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A simple conversational starter or filler

Do you fancy a break from the normal theme-based work, translation practice, listening test? Simple conversation starters can promote communication, provide input and interaction, help you get to know your students even better.

This is an old favourite which requires zero preparation and can take conversation in unpredictable directions. Just give a short sentence starter like the following:

“I feel happy when...”

“I feel sad when...”

“I am scared when...”

“I was amazed when...”

“I hate it when...”

“I love it when...”

You could just say the sentence starter and see what responses you get, then react to answers to build interesting conversation. Or if the class is less forthcoming, you could give them a few minutes to think and jot down some ideas before hearing what they have to say, or getting them to share in pairs or small groups. The advantage of you taking part is that the students get to hear higher quality input and you can choose what you want them to hear. The advantage of the paired or group option is that the pressure will be off students to perform to you and they may be more honest, open and fluent in their responses.

Once students have chatted in pairs or groups for five minutes or so, you can listen to some of their ideas, adding new vocabulary as necessary and dealing with any grammar issues. 

To give this activity a little twist and to provide more listening input, you could say sentences which students have to match with one from the menu of starters above (or similar). For example:

“I go to the dentist.”

“I have an exam.”

“I see a spider.”

“My favourite team wins.”

“I listen to Taylor Swift.”

This would turn the task into something less communicative, something more like a repetitive drill, but you could still react to responses and build some conversation from there.

Could you use this with younger classes? With some scaffolding (e.g. options on the board), yes. But keep in mind the risks of pushing students to communicate beyond their means. This could create anxiety and reduce self-efficacy. 

Learning through conversation seems to me to be one of the most satisfying ways to build confidence, motivation and proficiency. Students get a say in determining content, they gain confidence and they build a relationship with you and other class members. They also have a good time.

This happens to fit with Deci and Ryan’s self-determination model of motivation. But that’s another story.

https://www.gqrgm.com/what-is-self-determination-theory-sdt-why-does-it-matter/


 


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