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Canuck 41 · Joined: 10 Mar 2005 Posts: 8 Location: China

Hi there,
I teach speaking activites to Chinese freshmen majoring in English. They are for the most part at intermediate level. The supplied text, however, is lame and not relevant and I'm looking for engaging speaking activities.
thanks,
George

Deconstructor · Joined: 30 Dec 2003 Posts: 775 Location: Montreal

How about dividing your class and having your students read two articles. First they read and answer a dozen or more questions, practice telling the article with a member of the same article using only the questionnaire, then when ready they're paired with someone with a different article as they tell each other the articles they've read.

This is a good method for Chinese students because no matter how hard you try and what type of topics you bring to class, the conversation is never going to last for more than a couple of minutes. My way they will be forced to use the resource provided.

I've done this many times and it works like a charm. Try it.

Roger · Joined: 19 Jan 2003 Posts: 9138

Why don't you take your query to the China Off discussion forum, or/and to one of the discussion forums where teaching is discussed (Elementary education, Secondary education etc.)
The answers you get from China hands may be more specifically tailored to your particular problem than the answers you might get from the rest of the teaching crowd.
For example, you didn't mention your class size, but in my experience Chinese classes always are way larger than elsewhere, and thus tend to be more taxing. Add to this certain discipline issues - speaking among themselves, passiveness, lack of imagination - and you will understand why those fora would be more useful.

valley_girl · Posted: Sat Mar 12, 2005 1:51 pm Post subject:

This past week I did panel discussions with my students (most of whom are Chinese students and all of whom are preparing for university study). Each group selected a "controversial subject" (one chose same-sex marriage, another chose Sunday shopping) and then I drew names to give them their respective roles. The first name drawn was the student who got to be the moderator. The other students were divided equally into 'pro' and 'con' teams. The groups got together and made lists to support their arguments. They were also given time to research the topic. (The actual discussion took place on the second day.) The moderator moved about between the two groups to get ideas for questions.

On the day of the discussion, the moderator introduced the topic and the panel members to the audience (myself and/or other classmates depending on the size of the group). Then the moderator got the discussion started with a question to one of the members. Each panel member was given equal time to speak (no longer than 2 minutes at a time) and it was the moderator's job to ensure that no one spoke too long and that no one interrupted the person who was speaking before his/her time was up. After 30 minutes, the moderator concluded the discussion with a summary and asked the audience for questions. The panel members then answered questions for another 15-20 minutes.

This was a great exercise and I plan to use it again in the future. The students loved it and they all participated very well in the discussion as well as in the preparation for the discussion.

Another activity I use a lot in my classes is role play. Prepare different 'real life' situations for the students and get them to create their own dialogue and then act it out in front of the class. For example, one pair of students can be a professor and a student who is failing his/her course. The pair creates a dialogue within that framework. What will the student say to the professor? How will the professor respond? I usually give them a minimum time period of five minutes (or more) so that they have to get really creative. Also with role play, you can get the students to improvise. The only difference between this type of role play and the type I mentioned first is that the students don't get time to prepare a dialogue. They have to act out a situation as given to them by the instructor 'on the spot'. These role plays can turn out to be wildly funny and entertaining for the whole class.

I do a lot of speaking exercises with my classes (as I mostly teach Listening & Speaking courses currently) so feel free to PM me for more ideas. I have tons of them. Smile

hesterprynne · Joined: 16 Sep 2003 Posts: 386

One person who responded to you mentioned the two articles approach. This is covered in detail on www.bogglesworld.com . I have also used many of their roleplays, and found their style helpful when it came time to create my own.

carnac · Posted: Mon Mar 21, 2005 3:54 pm Post subject:

VG - I love the moderator/panel/audience idea and am stealing the idea for tomorrow's class! Now I just have to think up topics they will be willing to argue/discuss in this non-confrontational, very polite culture. Television? Something not cultural...

valley_girl · Posted: Mon Mar 28, 2005 6:42 pm Post subject:

carnac · Posted: Tue Mar 29, 2005 9:52 am Post subject:

Hi, VG. Did a survival scenario, where their airplane has crashed on a very high mountaintop. (You might have seen this elsewhere). 3000 meters high, snow, cold. Made a list on the board of about 20 things salvageable from the wreck. (a rubber life raft, matches, 20 liters of bottled water, a map of the mountain, a bottle of vodka, 2 life jackets, a transistor radio, an English dictionary, etc.) Some items of obvious immediate use, many others requiring thinking and explanations. 3 panels of six (elementary level adults) given 15 minutes to discuss in their groups which thing was number one in importance to salvage, then 2,3,4 etc. Total of 15 things, leaving 5 things as being of little value. Each group had to come to the front of the class and explain their reasoning to the rest of the class, and answer questions from the class about their decisions.
Most of your suggestions would be great for an Intermediate level and up, but my guys couldn't handle the English..or some of the concepts. Soldiers from remote villages with some serious cultural taboos.
Anyway, it was a big hit with the class. They really struggled to successfully explain themselves and argue in English. And everyone who was not in the front of the room gleefully attacked their decisions. (We had to cool it after the Commandant walked in to see why all the noise and what the crazy American was doing now...)Actually, I brought him into the game and challenged him to participate in the discussion. Great! 18 Sergeants arguing with a Colonel! He went out with a smile on his face.