View Content #4729
| Contentid | 4729 |
|---|---|
| Content Type | 1 |
| Title | Presentation/Discussion Activity Ideas |
| Body | A recent question about how to manage oral exercises in which students present and discuss information received the following useful suggestions. These should be applicable to classes of any language and a wide range of levels and ages. ---- For me, it works well to make the other students take notes and give them points for saying what the other groups talked about OR to have them ask a question in the TL. It also seems to help if I choose the pairs either randomly or purposefully with an eye toward splitting up friend groups. That way all of them want to listen to the other groups. Pickles, J. Re: Managing Dialogue presentations (was: Oral evaluation). Re: Managing Dialogue presentations - long. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- My colleague and I did a project where the students refined an oral presentation by doing "round robin" presentations. They had done a travel project on a Spanish-speaking country and created a poster with info about that country and an itinerary. On presentation day, I had set up 12-14 stations of 4 desks. At each station, two of the desks had pink Post-Its on them and the other two didn't. Two pairs of students sat at each station with their posters. When I rang a bell, one pair from each station (12 groups at the same time!) presented their country only to the other pair of students at their station, not to the whole class. They explained their poster for 2 minutes. Then the rest of the pairs did the same. There was one minute for asking clarifying questions and taking notes (I didn't specify English or Spanish, but many just did it in Spanish). Then I rang a bell and all pairs sitting at the desks with pink Post-Its rotated clockwise to sit with different pairs of students. Then we did the same process. By the end, they were explaining things really well and pretty fluently because they had done it 6 times and listened 6 times. As they were presenting, I went around with my rubric and listened to everyone, just to make sure they were doing what they were supposed to be doing. When it was all over, they had 10 minutes to write as much as they could in Spanish, using their notes, about their own country and the countries they had heard about. That made them accountable. They really pay attention because it's right in front of them. I realized that this "round robin" process would be great for doing individual presentations, too, maybe in groups of 3-4. It forces them to practice and refine. When the presentation is due on a certain day and they practice on their own, I don't think many really do it enough to be able to present fluently without reading from their paper. Plus, during the round robin presentations, it does not get boring because they're presenting themselves half the time to different people and there is movement! Hooker, M. Re: Managing Dialogue presentations - long. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006). |
| Source | FLTEACH |
| Inputdate | 2006-06-22 18:56:00 |
| Lastmodifieddate | 2006-06-22 18:56:00 |
| Expdate | Not set |
| Publishdate | 2006-06-26 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
