posted: 2006.09.14.

 

One of the most effective ways to get students practicing English is to use Discussion Topics in groups of 2, 3 or 4 students.  We all have things we want to say.  We all have our own opinions on a variety of matters.

 

In my classes, we don't use text books, we talk as much as possible during a 90 minute lesson.  There are three primary reasons for this.  The first is obviously, to speak English as much as possible in the limited time available. The second is that text books tend to restrict thought and classroom activity with oral English.  The third is a practical fact that, if a student is shy, perhaps embarrassed or does not want to get involved due to poor skill level, they can 'hide' behind a text book and, as a teacher, I am not able to decide whether the person is taking part in the lesson, or whether they are getting anything out of the lesson.

 

At first students are alarmed that they don't have a book to hold on to as an anchor, but they soon relax, and come to terms with their situation.  They help each other if they get stuck with a question or idea.  That creates a busy working environment and classromm buzz.  It works like this;

 

Given a topic to discuss, the class splits into small groups, usually their friends, and talk about the topic in English.  One writes down notes, another has a dictionary or electronic dictionary to translate unfamiliar words.

 

After a brief introduction, the discussion period lasts for about 25 minutes, leaving 5 - 10 minutes for the group to assimilate (take in), the notes and make a summary.  When the class resumes after a break, the note-taker makes the presentation to the rest of the class.  Students in the 'audience', ask questions. 

 

This rotates round the class from week to week, giving everyone in the group the opportunity to address the class with the groups opinions.  It also gives students confidence and a sense of caring for each other.  There is no 'loss of face', even for the student who has the most difficulty.  The class is supportive, because they know just how harrowing the experience of making a presentation to their classmates, especially for the first time, can be. 

 

There are frequently differing ideas within the group, in which case the introduction should begin with, 'We think...'  and not,  'I think...'.  It may need to be qualified with something like, '...but we couldn't agree, so...'.  This is quite normal.  How boring life would be if we all agreed about everything all of the time!  If you make a statement, it is good practice to qualify what you say anyway.

 

With discussions or Debates - an argument where two opposing sides discuss a topic, there is not a right or a wrong answer.  In asking for your opinions on a topic, I want to hear what you think, not what you think you want me to think!  Is that clear?

 

It is not the place of the teacher to criticise or argue with the presenter about their group's thoughts.  It is OK to make a summary at the end of the lesson.  The teachers job is to encourage discussion, at whatever level of competency the speaker has, encourage confidence in the speakers and encourage the group to think for themselves.  Mistakes don't matter, as they can be corrected, but if students don't make a concerted effort and contribution to a lesson, their competencyand fluency in the language is unlikely to improve.

 

Teaching is not just about imparting knowledge or factual information.  It is about encouraging confidence and success, individuality, how and where to find more information and how to use it.

 

Below are a number of topics which are useful for starters.  Others will be added from time to time, with your help and suggestions.

 

1.  Youthfulness has nothing to do with age, it is a state of mind.

 

2.  China! - take the title and discuss it from any perspective (angle) you like.

 

3.  Only two countries in the world retain the death penalty for serious crimes - some states in the USA and Japan.  Should all lives be treated as equal?

 

4.  Celebrities such as film and pop starts, are often the target of gossip in the press.  Should we care about groundless gossip?

 

5.  Do you think teachers should be held to a high moral standard, even outside school.