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

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

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

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 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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• Stimulating Small-Group Discussion Activity 2: Loneliness Might Not Be What You Think

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) Since almost all the students were living away from home, they were able to relate to the challenge of connecting to new people.
2) They seemed interested in hearing how their classmates were coping with living away from home: some loved it and some felt lonely.
3) They enjoyed discussing how social media is both helpful and harmful especially concerning making connections to people.
4) They seemed surprised that some of their classmates are not especially connected to their family members.

Here is the basis for this discussion: According to research, loneliness has little connection to how many people are around us.  In his book,  Lost Connections,  Jonathan Hari explains that loneliness is caused by a loss of connection to others. To end loneliness, according Hari, we need two things: other people and a feeling that we are sharing something meaningful or something we care about with another person or other people.

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 2: Loneliness Might Not Be What You Think and the handout.

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• Stimulating Small-Group Discussion Activity 1: Which Is More Effective– I’m Calm or I’m Excited?

(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 they were currently feeling different emotions on that day.
2) They seemed interested to hear about different ways they coped with stress.
3) They were surprised by the findings of the research in the article and how they could apply that to their future.
4) They enjoyed comparing experiences giving speeches or performing.

Here is the basis for this discussion: Researchers have found that when we are in a stressful situation, we will be better at handling it if we say to ourselves that we are excited rather than try to calm ourselves down.

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.
5) Optional writing reflection activity.

About Discussion Activity 1: Which Is More Effective–I’m Calm or I’m Excited? and the handout.

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