What and Why?
Discussions can allow students the opportunity to give their own ideas and, in the later stages of the course, to practise using English to say what they want to say. They can also form a way into a topic which can stimulate the students imagination and give the teachers a indication of how much the students already know. It important, however, - particularly when discussions are done in English - that the emphasis is always on the ideas which are being expressed, not on the accuracy of how it is expressed (grammar, pronunciation etc.). A heavy focus on form can block a discussion and prevent ideas emerging.
Practical ideas
- Discussions can be approached through brainstorming
- In the initial stages of the course, brief discussions can be in the mother tongue. The importance of this is that it can give the students the feeling that their ideas and contributions are valued.
- As the students' abilities in English develop, you can encourage them to express their ideas in English. If the students show resistance, you might ask them "Would you like to know how to say that in English?" and show them how they can express the same idea in English.
- Discussions in the mother tongue can be used as a way to raise the vocabulary that they will meet in English. After a brief discussion, you can put words on the board and ask if they know how to say those things in English.
- Discussions of abstract topics do not usually work well with students of this age. Discussions need a clear, concrete focus - for example, what they know about something or what they think about something with which they are very familiar.
- Discussions are probably best kept short (max. 10 minutes). Beyond that students may lose interest or the discussion may lose its focus.
- With a clear, concrete focus, students can work briefly in small groups. Some groups can then feedback to the whole class.
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