As described in a recent post on unit design, I generally introduce an interpersonal task after the interpretive task in the lessons I create. Over the years I’ve been fortunate to have attended multiple workshops on communicative speaking activities presented by brilliant educators from whom I’ve borrowed the following ideas.
Because learners at this level are highly dependent on memorized language, I incorporate a lot of interpersonal activities that will help them commit vocabulary and structures to memory through lots of meaningful repetition. Although I don’t assign a vocabulary list to memorize or assess vocabulary out of context, I do provide students at this level with a resource guide to scaffold these tasks.
- Matching As this example from a lesson on daily routines shows, this activity requires students to take turns describing pictures in order to determine which picture on their partner’s paper matches each of their own. ( I usually have the students prepare a grid on a separate sheet of paper to record the matches, so that I can reuse the picture papers.) This is what a sample conversation might look like:
Partner A: #1. C’est un garçon. Il fait ses devoirs.
Partner B: Il a beaucoup de livres?
Partner A: Non, il fait des maths.
Partner B: Il mange son crayon?
Partner A: Oui, il mange son crayon.
Partner B: C’est lettre A. (Both students will write A next to #1 on their papers)
The students tend to really enjoy this activity and usually remain on task as I circulate to provide oral feedback on their conversations. As a follow-up formative assessment, I sometimes select a few of the pictures to describe to the students, who write the number or letter of each picture that I describe.
- Guess Who In this activity one student selects an identity from the page without telling their partner whom they have chosen. Their partner then asks yes/no questions in order to use the process of elimination to determine their partner’s identity. The students then switch roles. Here’s a sample conversation:
Partner A: Tu prends le petit déjeuner?
Partner B: Oui, je prends le petit déjeuner.
Partner A: Tu te lèves?
Partner B: Non, je ne me lève pas.
Partner A: Tu t’habilles?
Partner B: Non, je ne m’habille pas.
Partner A: Tu te réveilles?
Partner B: Oui, je me réveille.
(Conversation continues until partner A has used the process of elimination to determine their partner’s identity.) I suggest requiring the students to ask at last 8 questions before they guess an identity. As a follow-up formative assessment, I sometimes select an identity and ask several true/false questions. Use the same clipart as I included in the resource guide so that there is no confusion about what activity the pictures are depicting.
- Same/Different Although this activity looks similar to the Matching one, it is quite different. The object of this one is to determine, starting with #1, whether your partner has the same or a different picture. The students then write Même or Différent on their paper. It’s important to let the students know that their pictures will be quite similar and that they’ll need to ask several questions before making up their minds whether the pictures are the same or different. Here’s a sample conversation:
Partner A: Sur mon #1 il y a une lune et des chauve-souris.
Partner B: Moi aussi. Est-ce que la lune est derrière les chauve-sours?
Partner A: Oui, la lune est derrière les chauve-souris. Tu as combien de chauve-souris?
Partner B: J’ai 10 chauve-souris.
Partner A: J’ai 12 chauve-souris. Alors, c’est différent.
Placing the handouts in page protectors allows the students to use dry erase markers to cross out pictures as they match them (Matching) or eliminate them (Guess Who).
I usually change activities as soon as the first pair finishes the Matching and Same/Different Activity–it is not necessary for everyone to finish. The students can play the Guess Who game several times in a row, however.
- Pair Crossword Puzzles In this activity, each partner is given a crossword puzzle with either the vertical or the horizontal responses filled in. The students then circumlocute in order to help their partner complete his/her puzzle. Although I use this activity more often with intermediates, this one worked with my Novice Mids because of the relatively formulaic phrases that could be used to circumlocute. Here is a sample conversation:
Partner A: #1, c’est le mois avant octobre.
Partner B: Ah, septembre. #2, c’est le numéro entre quatorze et seize.
Click here for directions on using puzzlemaker.com to create these activities.
- Scaffolded Discussion.In addition to the games described above, I have the students practice a lot of interviews to prepare them for their IPA. In this example, I’ve scaffolded the task by providing both the questions and possible responses.
- Friendship Circle In this example, the students will check the statements that describe their typical morning activities and then ask their partners whether they do each activity they have checked. After their partner responds, both students will write a sentence in the appropriate section of the diagram. (I find that the students can write more neatly in this modified form of Venn diagram.) Note: The students should be reminded NOT to ask a question about the activities they haven’t checked, as there is no place in the diagram to note activities that neither partner has done. The recovering grammarian in me loves this activity as it gives the students an opportunity to use the 1st person singular, 2nd person singular (in the questions), 3rd person singular AND the 1st person plural form of the verbs!
- Speed-friending. For this activity I have the students arrange their desks in two long rows, facing each other. They then have 3 minutes to ask the person in front of them the questions they have written down (as well as answer the questions they’re asked). When the timer goes off, everybody in one of the rows moves one seat to the right (the last student goes to the beginning of the line). They then ask their next partner the same questions and note their responses. After 3 minutes, the same students move another seat to the right (the other row never moves). I find that the repetition really helps the students start to internalize the questions (a difficult structure) in preparation for the IPA. They are also often excited to do the follow-up presentational writing where they ask to stay with the student with whom they had the most in common.
- Venn or Top Hat Diagrams With these learners, who are now able to create with the language, I often integrate interpretive and interpersonal tasks. In this example, one partner read an article about same-sex marriage in France and the other about the same topic in Canada.They then discussed what they had read in order to compare same-sex marriage in the two countries in a Top Hat diagram. Similarly, in this activity, each partner read an article about Chandeleur and filled in the first graphic organizer with relevant details. The students then discussed their notes in order to compare the details given in each article and fill in the Top Hat diagram.
- Role Plays As with the graphic organizers, I find that incorporating role plays is an effective way to integrate interpretive and interpersonal communication. Assigning roles allows students to synthesize what they learn from written and recorded sources while at the same time developing their interpersonal communication skills. In this example, the students performed role plays based on hypothetical situations from a film we watched in class. These role plays based on a Petit Nicolas story, allowed the students to retell the story they read from a different point of view. I also find that creating roles when assigning debates provides a more authentic context for the discussion.
- Interviews Several different contexts lend themselves to various interviews in my Intermediate classes. In some cases, the students compare their actual opinions and experiences, using a graphic organizer. On other occasions, I integrate interpretive and interpersonal communication by having students ask their partner questions whose answers are found in a text that only the partner has. As in this example, I write the prompts in English so that the students are required to negotiate meaning in order to get the information they need to complete the task.
- Pair Crossword Puzzles Following the same process as the Novice example given above, I create an A/B version of a crossword puzzle that the students circumlocute to fill in. This activity works great to review a story, as the students will use details/vocabulary from the story when giving clues, as well as for non-fiction themes. This activity is also a great way to practice relative pronouns (which can be encouraged by providing sentence starters such as these.) My students really enjoy these puzzles. As a matter of fact, a student last year asked if she and her partner could take their puzzles home and finish them on the bus “just for fun.” When time permits I sometimes follow up this activity with a $100,000 Pyramid game in which I project a slide with 5 of the words and pairs of students from two different teams take turns describing as many of the words as they can in one minute.
- Interactive Word Wall While I’ve used the above-mentioned activities for several years, some professional development on critical thinking skills this year yielded several strategies that I plan to add to my teacher toolbox. In fact, I incorporated one such strategy, the Interactive Word Wall last year. Although this activity does not exactly meet the criteria for interpersonal communication (there is little negotiation of meaning), its implementation did provide a context for authentic speech in my combined Level 4/5 class. For this activity, I created a set of cards by printing the document on card stock and cutting out the words.. The rest of the cards had either single or double-sided arrows. Each group of four students was given a set of cards and they took turns taking a word card and using an arrow card to connect it to another word, explaining the relationship between the two ideas in the target language. (Although the presenter used larger cards so that the whole class worked on one word wall, I wanted to involve more students by having them work in small groups.) I was somewhat nervous about implementing this strategy for the first time, as I wasn’t sure how best to choose the terms, but the students were able to find connections for all of the randomly-chosen words I included. Here’s a picture of one of the webs and here’s a video explaining its implementation.
- Six Hats I will implement this strategy for the first time in my introductory French ⅘ unit on family relationships. Each student will be given one of the six cards in this document (no one will be given the blue hat at this point) and will “wear” this hat when read an article about adoption. They will then discuss the article from the point of view of their hat. I created this graphic organizer so that the students could take notes about their group members’ responses.
- Bracketology. As an introduction to this family unit, I’ll give each student a copy of this bracket . Each group will fill in the first column of 8 rectangles with their ideas about the characteristics of a good parent. They will then discuss these characteristics in pairs in order to choose which of these 4 are the most important. After narrowing down their list they will further discuss in order to choose the 2 most important qualities, and then finally the single most important quality.
I’d love to add more variety to my interpersonal activities, so please share some of your favorites!