Creative Innovative Conversations: Why and How?

Mehri Golfeshan, Iran

Mehri Golfeshan is an English teacher in Shiraz University Language Center. She has been teaching for ten years. She is interested in communicative and practical ways to encourage learners to produce the second language more creatively. E-mail: mehri_golfeshan@yahoo.com

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Introduction
Quick guide
Procedure

Introduction

Communicating in the second language is the goal of many English classes and learning centers. To achieve this aim, there are lots of ways. However, in my opinion teachers and educators should choose the methods and options that are more functional and also encouraging for students, especially for the ones whose second language is not really used out of the classroom. In this case teachers should maximize the usage of the second language.

As I said before, there are many methods which can be used by teachers to help students produce the second language and also motivate them to show their creativity. Of course, for having the best result teachers must consider many factors such as students’ knowledge in the second language and culture. Without noticing the factors, the selected method may lead to failure and discouragement.

One particular tactic I use in upper intermediate and advanced levels is creating innovative conversations by students. This conversation is based on the units of the book. This method causes learners to show their creativity and talent. It also helps them to use vocabulary, grammar rules and expressions practically and communicatively. It benefits shy and introvert students to be confident and more interactive as well.

Quick guide

Learner’s level: upper intermediate and advanced

Multiple intelligences: learners should use their linguistic and inter-personal skills

Preparation time: 1 to 2 days

Procedure

The steps are as follows:

1. At the end of each unit I ask two or more students (depends on the number of the class) to study the unit and make a new and creative conversation related to the subject of the unit. This conversation should include the new vocabulary and the grammar of the unit. They should be prepared for the next class.
2. The next class, students present the conversation in a kind of role play. They come in front of the class and if it is necessary they make some little changes like setting the chairs and tables, etc.
3. Before they start a dialogue, I ask other learners to listen carefully and take notes of possible errors and questions.
4. They start their conversation in which they try to use the new vocabulary, grammar and expressions. It helps learners to review the unit and also learn to use the target language in new settings. It takes about 5 to 10 minutes.
5. When the conversation is finished, other students ask their questions if they have any. I try to correct the mistakes with learners’ help and cooperation. I put the correct ones on the board. It takes about 5 minutes.
6. At the end, the students are asked to make copies of the revised one for other learners.
   Totally it takes about 15 minutes and it really helps learners to produce the second language in a natural and real way; very close to their culture. Besides, it helps the learners to have fun and enjoy the class.

Please check the Teaching Spoken English & Grammar course at Pilgrims website.
Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the Methodology and Language for Secondary Teachers course at Pilgrims website.
Please check the Teaching Advanced Students course at Pilgrims website.