Dixit is a game which consists of a set of cards with very colourful and dreamlike illustrations. Our students really like them as they can build a lot of stories around them. Very often, they have to choose one card and using the words from the last class they need to build a story or describe cards to each other.

 They are also perfect for practising past tenses when telling stories. You can basically let your students use all tenses using the cards, depending how you setup the task, for example:

 Apart from vocabulary revision games, we’re also fans of translating sentences for revising. It may be seen as an old-fashioned way, but it will help intermediate/upper-intermediate students learn how to use new language in context. The most common way we do it is:

 Give students 5-10 sentences in their mother tongue. They all should contain underlined words/phrases which you would like them to revise. Students need to translate sentences and recall English equivalents of the words from previous classes (if you want to make it more challenging, include various grammar points).

 Provide students with 5-10 gapped sentences which they need to fill with English equivalents of the phrases in their mother tongue provided in brackets after the gaps. It is a less demanding version of the usual translation exercise, i.e. suitable for less proficient students.

 Let your students amaze you and don’t require from them a one-to-one translation. It is all about conveying a message and students will come up with various surprising ways of saying the same thing.

 In order to make your students practise new words/phrases while speaking, it is also a good idea to give them gapped questions which they have to complete with the provided words which appeared during previous lessons. After completing them, students answer them. Avoid using closed (yes/no) questions when creating such a revision for your students. Depending on your students level you may:

 How about you? What kind of methods for reviewing language work for your students? Share you favourite ones in the comments below so we can use them during our lessons.

 Do you use Kahoot during the lesson or assign kahoots as homework? I heard about the services but have never tried it out. What’s your opinion about it and which feature you like the most?

 My high school and adult ESL students LOVE Kahoot. It is good for fostering a little competition between students. I mostly use it in class to review vocabulary and grammar structures. I also use it for special holidays like Christmas or Halloween. Students can also download the app and play alone to review alone. ű

 The main restriction is that every student needs a mobile device or computer that is connected to the internet. In a smart classroom or with students who have data on their phones it is easy. But sometimes it doesn’t work because the technology isn’t working or adequate.

 Hmm, I’ve heard of Kahoot but never really tested it out extensively. It seems like a lot of work designing those quizzes/games but I guess I need to look into that. Thanks for the recommendation.

 Kahoot live (played in groups) always works great in class. Ss cooperate, are motivated, and have fun. Even a “boring” fill in the gaps grammar revision exercise becomes exciting 🙂

 I’ve already heard about this service, and really want to try it out. But I can’t imagine how to play it with the whole class (not every student has a device connected to the Internet). I’ll be thankful if you share your experience!!

 I liked Quizlet very much. But I didn’t understand if I have to pay. It seems to have an upgrade, but I’d like you to tell me if I can or not create lessons for free.

 Well, you can create sets and assign to classes or just make them publicly available with the free account. The paid teacher mode removes the limit of classes you can create and gives you some stats on how your students progress and their score. I think it’s quite useful as you can see what words and phrases you should revise with your students.

 When asked why they study English, most students will say it’s because they want to communicate. They might also want to find a better job, pass an exam or simply be better at English, but oral communication is what students usually put very high on their priority list. What is more, many foreign language students admit that the fact that they can speak a language they couldn’t speak, say, a year earlier, makes them feel extremely satisfied and keeps them motivated. Whether you teach low-level or advanced learners, use these five speaking fluency activities for ESL students to help them communicate better in English. You can use the activities as warm-ups, fillers, and whenever you feel that your students (and you!) need them.

 Used every day by people all over the world, small talk or a quick chat is a great way to practise fluency, revise and make students feel more confident about speaking English. It can be used with students on all levels and repeated regularly in different forms. You can simply ask your students how their weekend was, or how they’ve been, but you could also choose a couple of questions from the list below to make the classroom small talk more varied. Ask follow-up questions and encourage other students to do so, too.

 Visual aids are not only a great prompt for speaking, but they also make the lesson more interactive and engaging. Regardless of the students’ level, they are a valuable tool for practising speaking. There are numerous websites where you can generate random pictures (like here or here) and use them to make your students talk. Apart from the obvious ‘describe the picture’ part, use the set of questions below to make the task more interesting or more appropriate for high-level students. The questions work with any picture, and develop not only speaking fluency, but also the ability to think critically in English.

 Do you think your students could benefit from such speaking fluency activities? In this lesson for lower-level students you will find tasks to help with picture description, and at the end of this lesson for advanced students you will find sets of photos with extra questions.

 An oldie but a goodie. Everybody likes talking about their preferences, and as teachers we can use this fact to get our students talking. The rule here is that students must explain why they prefer something over something else, because that is when production happens. Use the examples below, and once your students get the gist of the activity, ask them to prepare more of the ‘Would you rather’ questions in pairs. Give them a theme: holidays, work, lifestyle, possessions, extremes, etc. They can then answer other students’ questions.

 This is one of the best speaking fluency activities for ESL students to use if your lower-level learners still don’t feel comfortable speaking English. The purpose is to let them have a simple conversation with a partner, without worrying about accuracy, and enjoy the fact that they are able to communicate in a foreign language. Put your students in pairs and tell them they will talk about a topic you give them for two minutes. Tell them the point is to keep the conversation going, and that they can say whatever comes into their mind. That means they can share their own opinions and experience, but also ask their partner questions. You, the teacher, want to hear them speak English and that’s all you ask.

 Some possible topics for the two-minute conversations include: weekends, food, films, pets, birthdays, shopping, family, cities, travelling, school. If you want to make it more interesting, choose some of these less obvious topics: carrots, socks, dolphins, dentists, headphones, windows, jars, islands, queues, coffee.

 This simple activity creates lots of opportunities for students to ask questions. The following are some examples of what you might say to your students about yourself. You can obviously adapt the sentences so that they are true for you.

 After hearing or reading one of your sentences, students talk in pairs or groups to establish if it is something you and they have in common. It probably isn’t, so they will get one minute to modify the statement so that it is true for the three of them. This will require either asking their partners questions (e.g. Where do you listen to music? Do you listen to classical music? Do you always listen to something in the car?), or talking about their own experience, e.g. of listening to music and going places by car, until the other students decide that it is also true for them. (There might be students who, once they realize a sentence is untrue for all of them, will simply turn it into a negative, or change the beginning to ‘My English teacher…’. Make sure they know that is not what the activity is about.)

 If you want your students to practise asking questions more, have a look at this lesson plan.Fluent speaking is arguably the most desirable skill for English learners. At ESL Brains, we always try to give it priority in the lessons we design, but it ultimately depends on you, the teacher, how much speaking practice your students are given. How do you create speaking opportunities in the lesson? Which of the no-prep speaking fluency activities for ESL students will you use to help your students communicate better in English?

 Thanks for the inspiration! It’s always nice to have a few fresh ideas, or even just a reminder to dust off some classic, well-loved activities too. 🙂