Core French - One Minute Presentation Challenge
Equipment list
• Timer (phone, stopwatch, or clock)
• Cards with random topics (optional for specific variations)
• Objects for “Show and Tell” variation (optional)
Explanation
In this activity, learners work in teams of three or four. Each learner draws a random card with a topic or chooses a personal interest. They will have one minute to speak non-stop about the topic. The goal is to communicate as much as possible in the time limit without preparing or practicing. A timer is used to track the time, and each learner gets a chance to speak in turn.
The activity encourages quick thinking, public speaking, and confidence-building as students share their knowledge without the safety net of preparation. At the end of the round, learners can reflect on what they learned or identify their biggest revelation or a question that emerged during their speaking time.
Variations:
1. Mystery Word
Give the student a word (e.g., "sun") to speak about for one minute without saying the word. The class tries to guess the word based on the student's description. This variation adds an element of creativity and guessing.
2. Show and Tell
In this variation, each student brings an object to class. They must describe the object for one minute without naming it. The others in the group must guess what the object is based on the description. This focuses on detailed observation and descriptive skills.
3. An Interest
The student selects a personal topic of interest and speaks non-stop about it for one minute. This helps learners practice sharing knowledge about something they are passionate about and develops speaking fluency on familiar topics.
Progression:
• Start with shorter time limits, such as 20, 30, or 40 seconds. This allows students to build endurance and practice speaking under time pressure before progressing to a full minute.
• As students gain confidence, increase the time limit to one minute.
• To deepen the reflection, ask students to note their biggest takeaway or question after each round, encouraging metacognitive thinking and self-awareness in their speaking skills.
• The activity can be repeated at the end of a unit or lesson to review and consolidate learning. It can also be a great way to build speaking fluency in low-pressure situations.
ASK ID 2024-12-19-006-E