Category Archives: *ESL conversation & discussion techniques

These postings include conversation activities, teaching techniques, strategies for groupings and evaluations.

The Teacher’s Role During Student-Centered Conversation Activities (on YouTube)

Cover t-role Blog wt Youtube logo shot

(This posting includes a handout which you are welcome to use with your students.)

Here is the link to the YouTube video: The Teacher’s Role During Student-Centered Conversation Activities

In this video, I discuss how teachers can provide valuable feedback to students about how they are carrying out pair/small-group activities. I explain how the teacher can be observing students and keeping brief (realistic) notes for each student, even in large classes.  I also share some user-friendly feedback forms which teachers can fill out and give to each student.  See link below.  This process can provide students with specific information about how they can improve their conversation skills when working in pairs/small groups.

Here is the link to the feedback forms that I had discussed in the video which you can download for free to use you’re your students: Feedback forms for Conversation Classes 3

For more video discussions about teacher ESL, visit my YouTube channel: . Student-Centered Teaching ESL by David Kehe

David Kehe

Conversation Technique for Lighting Up the Pleasure Centers in Your Students’ Brains

Maybe this is why students tend to love their ESL classes.

We can actually include something in our lessons that will fire up the reward brain circuits in our students’ brains.  However, there can be a downside to this.

Neuroscientists at Harvard found that people’s brain reward circuits lit up when they were talking about themselves.  Amazingly, doing this can trigger the same sensations of pleasure in the brain as food, money or sex.

In other words, talking about ourselves feels good.  In fact, it feels so good that participants in a study were willing to accept 25% less money if it meant that they could talk about themselves rather than talk about someone else.

This research has interesting implications for our ESL classes.

We now know how to help our students enjoy conversation activities, and that’s good.  However, it’s not as easy as it sounds. Apparently, some students like the brain pleasure they feel so much that they can’t stop themselves from dominating conversations talking about themselves.

Techniques to encourage conversations/discussions but that keep students from dominating the activities.

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Stimulating Small-Group Discussion Activity 5: Who Affects Us More: Parents or Peers?

Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

1) Before reading this article, many students just assumed that parents affected us more than peers.

2) They seemed interested to hear about the relationship their classmates had with their parents and peers when they were younger.

3) They were surprised by the findings of the research in the article about how peers affect each other.

4) They enjoyed comparing, agreeing and disagreeing with their classmates about this controversial topic.

Here is the basis for this discussion: psychologist Judith Harris, in her book The Nurturing Assumption, discusses research which she believes shows that our actions, beliefs and preferences are influenced more by our peer than by our parents.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.

2) Ten true-false comprehension questions.

3) Pre-Discussion Exercise in which students read and think about several questions about their own experiences about the topic.

4) Small-group discussions of the article in which each student is given a paper with different questions in the form of Student A, B or C.

About Discussion Activity 5: Who Affects Us More: Parents or Peers? (and the handout).

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Whole Class Conversation Mixer Activity: Good for Students’ Skills, Brains and More

conversation standing

(This posting includes a handout which you are welcome to use with your students.)

Develop techniques, bond with classmates, improve cognitive performance all in one activity!

The first time I used this type of activity, I was a relatively new ESL Conversation teacher and just wanted something to get my students talking.  Over the years, I’ve developed it more to involve additional conversational techniques.  And from cognitive psychology, I discovered why students are so energized by it.

You may be familiar with a simple version of this activity called “Find someone who” in which students are given a list of items and directed to talk to their classmates and find someone who has that item or has done that activity.  For example, find someone who has a pet or has lived in Europe or has gone backpacking.  However, that simple version has limited value.

A much improved version of this type of activity with great benefits (and handout)

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Stimulating Small-Group Discussion Activity 4: People Will Like You More If You Ask Follow-up Questions

Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

1) They were surprised that some of their classmates’ cultures have different norms about asking questions.  In some of their cultures, it’s actually discouraged.

2) They realized that in order to make and maintain friendships with Americans, it’s a good idea to ask questions.

3) They enjoyed comparing theirs reaction to speed dating.

4) They liked comparing dating in their different countries.

A very important result from this discussion

After this discussion, I noticed students applying what they had learned by asking many more follow-up questions during all small-group discussion.

(This posting includes a handout which you are welcome to use with your students.)

Here is the basis for this discussion: According to research, people who ask questions, especially follow-up questions, will be considered more likeable.  The one-page article describes the results from a speed dating study and from an online chat study.  The researchers found that the participants who asked the most questions during a conversation with other participants got the most invitations to have a date or were rated as more likeable.  The article explains why asking questions has this positive effect.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their experience and opinions about the topic before discussing them in groups.
4) Small-group discussions of the article in which each student is given a paper with different content/personal experience questions in the form of Student A, B or C.

Stimulating Small-Group Discussion Activity 3: People Will Like You More If You Ask Follow-up Questions (and the handout)

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Conversation Technique: Don’t Kill the Conversation. What to Say When You Don’t Know What to Say.

kill the conversation

(This posting includes a handout which you are welcome to use with your students.)

There a fewer better ways to kill a conversation than to do one of these after being asked a question:

  • Say nothing for a long time while trying to think about what to say.
  • Say, “Ummmmmm. Ahhhhh” for a long time while trying to think.
  • Just say, “I don’t know.”

It’s quite common for ESL students to be in situations like this.  They are asked a fairly common question like, “What will you do this weekend?”  Then their brains have to imagine what their plans are and how to explain those plans often using their limited vocabulary and grammar knowledge.  That process can take time.  In the meantime, knowing that the questioner is waiting for an answer to a question that would be easy to answer in his/her own language, the student is feeling pressure to answer quickly, feeling embarrassed that it is taking so long and feeling stress from appearing foolish.

In the meantime, the person who asked the question can often feel impatient or frustrated while waiting for a response.  The questioner will wonder if the students didn’t understand the question or if they don’t know what to say or if they just aren’t interested.

Too often in situations like this, the conversation dies and the questioner moves on to talk to someone else, and the students is left feeling foolish and abandoned.

This activity will lead students to learn a technique that completely prevents that from happening. It’s called, “Don’t kill the conversation.”

Here is how it works and here is a link to the activity handout.

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Stimulating Small-Group Discussion Activity 3: “Does Social Media Make People Sadder?”

Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

  1. They were interested to hear how their classmates used social media.
  2. They thought it was funny how they tended to post positive events in their lives rather than negative.
  3.  The article stimulated them to be “honest” about their reactions to the effects of social media.
  4. They discovered that some of their classmates have stopped using social media.

Here is the basis for this discussion: In an episode of NPR’s “Hidden Brain,” Shanker Vedantam explores the effects that social media can have on people. He shares examples of people who found themselves feeling dissatisfied with their lives after comparing themselves with others.  After reading the one-page article that I drew from that episode, my students were eager to share their experiences with their classmates.  The ideas in the article seemed to resonate with them.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their experience and opinions about the topic before discussing them in groups.
4) Small-group discussions of the article in which each student is given a paper with different content/personal experience questions in the form of Student A, B or C.

About Discussion Activity 3: Does Social Media Make People Sadder? and the handout.

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