Speaking is often considered the most challenging skill to master in English as a Second Language (ESL). For teenagers, this challenge can be compounded by self-consciousness and a fear of making mistakes.
However, with engaging and well-structured activities, teens can overcome these barriers and develop fluency and confidence in their spoken English. This article provides 23 of the best ESL speaking activities designed specifically for teenagers, offering a variety of approaches to cater to different learning styles and classroom environments.
These activities aim to make learning fun, interactive, and effective, helping teens to improve their communication skills and achieve their language learning goals. Whether you’re a teacher looking for fresh ideas or a student eager to improve, this guide offers practical and engaging solutions.
Table of Contents
- Introduction
- Importance of Speaking Activities
- 1. Would You Rather
- 2. Two Truths and a Lie
- 3. Debate It!
- 4. Storytelling Relay
- 5. Picture Prompts
- 6. Role-Playing Scenarios
- 7. Interview a Classmate
- 8. Show and Tell (Teen Edition)
- 9. Just a Minute
- 10. Hot Seat
- 11. Movie/Book Reviews
- 12. Problem-Solving Scenarios
- 13. Board Game Banter
- 14. Create a Commercial
- 15. News Report
- 16. Chain Story
- 17. Speed Dating
- 18. Describe and Draw
- 19. Find Someone Who
- 20. Desert Island Discussions
- 21. The Question Game
- 22. Presentation Power
- 23. Podcast Creation
- Common Mistakes
- Practice Exercises
- Advanced Topics
- FAQ
- Conclusion
Importance of Speaking Activities
Speaking activities are crucial for ESL teens because they provide a platform to actively use the language they are learning. Unlike passive learning methods such as reading or listening, speaking requires students to formulate their own thoughts, choose appropriate vocabulary and grammar, and articulate their ideas in a coherent manner.
This active engagement strengthens their understanding of the language and improves their ability to communicate effectively in real-world situations. Moreover, speaking activities help to build confidence, reduce anxiety, and foster a more positive attitude towards learning English.
Furthermore, effective speaking activities often involve interaction with peers, which promotes collaboration, teamwork, and social skills. By engaging in discussions, debates, and role-plays, students learn to listen attentively, respond thoughtfully, and negotiate meaning, all of which are essential skills for successful communication.
The feedback and support they receive from their classmates and teachers help them to identify areas for improvement and refine their language skills. Ultimately, speaking activities empower ESL teens to become more fluent, confident, and competent communicators.
1. Would You Rather
Description: “Would You Rather” is a simple yet highly engaging activity that encourages teens to express their opinions and justify their choices. It involves presenting students with two options and asking them which they would prefer and why. This activity promotes critical thinking, vocabulary usage, and spontaneous speaking.
How to Play: The teacher presents a “Would You Rather” question, such as “Would you rather have the ability to fly or be invisible?” Students then choose their preferred option and explain their reasoning. Encourage them to elaborate on their answers and engage in discussions with their classmates.
Example Questions:
| Question | Possible Responses |
|---|---|
| Would you rather live in the past or the future? | “I would rather live in the future because I’m curious about new technologies and advancements.” |
| Would you rather have the ability to fly or read minds? | “I would rather have the ability to fly because it would be amazing to travel the world without needing an airplane.” |
| Would you rather be famous for inventing something or for saving someone’s life? | “I would rather be famous for saving someone’s life because it’s more meaningful to help others.” |
| Would you rather never use social media again or never watch TV again? | “I would rather never watch TV again because I rely on social media to stay connected with my friends.” |
| Would you rather have a personal chef or a personal driver? | “I would rather have a personal chef because I love food and I’m not a great cook myself.” |
| Would you rather speak all languages or be able to talk to animals? | “I would rather speak all languages because it would open up so many opportunities to communicate with people from different cultures.” |
| Would you rather have unlimited money or unlimited time? | “I would rather have unlimited time because money can’t buy you more time to spend with loved ones or pursue your passions.” |
| Would you rather live in a big city or in the countryside? | “I would rather live in the countryside because I prefer the peace and quiet and being close to nature.” |
| Would you rather be the smartest person in the world or the happiest person in the world? | “I would rather be the happiest person in the world because happiness is more important than intelligence.” |
| Would you rather be able to teleport or be able to time travel? | “I would rather be able to teleport because it would be so convenient to travel to different places instantly.” |
| Would you rather eat the same meal for the rest of your life or never be able to eat dessert again? | “I would rather eat the same meal for the rest of my life because I can’t imagine never eating dessert again!” |
| Would you rather have a photographic memory or be able to forget anything you want? | “I would rather be able to forget anything I want because it would be helpful to erase painful memories.” |
| Would you rather be a famous actor or a famous musician? | “I would rather be a famous musician because I love music and I would enjoy performing for large audiences.” |
| Would you rather have the power to heal people or the power to bring back the dead? | “I would rather have the power to heal people because bringing back the dead could have unforeseen consequences.” |
| Would you rather be fluent in every language or a master of one musical instrument? | “I would rather be fluent in every language because it would allow me to connect with people from all over the world.” |
| Would you rather live without the internet or without air conditioning/heating? | “I would rather live without air conditioning/heating because the internet is essential for communication and information.” |
| Would you rather be able to predict the future or change the past? | “I would rather be able to predict the future because changing the past could have unintended consequences.” |
| Would you rather be the first person to explore a new planet or the inventor of a life-changing technology? | “I would rather be the inventor of a life-changing technology because it would benefit more people.” |
| Would you rather have a dog that can talk or a cat that can do your homework? | “I would rather have a cat that can do my homework because it would be so helpful for my studies.” |
| Would you rather be able to breathe underwater or fly? | “I would rather fly because it would give me a greater sense of freedom and allow me to see the world from a new perspective.” |
2. Two Truths and a Lie
Description: “Two Truths and a Lie” is a fun icebreaker activity that encourages students to share information about themselves while practicing their speaking and listening skills. Each student shares three “facts” about themselves – two true and one false. The other students must guess which statement is the lie.
How to Play: Each student writes down two true statements and one false statement about themselves. They then take turns reading their statements aloud to the class. The other students listen carefully and try to guess which statement is the lie. The student then reveals the correct answer.
Example Statements:
| Student | Statements | Lie |
|---|---|---|
| Maria | 1. I have a pet rabbit. 2. I can play the guitar. 3. I’ve been to Japan. | 2. I can play the guitar. |
| David | 1. I love to cook. 2. I hate chocolate. 3. I’m afraid of heights. | 2. I hate chocolate. |
| Sofia | 1. I have two older brothers. 2. I’ve never broken a bone. 3. I speak three languages. | 3. I speak three languages. |
| Ethan | 1. I’ve met a famous actor. 2. I can solve a Rubik’s Cube. 3. I’m allergic to cats. | 3. I’m allergic to cats. |
| Olivia | 1. I’ve been skydiving. 2. I love to read science fiction. 3. I can play the piano. | 1. I’ve been skydiving. |
| Noah | 1. I’ve traveled to Europe. 2. I enjoy playing video games. 3. I can’t swim. | 3. I can’t swim. |
| Ava | 1. I have a twin sister. 2. I’ve won a spelling bee. 3. I’m a vegetarian. | 1. I have a twin sister. |
| Liam | 1. I’ve been to a concert. 2. I dislike pizza. 3. I can speak Spanish. | 2. I dislike pizza. |
| Isabella | 1. I’ve climbed a mountain. 2. I love to dance. 3. I’m afraid of spiders. | 1. I’ve climbed a mountain. |
| Jackson | 1. I’ve ridden a horse. 2. I enjoy watching horror movies. 3. I can’t ride a bike. | 3. I can’t ride a bike. |
| Mia | 1. I’ve met a famous singer. 2. I love to write poetry. 3. I’m afraid of the dark. | 1. I’ve met a famous singer. |
| Aiden | 1. I’ve been to Disneyland. 2. I enjoy playing basketball. 3. I can’t whistle. | 3. I can’t whistle. |
| Chloe | 1. I’ve been to a music festival. 2. I love to bake cookies. 3. I’m allergic to peanuts. | 1. I’ve been to a music festival. |
| Lucas | 1. I’ve seen a ghost. 2. I enjoy playing the drums. 3. I can’t drive a car. | 1. I’ve seen a ghost. |
| Harper | 1. I’ve been to a fashion show. 2. I love to paint. 3. I’m afraid of snakes. | 1. I’ve been to a fashion show. |
| Elijah | 1. I’ve won a chess tournament. 2. I enjoy playing soccer. 3. I can’t cook anything. | 3. I can’t cook anything. |
| Abigail | 1. I’ve been on TV. 2. I love to sing. 3. I’m allergic to dairy. | 1. I’ve been on TV. |
| Benjamin | 1. I’ve seen a shooting star. 2. I enjoy playing board games. 3. I can’t dance. | 3. I can’t dance. |
| Emily | 1. I’ve been to a wedding. 2. I love to hike. 3. I’m afraid of balloons. | 1. I’ve been to a wedding. |
| Daniel | 1. I’ve seen a tornado. 2. I enjoy playing the saxophone. 3. I can’t draw. | 1. I’ve seen a tornado. |
3. Debate It!
Description: Debates are excellent for developing critical thinking, argumentation, and persuasive speaking skills. Teens are divided into teams and assigned to argue for or against a specific topic. This activity helps them to research, organize their thoughts, and present their arguments effectively.
How to Play: Choose a controversial topic that is relevant to teenagers, such as “Should schools ban mobile phones?” Divide the class into two teams: one team to argue for the proposition and the other against it. Give them time to research and prepare their arguments. Each team then presents their arguments and rebuttals. Finally, the class can vote on which team presented the most convincing arguments.
Example Debate Topics:
| Topic | Arguments For | Arguments Against |
|---|---|---|
| Should schools ban mobile phones? | Distraction in class, cyberbullying, cheating | Emergency communication, educational resources, convenience |
| Should teenagers have the right to vote at 16? | Increased political engagement, fresh perspectives, representation | Lack of maturity, limited life experience, susceptibility to influence |
| Is social media good or bad for teenagers? | Connection with friends, access to information, self-expression | Cyberbullying, addiction, unrealistic expectations |
| Should homework be banned? | Reduces stress, allows for more extracurricular activities, promotes family time | Reinforces learning, develops time management skills, prepares for higher education |
| Should all schools require students to wear uniforms? | Reduces distractions, promotes equality, improves school safety | Limits self-expression, can be expensive, doesn’t address underlying issues |
| Should fast food be banned? | Promotes healthier eating habits, reduces obesity, decreases healthcare costs | Infringes on personal choice, impacts the economy, can be enjoyed in moderation |
| Should zoos be banned? | Animals live in captivity, can suffer from stress and boredom, ethical concerns | Conservation efforts, education about animals, research opportunities |
| Should video games be considered a sport? | Requires skill and strategy, competitive, can be physically demanding | Lack of physical activity, potential for addiction, not a traditional sport |
| Should plastic bags be banned? | Reduces pollution, protects wildlife, promotes sustainability | Convenient for consumers, impacts the economy, alternative options may not be as effective |
| Should the school year be longer? | More time for learning, better preparation for standardized tests, reduces summer learning loss | Leads to burnout, reduces time for extracurricular activities, doesn’t guarantee better learning |
| Should all cars be electric? | Reduces pollution, promotes sustainability, decreases reliance on fossil fuels | Expensive, limited infrastructure, batteries can be harmful to the environment |
| Should social media influencers be held responsible for the products they promote? | Protects consumers, promotes transparency, discourages misleading advertisements | Infringes on freedom of speech, difficult to regulate, can stifle creativity |
| Should reality TV be banned? | Promotes unrealistic expectations, can be exploitative, often lacks educational value | Entertaining, provides opportunities for ordinary people, can raise awareness about important issues |
| Should all public transportation be free? | Reduces traffic congestion, promotes accessibility, decreases pollution | Expensive, requires government funding, potential for overcrowding |
| Should schools teach coding to all students? | Develops problem-solving skills, prepares for future careers, promotes innovation | Not relevant for all students, requires resources and training, can be time-consuming |
| Should students be allowed to use AI tools for homework? | Assists with research, improves efficiency, provides personalized learning | Promotes cheating, reduces critical thinking skills, can lead to misinformation |
| Should the voting age be lowered to 16? | Encourages civic engagement, provides younger voices in politics, allows for more diverse representation | Lack of maturity, limited life experience, potential for manipulation |
| Should animals be used for scientific research? | Advances medical knowledge, helps develop new treatments, can improve human health | Ethical concerns, animals can suffer, alternative methods are available |
| Should there be a limit on the amount of screen time children are allowed each day? | Promotes physical activity, reduces eye strain, improves sleep quality | Infringes on personal choice, can limit access to educational resources, difficult to enforce |
| Should schools provide free menstrual products in bathrooms? | Promotes equality, reduces stigma, ensures access to essential hygiene products | Expensive, requires funding, can be misused |
4. Storytelling Relay
Description: This activity encourages creativity and collaboration. Students work together to create a story, with each student adding a sentence or paragraph to the narrative. This promotes spontaneous speaking, listening skills, and teamwork.
How to Play: The teacher starts a story with a sentence or two. Then, each student adds a sentence or paragraph to continue the story. The story continues until everyone has had a chance to contribute. The teacher can set a time limit for each student to add their part to the story. Encourage students to build upon each other’s ideas and create a cohesive and engaging narrative.
Example Story Starters:
| Story Starter |
|---|
| “It was a dark and stormy night…” |
| “One day, I found a mysterious box in my attic…” |
| “The spaceship landed in the middle of the school playground…” |
| “A strange noise woke me up in the middle of the night…” |
| “I opened the door and stepped into a world I had never seen before…” |
| “The old house on the hill had a secret…” |
| “I received a letter from a long-lost relative…” |
| “The journey began with a single step…” |
| “The map led to a hidden treasure…” |
| “The robot suddenly came to life…” |
5. Picture Prompts
Description: Picture prompts are a fantastic way to stimulate creativity and encourage students to speak about a variety of topics. Showing a picture and asking students to describe what they see, what they think is happening, or what might happen next can lead to engaging discussions.
How to Play: Show students a picture (it could be anything from a landscape to a portrait to an abstract image). Ask them questions like: “What do you see in this picture?”, “What do you think is happening?”, “What might happen next?”, or “How does this picture make you feel?” Encourage them to use descriptive language and express their opinions.
Example Picture Prompts and Questions:
| Picture Description | Possible Questions |
|---|---|
| A bustling city street with people walking, cars driving, and shops lining the sidewalks. | What are the people doing? What time of day is it? What sounds do you hear? Would you like to live in this city? |
| A serene beach with clear blue water, white sand, and palm trees swaying in the breeze. | What activities can you do on this beach? How does it make you feel? Have you ever been to a place like this? What do you think about? |
| An old, abandoned house with broken windows, overgrown vegetation, and a spooky atmosphere. | Who might have lived here? What happened to this house? Would you dare to go inside? What do you think about? |
| A group of friends laughing and having fun together in a park. | What are they talking about? What kind of activities are they doing? What do you think about? What is the relationship between them? |
| A futuristic cityscape with flying cars, towering skyscrapers, and advanced technology. | What kind of technology do you see? Would you like to live in this city? What are the advantages and disadvantages of this lifestyle? |
Common Mistakes
Even with engaging activities, students might make common errors. Being aware of these can help teachers provide targeted feedback.
Grammar Errors: Incorrect verb tenses, subject-verb agreement issues, and misuse of articles are common. For example:
| Incorrect | Correct | Explanation |
|---|---|---|
| “I go to the park yesterday.” | “I went to the park yesterday.” | Past tense verb usage. |
| “She have a dog.” | “She has a dog.” | Subject-verb agreement. |
Pronunciation Errors: Difficulties with certain sounds, stress patterns, and intonation can hinder communication.
| Incorrect | Correct | Explanation |
|---|---|---|
| Saying “tree” as “three.” | Clear distinction between /tr/ and /θr/ sounds. | Pronunciation of consonant blends. |
Vocabulary Errors: Using inappropriate or inaccurate vocabulary can lead to misunderstandings.
| Incorrect | Correct | Explanation |
|---|---|---|
| “The food was very big.” | “The food was very delicious.” | Using a more appropriate adjective. |
Practice Exercises
To reinforce learning, incorporate regular practice exercises. Here are a few examples:
Exercise 1: “Would You Rather” Extension
| Question | Answer (Student Response) |
|---|---|
| Would you rather have a rewind or a pause button in your life? Explain why. | I would rather have a pause button in my life because sometimes, I need a moment to think before making a decision or doing something. With a pause button, I can stop time and consider all my options without any pressure. |
| Would you rather be the funniest person or the smartest person in the room? Explain why. | I would rather be the funniest person in the room because making people laugh brings joy, and it’s a great way to connect with others. Laughter creates a positive atmosphere and helps people feel more comfortable and happy. |
| Would you rather have the ability to speak any language or play any musical instrument? Explain why. | I would rather have the ability to speak any language because it would open up so many opportunities to communicate with people from different cultures. I could travel the world and connect with people on a deeper level. |
| Would you rather live in a world without music or a world without books? Explain why. | I would rather live in a world without music because books provide knowledge, stories, and different perspectives. Books allow us to learn and grow, and they have a significant impact on our lives. |
Exercise 2: Storytelling Relay – Create Your Ending
Start a story and have students add their own endings.
Story Starter: “The old clock in the attic began to chime, and a hidden door creaked open…”
Exercise 3: Picture Prompt Descriptions
Show a picture of a busy market and ask students to describe what they see, using at least five sentences each.
Advanced Topics
For advanced learners, delve into more complex aspects of speaking.
Idiomatic Expressions: Understanding and using idioms can significantly enhance fluency. For example, “break a leg” means “good luck.”
Nuance and Tone: Teaching students to convey subtle differences in meaning through tone and body language can make their communication more effective.
Register: Understanding and using appropriate language for different contexts (formal vs. informal) is crucial for successful communication.
FAQ
Q1: How can I make speaking activities less intimidating for shy students?
A1: Start with pair work or small group activities to build confidence gradually. Provide clear instructions and a supportive environment, and avoid direct correction in front of the whole class.
Q2: How often should I incorporate speaking activities into my ESL lessons?
A2: Ideally, every lesson should include some form of speaking activity, even if it’s just a brief discussion or Q&A session. Regular practice is key to improving fluency.
Q3: What if students make a lot of grammar mistakes during speaking activities?
A3: Focus on communication first and accuracy second. Note down common errors and address them in a separate grammar lesson.
Provide gentle correction and encouragement during speaking activities.
Q4: How can I assess students’ speaking skills effectively?
A4: Develop a rubric that assesses fluency, pronunciation, grammar, vocabulary, and content. Provide specific feedback and focus on progress rather than perfection.
Q5: What are some online resources for finding ESL speaking activities?
A5: Websites like ESL Games Plus, The TEFL Academy, and various ESL teaching blogs offer a wealth of ideas and resources for speaking activities.
Q6: How can I encourage students to speak more outside of the classroom?
A6: Suggest activities like language exchange partners, watching English-language movies and TV shows, and joining online communities where they can practice speaking with native speakers.
Q7: How do I deal with students who dominate the conversation during group activities?
A7: Establish clear rules for participation and encourage students to be mindful of giving others a chance to speak. Use techniques like turn-taking or assigning specific roles to ensure everyone gets involved.
Q8: What if students are afraid of making mistakes?
A8: Create a safe and supportive classroom environment where mistakes are seen as learning opportunities. Emphasize that everyone makes mistakes and that it’s part of the learning process.
Q9: How can I make speaking activities more relevant to teenagers’ interests?
A9: Choose topics that are engaging and relevant to their lives, such as popular culture, social issues, or personal experiences. Encourage them to share their own opinions and ideas.
Q10: How can I integrate technology into speaking activities?
A10: Use online tools like voice recorders, video conferencing platforms, and interactive whiteboards to enhance speaking activities and provide opportunities for remote practice.
Q11: What are some good ways to provide feedback on students’ speaking performance?
A11: Provide specific and constructive feedback, focusing on both strengths and areas for improvement. Offer suggestions for how they can improve their fluency, pronunciation, and grammar.
Use a rubric to provide clear and consistent feedback.
Q12: How can I differentiate speaking activities to meet the needs of different learners?
A12: Offer a variety of activities with different levels of difficulty. Provide support and scaffolding for struggling learners, and challenge advanced learners with more complex tasks.
Allow students to choose activities that best suit their learning styles and preferences.
Conclusion
Engaging ESL speaking activities are essential for helping teens develop fluency and confidence in English. By incorporating a variety of activities like “Would You Rather,” debates, and storytelling relays, teachers can create a dynamic and supportive learning environment.
These activities not only improve speaking skills but also enhance critical thinking, collaboration, and creativity. Remember to address common mistakes, provide regular practice, and tailor activities to students’ interests and needs.
With the right approach, ESL teens can overcome their fear of speaking and become proficient communicators.
Ultimately, the goal is to make learning fun and relevant. By providing ample opportunities for speaking practice and fostering a positive attitude towards language learning, educators can empower ESL teens to achieve their full potential.
Encourage them to embrace mistakes as learning opportunities and celebrate their progress along the way. With consistent effort and engaging activities, they can confidently navigate the world of English communication.