Using the communicative mode in a world language classroom requires coming up with many authentic activities for our students to use the target language. For me, designing interpretive and presentational assessments and activities is not as hard as coming up with new and innovative interpersonal activities. So, I will share with you some alternate interpersonal activities that have worked to get my students communicating spontaneously.
1. iPhone Text Message
No one ever said interpersonal communication has to be through speaking. Think about your life today, how many times are you sending texts, instant messages, and e-mails spontaneously? Probably a lot! And our students are probably doing it even more – so, we should be preparing them for this type of communication in the target language as well. I like to incorporate a “texting simulation” into my interpersonal activities. The students get a topic i.e. planning for a trip with their friend. They are texting back and forth to see what each person is bringing, plans on wearing, and what they still need to buy. Each student is given one minute to read the other person’s answer and write a response. Because it is timed, do not expect lengthy and grammatically correct responses. This is your chance to see how well they can communicate on the spot. Here is a FREE blank template for any world language class!
2. Walkaround
This is a great technique to get students asking and answering questions. Let me explain this with an example. You are teaching the imperfect tense and childhood vocabulary. So, students should be able to ask/answer questions such as ‘Did you play hide and seek when you were a kid,’ ‘Did you fight with your siblings when you were a kid.’ Each student gets a piece of paper with a grid on it. The grid could have images, words, or questions, all relating to the vocabulary. All students must walk around and ask questions to as many classmates as possible. When someone responds with a yes to their question, that student signs that grid on their paper. The goal is for students to fill up the entire grid with signatures. A sample walkaround for a childhood unit can be found here.
3. Speed Dating
Similar to the Walkaround, this activity gets students talking to many of their classmates instead of the same ones. Let me give you another example. You just read a short story with your class and want to do some basic reading comprehension questions, or even in depth analytical questions (depending on the level.) The students form two lines, each student should be standing across from another student. You pose a question to the class, they must now converse with the person across from them to answer the question. When time is up, one line moves either to the left or right one step, so they are paired with a new student. You ask another question, and repeat.
4. 4 Corners
This can be great for opinion based questions or personal reflections. You should label the 4 corners of the classroom A, B, C, D. Pose a discussion question to the class with 4 possible answers. Give students a minute to ponder the questions and formulate an opinion/idea. Then, have them move to the corner that best aligns with their viewpoint. Once there, the small groups should discuss their opinion and be prepared to share out with the entire class. I’ve even done this with lower level classes, and labeled the corners “siempre, nunca, a veces, casi nunca.” Then, we’ve talked about how often we do certain after school activities.
5. Circle Time
I know, it sounds elementary, but once I started having my students sit in one large circle without their desks, their comfort levels started to increase! It took a little while for them to warm up to the idea, so start with simple questions. What is your favorite TV show? What is your favorite restaurant? Then when you get to deeper questions, especially for intermediate level students, first have them turn/talk to the person next to them before asking every student to share out one word, phrase, or thought they discussed. Gradually get your students to feel comfortable with the circle so they will share out more frequently.
All of these activities can be adapted to different class levels based on the types of questions you ask or expect them to ask. How do you get your students to speak on-the-spot?
