Handout for Speaking session at MMU, 25th October 2013.

1. Speaking Activities &
Using Technology to Develop
Oracy in the MFL Classroom
Isabelle Jones
Alderley Edge School for Girls
http://isabellejones.blogspot.com
@icpjones
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2. 1. Describe and draw
9. Taboo
2. Spot the difference
10. Battleships
3. Quiz quiz trade
11. Mini presentations
4. Story-telling
12. Chain speaking
5. Charades
13. Role play
6. Mime/Narration
14. Information gap
7. Find someone who
15. Pair dictation
8. Interviews
16. Picture narration
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3. 17. Guess who
23. Class survey
18. Memory pairs
24. Speed dating
19. Chinese whispers
25. Puppets
20. Verbal tennis
26. Question/song of the
day
21. Mind reading
27. Use visitors to introduce
themselves to the class.
22. Noughts and crosses
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4. ¿Cómo
te llamas?
¿Qué te
gusta hacer
en tu tiempo
libre?
¿Cuántos
años
tienes?
¿De qué
color son
tus ojos?
¿Cómo
eres de
carácter?
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¿Cómo es
tu pelo?
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5. ¿Cómo eres?
Me llamo Ana.
Tengo quince años.
Tengo los ojos verdes.
Soy divertida.
No soy seria.
Tengo el pelo negro y liso.
Me gusta bailar porque es un desafío.
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6. Powerpoint Templates
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7. Battleships – el lunes + activity
el día
la
actividad
lunes
martes
miércoles
jueves
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viernes
sábado
domingo
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8. Powerpoint Templates
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9. Word in a bag – explain it to the group.
Dice games: 1 dice represents pronouns, second dice represents
verbs or tenses.
Write an unknown word on the board: pupils ask questions to
find out what it means.
Guessing game: In pairs, one pupil has a card with a word on a
topic, the partner has to ask questions about it to work out what it
is e.g. an item of lost property, a job, a famous person etc.
TV programme: turn off the sound and pupils provide the
dialogue or use future tense by asking what will happen next.
Balloon debate: Who gets thrown out first?
Cluedo: Who did it? – in groups (with a time limit) pupils come up
with either:
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a) the most excuses
b) the most creative excuse / alibi

10. Throw the ball: Differentiated questions and responses.
Build it up: Go round the class or back and forth (in pairs): pupils
add a detail to a sentence to make it longer e.g. je joue, je joue au
tennis, je joue au tennis avec John etc.
Link it: Link key phrases and grammar points to different topics
when teaching it e.g. je n’ai pas de frères and ask pupils to come
up with other nouns to replace frères.
Opinions: Put key higher level phrases in an envelope and pupils
in groups. One person rolls the dice e.g. 5 and takes out 5
phrases from the envelope e.g. parce que / weil, je pense que / ich
denke, dass, etc. They have to answer a question using all 5
phrases. This can be made more competitive e.g. rolling a 6 =
nominate someone else to do your turn.
Sounds: in pairs or alone, pupils find as many words as they can
with particular sounds. (they could be searching for rhyming words
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too)

11. Tengo que pasear
al perro
No tengo tiempo Tengo que
lavarme el pelo
Tengo que hacer
mis deberes
No
quiero.
Tengo que ordenar mi
dormitorio
No tengo dinero Templates
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12. El verano pasado
El invierno pasado
El año pasado
fuí a
Francia
Japón
Brazil
con
mi familia
mis amigos
mi profesor
fuímos en
avión
a pie
barco
Lo pasé
bomba
bien
mal
para
una semana
Y por la
noche
bailé
mandé mensajes
saque fotos
quince días
un mes
por el día
tomé el sol
descansé
Powerpointvisité monumentos
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