Category Archives: *ESL Discussions: Free Small-Group Discussion Units

• Stimulating Small-Group Discussion Activity 8: Impulse Control: Don’t Look at Social Media while Studying

 

Cover read for discussion SHOT

(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 could relate to the two research studies about impulse control in the article.

2) They were interested to compare how they would have performed as subjects of the studies compared to their classmates.

3) They enjoyed sharing their experiences with controlling impulses and delaying gratifications in their everyday lives.

4) They were surprised by the effects the lack of impulse control can have on our lives and how it is affecting their classmates’ lives.

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

Here is the basis for this discussion: Researchers believe that a person’s ability to delay gratification can carry many advantages, including better scores in school, fewer behavior problems, and reduced chance to be overweight and being more successful in jobs.

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.

Bonus writing activity. Included in the handout is a final writing activity to give students practice with paraphrasing and writing a reflection.

About Discussion Activity Activity 8: Impulse Control: Don’t Look at Social Media while Studying

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• Stimulating Small-Group Discussion Activity 7: Very, Very, Very Smart Children vs. Creative Ones

Cover read for discussion SHOT

(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 just assumed that very smart children (prodigies) would become the most successful as adults.

2) They seemed interested to hear about prodigies that their classmates knew or that were in each other’s countries.

3) They were surprised by how important or unimportant approval by their parents was to their classmates.

4) They enjoyed comparing how creative they were and how much each of them was a conformist and/or non-conformist.

5) They liked to talk about their passions.

Here is the basis for this discussion: In his book, Originals, Adam Grant explains how many people believe that life would be easier and people would admire us if we were very, very smart. Actually, though, being creative improves people’s lives more.

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 7: Very, Very, Very Smart Children vs. Creative Ones (and the handout).

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• Stimulating Small-Group Discussion Activity 6: Happiness Is Not the Same in the East and West

Cover read for discussion SHOT

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

Some reasons why students seemed stimulated by this discussion:

  • Many of the Asian students were surprised at how much Westerners think about happiness.
  • They enjoyed comparing with their classmates what made them feel good, and they realized that they were often quite different.
  • Some students were surprised that some of their classmates actually were uncomfortable with the idea of feeling happy.

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 6: Happiness Is Not the Same in the East and West (and the handout).

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

Cover read for discussion SHOT

(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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