in some such a nice place/so lovely style phrases’. It was alright. Apart from that none of the students seemed that bothered about each other’s stories, none of them felt much like using a ‘so/such a’ phrase, and none of them really needed to either. But hey, that was the lesson aim, so I kind of had to run with it…
I spent some of the task time listening/assisting/etc, and the rest zoning out thinking ‘if I’m supposed to get learners using this language then I’m failing – so what other tasks have a got up my sleeve?’
I scribbled down (i.e. typed out on the IWB) a dialogue like this…