Just Read this article with great examples of activities in language classes. Thanks to Larry Ferlazzo follow him here @Larryferlazzo. Here are some great points;
Whole Class Processing — We want to avoid students “tuning out” during oral presentations. Not only can it be frustrating for the speakers, but students also miss out on valuable listening practice. During oral presentations, and in any activity, we want to maximize the probability that all students are thinking and learning all the time. All students can be encouraged to actively participate in oral presentations by being given a listening task– taking notes on a graphic organizer, providing written feedback to the speaker, using a checklist to evaluate presenters, etc
Teacher feedback/student evaluation–The focus of oral presentations with ELL students should be on the practice and skills they are gaining, not on the grade or “score” they are earning. Teachers can give out a simple rubric before students create their presentations. Then students can keep these expectations in mind as they develop and practice their presentations. The teacher, or classmates, can then use the rubric to offer feedback to the speaker. We also often ask students to reflect on their own presentation and complete the rubric as a form of self-assessment. Figure 30.1 – “Presentation Peer Evaluation Rubric”, developed by talented student teacher Kevin Inlay (who is now a teacher in his own classroom), is a simple rubric we used to improve group presentations in our ELL World History class. Source: https://www.kqed.org/mindshift/50918/how-to-use-oral-presentations-to-help-english-language-learners-succeed
Top Five Presentations
This activity involves students working in groups to develop a top five list based on their interests and then preparing a short presentation to share with the class. We were introduced to the idea by ELT specialist Clare Lavery in her British Council post “Short Projects to Get Them Talking.”
In our version of the activity, we put students in groups of three and give them a few minutes to come up with three to four topics they all find interesting. Sometimes students need a few ideas to get them started so we list some examples on the board (animals, sports, music, fashion, etc.).
Then we tell students to select one of the topics – preferably the one they know the most about – and to develop a top five list for this topic. Some examples might be top five animals, top five sports cars, top five musical artists, or top five movies. Students then receive Figure 30.5: Top Five Outline(depending on the proficiency level of students, the teacher can choose to include or not to include the sentence frames).
PechaKucha Book Talks
PechaKucha (“chit-chat” in Japanese) is a popular presentation format in which 20 slides are shown for 20 seconds each (20 × 20) – about six and a half minutes. The slides, which usually contain one to two images and minimal text, are programmed to advance automatically as the speaker talks along with them.
Five Slide PechaKucha (2:40)
- Slide 1—10 seconds: Introduction, title of book
- Slide 2—60s: Plot, summary
- Slide 3—30s: Favorite scene, character, part
- Slide 4—60s: Evaluation and recommendation
- Slide 5—0 s: Thank you