4.4.5 Debates This involves choosing a controversial topic; one speaker presents one point of view
on the topic and a second speaker presents a differing opinion. Debates are good at
advanced levels. It’s a good idea to give some input on the topic matter first. For
example, you could do a listening or reading activity on the same subject. Give
students time to prepare what they will say; you might even prompt them by giving
them ideas on the topic and outlining common opinions. Students can prepare in
groups and practise the debates in groups before they present to the whole class.
Students can ask each other questions after the presentation and vote on which
opinion is the most convincing.
4.4.6 Spontaneous conversations Sometimes real uncontrolled conversation breaks out in class. This can be where
students communicate something about themselves that others are interested in
(something the student did at the weekend, a film they saw, a place they visited). If
time allows, it is good to allow this type of conversation to continue because it has a
real communicative purpose. The teacher’s role throughout is to prompt, help with
language or communication difficulties. Correction should be kept to a minimum and
carried out at the end of the discussion. This type of conversation can be excellent
when it is spontaneous but it works less well if the teacher contrives to make it happen.
4.4.7 Role play This involves students taking on a role and carrying out a discussion with each person
playing their role. For example, the local council wishes to introduce a new system and
location for dumping waste. Some students play local councillors, others are local
residents, others are members of an environmental organisation and others are
managers and employees of the company being asked to carry out the work. The
teacher describes and sets up the situation. The students prepare in groups, those
playing the same roles prepare together. They then form new groups to carry out the
discussion.