1. The document describes several speaking activities that can be used to practice conversational English skills, such as discussing cards with expressions, playing bingo with conversational phrases, roleplaying conversations from flow charts, and playing tennis by batting questions back and forth. 2. It also presents activities like blocking games which practice responding unpredictably in conversations, games where students move between circles and interview each other, and exercises where students take turns adding to a group story. 3. The goal of these activities is to provide students with opportunities to engage in authentic conversations and to develop their ability to converse spontaneously.

1. Speaking activities
Емилия Георгиева
Проект № 2014-1-BG01-KA-101-000750

2. Chunks on Cards
Students are put into pairs or groups with each student given a set of
cards. These cards have various expressions on them – these can be
chosen according to what you want to concentrate on. Students have a
discussion and picking up one card at a time use the expression on the
card as naturally as possibly. When that expression has been used the
student discards the card. Whoever is the first to get rid of all their cards is
the winner.

3. Discussion Bingo
Each student is given a bingo card which has a list of expressions on it
(each one being different). The teacher specifies a subject or this could be
done by the students before the game begins and each group of students
has to talk about it. Each time the student uses the expression they cross
it off the card. When they have used all of them the students shouts out
’’Bingo’’ and if the other students are happy that the expressions have
been used correctly then they are the winner.

4. Flow-Diagram Conversation
Using a flow-chart (pre-prepared either by the teacher or pairs of
students prior to the activity) the students have to perform a conversation
based on the speech acts of functions on the flow chart.

5. Conversational Tennis
Tennis explains 3 conversational features –
a. It is helpful to provide two pieces of information for each question asked.
b. Native-speakers usually respond to answers with a show of interest e.g.
Did you?, Really?
c. It is helpful to return a question with another.
Students practise, preferably after listening to a pre-recorded authentic
listening which they can mine for examples of the features. Students then
practise these and when they are happy with the format they have to have
a conversation following the rules as much as possible , batting the
conversational ball back and forth without letting it drop.

6. Blocking Games
Using predictable dialog for example buying something in a shop the
students role-play the situation but with each student trying to block the
other by asking unexpected question or giving unexpected answers. This
develops the skills to respond to unpredictable variables in normal
conversation.

7. The Onion
Two circles of chairs are laid out (if you have room!) one an inner circle
and one an outer, facing one another. The students sit on these chair and
perform a task for example telling someone a problem and getting an
advice. Students in the outer circle move round one chair until everyone
has spoken to each other. As class feedback students can talk about the
best / most humorous advice they received.

8. Headlines Carousel
Very similar to The Onion however this one is done standing in two
circles. Prior to the activity each student writes a headline on a piece of
paper that summarizes a news-worthy event in their recent lives. The
students stand in their circles facing one another and interview those
standing opposite them about their headline. Students move around until
they have spoken to everyone.

9. Guess The Line
Students tell each other three personal anecdotes, two of which are true
in every way but the third being totally untrue but plausible. The listener
can ask 3-5 questions after the story and then have to guess the lie and
give their reasons why.

10. Insert the Word
Learners are each given a card with an unusual word or expression
(perhaps which they have covered in class recently) and they keep it
secret. They then take it in turns telling each other an anecdote
incorporating the secret item as unobtrusively as possible. At the end of
the story the others have to guess the secret expression.

11. Chain Story
Learners build a story together with one person standing and speaking for
perhaps a minute and then wherever that person gets to, the next has to
continue with the story and continue around the group, keeping the story
going for as long as possible.