Suggested Activities

(for comprehension and communicative practice)

One-Minute Speeches and Debates

 Gestures and Drama

Computers and the Internet

Comprehension of Student's Own Work

Reviewing and Speaking Tests

For a comprehensive source of activities.

A. One-Minute Speeches and Debates

Speeches

At some schools, students are required to give a one-minute speech to their friends at the start of each class about their hobbies, free-time activities, school, etc.　It is important for students to be able to express their likes and their dislikes and this activity is a great way of encouraging them to express their opinions.　

For this activity, each student in the class can be provided with a grading sheet, on which different aspects of the speech can be rated on a scale of 1- 5.　For example:

This way, the speaker can receive positive feedback and encouragement from classmates.　Also, the other students in the class can practice communicative listening-comprehension skills.

Furthermore, if there is an AET present, the AET can mark the speech, as well.　

Debate

Debate is also a great way to encourage independent thought.　Help your students argue objectively about something they feel strongly for, or against, by giving them starting points.　

Start by eliciting ideas for possible topics.　Then allow students, in small groups (preferably pairs) to choose one of the topics.　Next get them to think of arguments both "for" and "against" their chosen topic.　

A debate is like a set of scales: you have to weigh up each side of the argument and then decide which argument you agree with, and how strongly you will be able to present (and defend) your case.　

B. Gestures and Drama

Gestures

Gestures and eye contact are important as part of non-verbal communication. English speakers use gestures more readily than many Japanese speakers.　Sometimes these gestures have different meanings from the Japanese ones.　If it is a team teaching class, the AET can easily demonstrate some gestures.　Pictures can also help you understand the meanings of the gestures.

Drama in the Classroom

Play a section of video with the sound turned down and ask the students to improvise (make up the words or actions) to show they understand the meaning.　Write and perform a skit using props available to you at school.　Put on a performance for another class to show them how you are using your English.　Many students like karaoke so why not sing songs in class and devise learning materials around the text?

C. Computers and the Internet

Students like technology, such as computers and the internet.　Make use of a variety of software and use the internet to get information.　Give students tasks to investigate and let them experience the virtual world of the internet.　Writing an e-mail to a friend and exchanging opinions about a common topic are just two possible activities.　Ask students to research something that interests them in English on the internet.　Make them give a presentation of their findings.　Communicate with students in other countries.　Ask the AET for help.　

For more information on communicating with other students through student exchange programs, please see the "Explore the World Through Opportunities" article on this website, written by Justin Dart. [insert link]

D. Comprehension of Student's Own Work

Have the students design their own learning and review materials to share with the rest of the class.　They can make their own true/false quizzes, word quizzes, and games that you can use as assessment resources.　This way, revision for final examinations is not so daunting.

E. Reviewing and Speaking Tests

When learning a foreign language, it is important to remember and use the material that has been learned previously.　Students often learn material for a test and then forget it.　But learning a language is cumulative (i.e. always adding to your ability) so basic material is very important and should be reinforced as often as possible.

Review in class time can provide a break in a busy schedule because the students can put away their textbooks and enjoy different activities.　In each chapter, perhaps only half of the words and phrases are really important, so make your review activities relate to them.　Students will learn more in a communicative context if you invent fun role-plays and dialogues for them to revise vocabulary and grammar points in a variety of situations.　They can practice using review words in English sentences to check that they really understand them, rather than simply recognize them.

There are many activities which are useful for review and the AET’ｓ ｖｉｓｉｔ　and it is a good opportunity to try new ideas.　Remind your students that in order to improve their English ability, they need to understand and remember what they have already learned.

Valuable Points for Consideration-“Noticing”

Many teachers often get disheartened when they have spent a considerable period of time preparing for a lesson only to find that, by the end of the lesson, the students have still not fully mastered the grammar or intended target language.

There is a concept that is rapidly becoming widely accepted in the teaching of a second or foreign language throughout the world. It is known as “noticing” a language, as per Jeremy Cross writing for the TESL-EJ on behalf of the British Council. Linguistics specialists argue that, in order for a student to be able to reproduce the new target language satisfactorily, they must completely understand it and have assimilated it into their own lexis- ready for next available use.

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