Conversation classes are a good opportunity for the extra practice language students need. Regular classes usually do not allow for enough talking chances for a number of reasons, including the simple fact that teachers have to use time to teach new content. However, making students talk, especially in A to B levels can pose a real challenge. What are some of the strategies you have successfully used so far?
I've had some success in EFL classes with this minimal preparation activity
https://languagesteachersupport.wordpress.com/2015/10/21/speed-chat/
For Asians, my students normally are very shy to participate. When asked, they will answer at one time or murmur the answer. Students do not prefer to be identified. When I tried with Mentimeter (an apps) for example, wow the feedback are really great! Can adjust in conversational class.
I require talking in my classes so I am always working to find new solutions. One that works for me is to post 4 questions on the board. Then I identify 10 people who will answer each question. The answer is just 30-45 seconds. They get a few minutes to prepare their answer. Then I call on them and they stand to give their answer. 30 seconds goes fast. This process takes about 20 minutes because some students go less than 30 seconds but that is ok.
Also, it breaks the ice. Once a students speaks during this opening process, they tend to be more comfortable answering questions during the rest of the class period. This comfort disappears after class and needs to be reestablished in the next class for most students. Once a student has spoken in class for a few class sessions, they become more comfortable and I can eliminate this process. But, if they get too quiet, I do one round of it.
Even the most shy students get pretty comfortable after 8-10 class sessions of this process. Students come back to me after graduation to tell me this was a monumental activity for them.
As for the tie away from content, if you tell them the questions in advance, and align it with content, it ties in well. You can also break it up so you do 10 people on one topic, then lecture, then 10 more people on the next topic.
The key to success is keeping it short - 30-45 seconds, doing it often and giving them the question and a few minutes to prep so they can plan what they will say.
1) Get them talking to each other, not just to you.
2) Literally tell them to address their comments to each other.
3) Try not to respond to every student comment; instead ask the class what they think about what has just been said.
4) As an icebreaker, ask a question for which there is no single correct answer and go around the table with it. (Example:What is the first adjective that comes to mind when you think of the protagonist of this story? Or: On a scale of 1 to 10, rate the effectiveness of Allied military leadership in 1916.) With this strategy, you can begin the discussion with 100 percent participation, and you can subvert the usual hierarchy by inviting two or three of the more passive students to explicate their answers.
5) If the discussion group is large, divide it into smaller units, each one dealing with the same or separate problems in the reading. Float from group to group, giving guidance and answering questions when needed. When the period is nearly over, leave about twenty minutes to reassemble the class and have the small groups report to each other.
Best Regards @Israel A. C. Noletto
You can use "information gap", "opinion gap", "problem solving", and "reasoning gap" tasks. You should also take your students' background knowledge and age into consideration. Try to choose topics that will withdraw their attention.
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