Tag Archives: activities

• 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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• Simple Technique ESL Students can use to Impress Their Academic Instructors

Impress interesting Cover shot

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

Imagine that you are mainstream instructor (e.g. Psychology, English Comp, Economic), and as students enter the classroom, some stop to talk to you.

First, Josh approaches you and says, “That article you told us to read was so boring.”

Later, Ryan mentions to you,  “I found some interesting information in that article you told us to read.”

Of course you want your students to give their honest opinion, but it’s only natural that you’ll probably have a better impression of Ryan than Josh.  That positive impression could even have a favorable outcome for him when you are assigning grades.

This post is about a writing technique that our ESL students can use in their mainstream (academic) classes which can make a positive impression on their instructors.

Most instructors in any field think that their subject area is very interesting. For example, psychology, history, economics, English lit and engineering instructors often think that their subjects are the most interesting and important ones in the world. Needless to say, they love to hear their students say that they also think their classes are fascinating. Thus, our students can use this insight to stand out in the minds of their instructors.  And it could affect their grade in a positive way.

In addition, it involves good critical thinking.

Here is how it works and a handout activity to practice it.

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• Conversation Activity: Getting Students to Say More Than the Minimum

Cover more than minimum Shot

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

 We might think that the students who say little in a conversation are lazy or just quiet by nature.  That’s not necessarily the case.  Some students have told us that they are trying to be polite and let others talk.  Others just don’t know what to say, so they say the minimum.  And some just aren’t aware that they should speak more.

This activity is designed to help these types of students. It “gives permission” to the polite students to talk more.  It “requires” the lazy or quiet ones to contribute to the conversation.  And it “pushes” everyone to think of something, anything, to say.

The activity is call Responding with Details. In groups of three, students ask each other the supplied questions (in a Student A, B, C format).  Every time the members respond, they have to answer with “and, but, so, because or with two sentences.

Example

  1. Marit: Where was the best place you ever lived?
  2. Lucien: I like warm weather, so I really loved living in California. (Answered with “so”.)
  3. Marit: When did you live there?
  4. Lucien: When I was in high school.  We moved there when I was 16 and stayed for three years. (Answered with two sentences and “and.”)

Steps in the activity (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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