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Speaking Activities & Using Technology to DevelopOracy in the MFL Classroom

Isabelle JonesAlderley Edge School for Girls

http://isabellejones.blogspot.com

@icpjones

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1. Describe and draw 9. Taboo

2. Spot the difference 10. Battleships

3. Quiz quiz trade 11. Mini presentations

4. Story-telling 12. Chain speaking

5. Charades 13. Role play

6. Mime/Narration 14. Information gap

7. Find someone who 15. Pair dictation

8. Interviews 16. Picture narration

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17. Guess who 23. Class survey

18. Memory pairs 24. Speed dating

19. Chinese whispers 25. Puppets

20. Verbal tennis 26. Question/song of the day

21. Mind reading 27. Use visitors to introduce themselves to the class.

22. Noughts and crosses

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¿Cómo te llamas?

¿Cuántos años

tienes?

¿De qué color son tus ojos?

¿Cómo eres de

carácter?

¿Cómo es tu pelo?

¿Qué te gusta hacer en tu tiempo

libre?

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¿Cómo eres?

Me llamo Ana.Tengo quince años.Tengo los ojos verdes.Soy divertida.No soy seria.Tengo el pelo negro y liso.Me gusta bailar porque es un desafío.

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Battleships – el lunes + activityel día

la

actividad

lunes martes miércoles jueves viernes sábado domingo

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Word in a bag – explain it to the group.

Dice games: 1 dice represents pronouns, second dice represents verbs or tenses.

Write an unknown word on the board: pupils ask questions to find out what it means.

Guessing game: In pairs, one pupil has a card with a word on a topic, the partner has to ask questions about it to work out what it is e.g. an item of lost property, a job, a famous person etc.

TV programme: turn off the sound and pupils provide the dialogue or use future tense by asking what will happen next.

Balloon debate: Who gets thrown out first?

Cluedo: Who did it? – in groups (with a time limit) pupils come up with either:a) the most excuses b) the most creative excuse / alibi

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Throw the ball: Differentiated questions and responses.Build it up: Go round the class or back and forth (in pairs): pupils add a detail to a sentence to make it longer e.g. je joue, je joue au tennis, je joue au tennis avec John etc.

Link it: Link key phrases and grammar points to different topics when teaching it e.g. je n’ai pas de frères and ask pupils to come up with other nouns to replace frères.

Opinions: Put key higher level phrases in an envelope and pupils in groups. One person rolls the dice e.g. 5 and takes out 5 phrases from the envelope e.g. parce que / weil, je pense que / ich denke, dass, etc. They have to answer a question using all 5 phrases. This can be made more competitive e.g. rolling a 6 = nominate someone else to do your turn.

Sounds: in pairs or alone, pupils find as many words as they can with particular sounds. (they could be searching for rhyming words too)

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Tengo que pasear al perro

No tengo tiempo Tengo que lavarme el pelo

Tengo que hacer mis deberes

Tengo que ordenar mi dormitorio

No quiero.

No tengo dinero

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FranciaJapónBrazil

fuí aEl verano pasadoEl invierno pasadoEl año pasado

fuímos en

avióna piebarco

para

por el díatomé el soldescansévisité monumentos

una semana

quince díasun mes

bailémandé mensajessaque fotos

Y por la noche

conmi familiamis amigosmi profesor

Lo pasébombabienmal