lucelmartel | ESL Conversation Lessons

Try something new for 30 days

I recently read the book The Midnight Library by Matt Haig. In the book, the main character visits a library in a parallel dimension where each book represents one of her possible lives…should she have made different choices. The journey takes us into multiple different versions of this character, Nora Seed. She is a rock star, a mother, a glaciologist, an Olympic swimmer, a philosophy professor and the list goes on. In each life, Seed has the luxury of measuring the level of happiness and fulfillment the different paths procure her.

What if

It is the classic “what if”, question. Of course, it got me thinking of my own life. Then, instead of delving into regretted choices or getting depressed about what could have been, I thought of this TED talk by Matt Cutts: Try something new for 30 days. Since we cannot travel into parallel universes to see what could have been, Cutts’ idea is the next best thing.

Parallel Lives for 30 Days

We have all heard it before, we must step out of our comfort zone to grow…right? Cutt’s takes this to the next level with his self-imposed 30-day challenge. What I like about Cutt’s talk, is it gives a more tangible objective to this idea of trying new things. It may not be as profound as the Midnight Library, but it’s a start. After all, what’s 30 days?

Warm-up

What new thing would you like to try but haven’t yet?
What does it mean to “step out of your comfort zone”?
What are the benefits of doing new things? Any disadvantages?
What are the benefits of sticking with what you know? Any disadvantages?

The Video: Try something new for 30 days

Discussion Questions

Why does Matt think this is a good idea?
What did it change in his life?
What areas of our lives could we apply this to? Make a Mind Map…
Do you have any spontaneous ideas that you might like to try for 30 days?

Is too much choice making us unhappy?

Level: B2, C1	Language focus: modal auxiliaries, expressing opinions, questions
Exercise: Discussion questions in the post	Media: video

As a parent, I find I am sometimes in a sad little loop of not feeling good enough, looking for parenting advice, then trying that advice and being exhausted by the amount of energy it takes to be that good version of myself and returning to square one.

One example of this is the choice paradox. Many parenting books will tell you it’s a good practice to give your children choices rather than always dictating. Like when kids are picky eaters, give them a choice of vegetables. Or when they put up a fuss to get their winter clothes on, give them a choice of mittens, scarves and hats. The premise is that children resist because they need to have freedom (or the illusion of it). If you have tried this parenting method, you know that it will only take you so far before you are exhausted and your kids figure out that the options don’t really interest them.

Retail and marketing also leverage this concept as a key selling point. Seemingly attractive retailers are often those who offer choices, variety and options. But is this making our lives easier or more complicated? Are we making ourselves exhausted with the number of choices and like our children coming to the conclusion that many options just don’t interest us that much? Barry Schwartz’s Ted Talk questions whether we, like our children, are just under the illusion of freedom when in reality we are simply more confused and eventually disengaged.

Warm up

I suggest you start the lesson by torturing your students with these Would you Rather statements. Perhaps pair them up and have them discuss their choices. Then, mix it up a bit and ask the other person to choose for you. Did you like letting someone choose? Did you agree?

The video: The Paradox of Choice by Barry Schwartz

I suggest you watch this in small snippets and do short Tell Backs along the way.

What concepts stand out in Schwartz’s talk?

What are the advantages of choice?

What are the two negative effects?

Why do we need experts?

What do you think Schwartz is telling us with the way he is dressed?

What are some of the events in his life that led to this conclusion?

Can you think of events in your life where you would have preferred to have less choice?

What are questions you have that you would prefer someone make a decision for you?

Talk about a choice you made that may have been ‘not good enough’ . What consequences did it have on your life?

Why do new years resolutions fail?

Level: B1, B2, C1
Exercise: Comprehension questions included int he post

Language focus: past tense, future tense, behaviours, habits, modals
Media: Video

I know, I know…it’s a cliché to talk about new year’s resolutions in January, but I think it still makes for a good introspective discussion. And if you angle it right, you are creating a great natural context to use the past and futur tense.

Did you know that January comes from the Roman God Janus. He had two faces: one facing back to reflect on the past and one facing forward to think about the future. Watch this PBS video snippet about why new years resolutions fail (3.22 min.).

Warm up

Get the brain juices going with this questions: what was the wackiest resolution you have ever taken? e.g. exercise twice a day, quit drinking red wine forever, get a pet, etc. If you need some inspiration, check out this list. 63 Funny New Year’s Resolution
Then make some predictions: What are some of the features of new years goals that make them difficult to achieve?

The Video: PBS Learning Media Why New Year’s Resolutions Fail

It is a relatively short presentation so depending on the level of you students you could watch the whole thing or cut it up.

Video Comprehension Questions

First do a Tell Back of the video and write down all the key vocabulary and concepts.
Why do resolutions fail?
What are the “psychological traps” that make resolutions difficult?
Why can making resolutions be bad for us?
How can we make “smart” resolutions? In other words, what are the features of good resolutions?
What do you think about the presenters’ t-shirt (I threw that in just for fun)

General Discussion

What are some of the things to did last year that surprised you?
What obstacles did you overcome?
What were some changes that happened in you life?
What were some good books you read?
What were some good deeds you did?
What are some things you would like to do this year?
Are there any changes you would like to make?
Anything you would like to learn?
What are your personal or professional goals?

If you want to do something a little different, you could also have students do a quick mind map of the year and talk about it after they get a few ideas down.

Have a great lesson!

I would like to take the opportunity to thank everyone for supporting eslconversationlessons.com and wish you a great year full of fruitful discussions. Discussion is the tie that bind us together and breaks isolation, depression and puts our ideas in the collective. Mélanie

Why do we lie?

Level: B2, C1
Activity: Agree/Disagree on TPT ($0.99)

Language focus: justify/explain a point of view
Media: video

Why do we lie? Notice that I didn’t ask if is lying wrong, or whether you consider honesty important–because in both cases, I’m pretty sure you would agree that the answer is “yes, but…” or “yes, except…”. We all lie, a bit, or a lot. The more interesting question is why.

Consider the extremes. Do you remember the comedy Liar Liar with Jim Carry? In it Carry plays the role of Fletcher Reede, a pathelogical liar who ends up being cursed to tell the truth–all the time. Ugly hairdo, need to lose a couple pounds, bad breath, it all comes flying out of Reede’s mouth and needless to say it gets him into a lot of trouble. But it is also very restorative. It urges Reede to express more vulnerable feelings and gain more trust and loyalty.

So let’s try to unpack the issue. Keeping famous movies as a template, let’s say lying can fall into different categories: The Good, the Bad and the Ugly. In the Good category, birthday surprises, and hurtful opinions, in the Bad category, making up excuses to miss work or homework, and the Ugly category could contain breaking the law, dark secrets etc.

The point is, how and when we lie can generate an interesting reflection.

Warm up

Do a Mind Map of the Good, Bad, and Ugly lies

The Video: It’s OK to be Smart: Why do we lie?

Discussion

Use the statements in this handout to discuss some of the key elements of the video.

So many possibilities…I may I might

I am an avid visualizer. I love hypothetical dreaming. I test out lessons, see possible problems, and think of fun ways to connect the classroom to reality. It’s like a constant mini-movie up there. I don’t just visualize lessons, I play out conversations, memories, happy places etc…

Our ability to hypothesize and weigh possibilities is probably one of the most fascinating traits of humankind. With that deep and philosophical introduction, I would like to point you in the direction of this recent find: esllounge.com. It is a great site full of teaching resources definitely worth perusing.

For today, I am linking a nice little conversation exercise that is meant to get participants to use ‘may’ and ‘might’. Of course, if it doesn’t go in that direction, it ok too. At the very least, it should encourage hypothetical discussions.

How do you ask for a raise?

Level: B1, B2, C1
Discussion questions in the post

Language focus: personal caracteristics, money, work tasks
Media: video

Life changes. And more specifically, it gets more expensive. Yet sometimes it can take time for your employer to catch up. So how can you tackle the prickly question of asking for a raise? Barbara Corcoran gives some rather poignant insights on how to orchestrate this discussion. I think it makes for a great ESL discussion. Not to mention a more generalized reflection on gender differences in the workplace.

Adding Value

I often hear the term adding value in corporate settings. It’s often thrown around to mean anything from doing good work to offering innovative thinking. Basically, to be able to show you add value to your job, you need to have a good bank of things you do (actions) and ways that you behave (personal qualities). After watching Corcoran’s video, I invite you and your students to make this list using these vocabulary resources.

Courage

In the end, asking for a raise takes a great amount of courage. What are your risking when you ask? Your job security, your comfort zone, exposing that you are unhappy with your work conditions (which could prompt your employer to find someone else) and being told ‘no’. What are you risking when you don’t ask? Feeling underpaid, undervalued, feeling like you are working just as hard for less in the case of salaries not adjusting to the cost of living. If you feel you are due for a raise, it is the ultimate Catch 22. Damned if you do, and damned if you don’t.

Warm Up

MindMap the words related to money, raise, and reasons why we need more money?
Make a pro/cons list of asking for a raise.
Do you have any good advice or stories about asking for a raise?

The Video: Barbara Corcoran Explains How to Ask for a Raise

What are the steps you need to take to set up the meeting?
What are some of the differences between men and women when asking for raises?
If you are timid (and Corcoran says “woman,” but I think this applies to anyone who is timid) what should you do to overcome this?
What are Corcoran’s recommendations on how to use an outside offer to initiate a positive discussion about compensation?
What are her parting ideas about loyalty?

Have a great class!

Mel

When you go to someone’s house, what do you look at?

Level: A2, B1, B2, C1
Discussion questions in the post
Comparative and superlative handout 0.99$ on TPT
Data collection handout (free)

Language focus: rooms in the house, household items, comparatives and superlatives
Media: video

When you go to someone’s house, what do you look at? Oh yes, we all do it. Maybe you like to check out the kitchen or take a peek in the bedrooms, or maybe you check how clean the toilet is.

As humans, we all have a natural curiosity about how others live. Sometimes we judge, but I think we are also just curious. Sometimes it can be as ordinary as comparing the toothpaste other people use.

Researcher Anna Rosling Rönnlund takes this curiosity to a new level. In her TED talk, Rönnlund presents her massive sociological photographic database. It contains over 40,000 photos of everyday objects, like cutlery, toys, stoves and yes, toilets. So if you wonder what a toothbrush looks like in Burkina Fasso, or you want to see what distinguishes low-income families and very high-income families, this visual database unlocks huge truths in tiny mundane objects. For a voyeur like me, it provides hours of fascinating revelations.

But Rönnlund’s intentions reach far beyond curiosity. She explains that the power of visual data is about helping us better understand the world we live in and perhaps re-align some of our misguided beliefs

And aside from a fantastic eye-opening experience, the talk and the tool makes for great ESL material to practice the language of comparisons. Take a look-see…

Warm up

When you go to someone’s house, what do you like to look at? Why?
What is the most important room in a home?

The Talk: See how the rest of the world lives, organized by income by Anna Rosling Rönnlund

Discussion Questions

Why did Rönnlund take pictures of peoples’ homes?
What can we learn about something simple like cutlery?
Stop the video on some of the pictures and compare:
- Is there more or less
- Is it bigger or smaller?
- Is it simpler or more complicated?
- Is it tidier or messier?
- Is it cleaner or dirtier?
- etc…

What are your thoughts on Omicron breakthrough infections?

Great ESL lesson to explore the information about breakthrough infections and on Omicron.

Level: B2, C1, C2
Activity: True/False handout on TPT (0.99$)

Language focus: emotions vocabulary, science, health
Media: video

What are your thoughts on Omicron? Are you frustrated that despite all your efforts, people (maybe even you) have gotten sick? Are you afraid of the next variant? Are you vaccinated, boosted and wondering why you bothered? Or do you see Omicron as the beginning of the end of a pandemic that has changed us in so many ways we still can see the forest for the trees? Perhaps you see Omicron as a blessing, a harbinger of better times yet to come.

All of the Above

If I am being totally honest, I feel all those things. I am vaccinated, boosted, wear my mask everywhere I go, wash my hands obsessively and analyze every sneeze, cough and sniffle with scientific discipline. I am a goody-goody who did everything public health officials recommended. Do I regret it? No, absolutely not? Do I sometimes wonder if it was too much? Yes, sometimes.

Give me the Facts…Again

That is why I really appreciated, Jo Hanson’s video Here’s What I Learned from Getting COVID. The host of PBS’s It’s Ok to be Smart is pro-vaccine, pro-mask, pro-anything-that-will-protect-the-population (see Masks vs. Corrona, lesson), and got COVID anyway. He candidly shares his frustration. Still, without defending or trying to convince, he diligently gives a fact-based explanation of why this happened and why it is still important to do everything in our power to stop the spread.

Warm-up

Elicit people’s thoughts on Omicron: is it a blessing or a threat
How does this new variant make them feel? Helpless, no big deal, ready for another wave, discouraged, scared.
What do we know about the virus?
(I would stay away from a pro or against discussion on vaccines if I were you)
Go through the statements on the handout and make predictions of the answers

The video: It’s Ok to be Smart– Here’s What I Learned from Getting COVID

Discussion

You can use the handout to talk about the various points made in Jo’s talk
What do you think are the key ‘take-aways’ on vaccines, the severity of Omicron, what attitude we should adopt to stay safe AND stay sane?

How would you describe yourself? Here are 16 Personalities full of juicy descriptor words

Level: B2, C1
Questions embeded in the activity

Language focus: adjectives, descriptors, personal traits
Media: interactive quiz (reading)

How would you describe yourself? Tell us about you? Why hire you rather than someone else? Could you tell the class a few things about yourself? From job interviews to cocktail parties, this question can crop up in so many places. Yet whether I ask it or answer it, it always seems to create a moment dead air that can be a little awkward.

Being in the Spotlight

Even if it’s a pretty basic question, it does require that you expose yourself. And if you don’t want to expose yourself, well that kind of exposes you anyway. In other words, if you answer you have to say stuff, and if you don’t, well that says something too. That challenge basically boils down to the whole introvert, extrovert, ambivert dimension (see the lesson for more on that).

I Need More Word-Thingies

The second challenge in answering is of course vocabulary–which is what makes it a great ESL conversation lesson. This question will inevitably trigger the need for adjectives and descriptors. Once you have used up the garden variety, “I’m a hard-working person”, “I am perseverant” (because most language learners are), “I am sensitive”, even a native speaker may be at a loss for something to say. Or the opposite might happen, so many things start tumbling out of your mouth, you don’t know what to choose and when to stop.

A Little Preparation and Practice Never Hurt

I’m not saying we should prepare a one-size-fits-all speech that we learn by heart and recite anytime we are asked…that would be weird. But full disclosure, I myself have put some thought into this question and I do sometimes practice in my head…yep. I even have a first day of class version, a job interview version and a small talk version.

Hungry for Words

If you are hungry for words, one of my students recommended this great psycho-quiz called 16 Personalities. I use it in a job searching workshop to train students to answer the famed “tell me about yourself” interview question. The site is super well done, full of varied adjectives and descriptors and the questions are succinct, thought-provoking and fairly simple.

Warm-up

Read through the personalities with your students
Clear up any vocabulary issues
Have them predict which personality correcponds to them

Le quiz: 16 Personalities

Discussion

What personality are you?
Say 5 to 6 descriptor words you don’t usually use, but that you really identify with
Are there any aspects of the description that you disagree with?
Can you give examples/anecdotes from your life that demonstrate this personality type?

Amy Cuddy: Can my body language affect my mood?

Can my body language affect my mood? Your body language may not only affect how people perceive you, but it may also have an impact on your brain chemistry. Watch Amy Cuddy’s famous TED talk (I suggest you break it down into smaller parts and do short Tell Backs) to find out just how profound the way we carry ourselves changes our outlook.

Teachers note:

Cuddy speaks fast, but the vocabulary is relatively repetitive and she uses a lot of non-visuals. I would encourage you to preface this video with a bit about the Whole Language Approach. Tell them that they don’t have to understand everything. Review some of the meta-tools they have to achieve comprehension: non-verbal language, guessing from context. It may be frustrating for adults not to understand everything, but I feel it is important to expose them to first language material to prepare them for real-life conversations with native speakers. Thus the more they get used to (by that I mean get used to not understanding everything) quick-talking native speakers the more they will likely take their English out and use it.

Also, you can add subtitles and slow the video down a bit with these features:

Pre discussion

Some vocabulary:
- posture
- body language
- non-verbal behaviour
- power dynamics
- power and dominance
- assertive
- optimistic
- hormone
- fake it t’ill you make it
What kind of body language makes a good impression?
How important do you think body language is in communication

*You could cut the video at about 14:00 where Cuddy describes the study that supports her findings. Unless you find that interesting (which it is) it might be a little detached from the general point.