ESL and EFL Discussion Activities | ESL Conversation Lessons

Why do we teach boys to be brave and girls to be perfect?

Level: B2, C1, C2
Handout: TPT 0.99$

Language focus: comparisons, hypotheticals
Media: video

Now that is a loaded question if I ever did blog one. Admittedly gender difference always creates discussion. But not always the discussions I like to facilitate. In fact, I usually stay away from overly simplistic comparisons, especially when they pit the two most basic attributes of humanity. However, when I watched Reshma Saujani’s TED talk, I instantly wanted to talk about it.

Can it be true? And what if it is?

Saujani hammers a societal observation that had me searching all my memories as a young girl. Do we teach our boys to be brave and our girls to be perfect? And the follow-up question: how has this shaped our society? Said differently, how has this impacted our job market, our political paradigms, technological progress, social and familial priorities…the list goes on.

CTRL Z please!

Saunjani strikes a particularly sensitive chord when she describes some of the anecdotes from her coding school for girls. She describes a girl sitting in front of her blank coding screen, feeling like she is just not good enough to compose code that will work. But when you do CTRLZ (undo) to go back a few keystrokes, she finds pages full of code that was deleted that simply “wasn’t good enough”.

Warm Up

Mind Map some of the biases we have about girls and boys (e.g. girls and creative and boys are good at math, boys are more physical, etc.)

The Video: Teach girls bravery, not perfection by Reshma Saujani

Masks vs. Coronavirus

It seems counterintuitive that a small piece of cloth can stop a deadly killer. It is even harder to believe that less than a year ago if you walked into a grocery store with a mask you would have probably caused all kinds of suspicious looks and anxiety. For some masks represent a new way to express individuality, for others a necessary nuisance and for others still a political statement. One thing is for sure, during the coronavirus pandemic, carrying (and wearing) masks are as necessary as taking your keys and wallet.

The misconceptions

Of course, I’m sure you heard some of the arguments against wearing masks. Notably, masks cause you to breathe in your own germs, or you could poison yourself with your own carbon dioxide. And if you have ever asked yourself, “if my pants can’t contain a fart, how can a mask contain the Coronavirus”, then you are not alone.

The discomfort

In addition to the misinformation about masks, there are discomforts. For those who have to wear a mask all day, they can cause acne, rashes, moisture. For others, it may even feel like you are working harder to breathe. And last but not least, they really fog up your glasses.

We do it because we care

The bottom line is, masks do prevent the spread of germs, and if you need to understand how, I invite you to watch this video from PBS’ It’s OK to be Smart. Coronavirus is invisible, insidious, and in many cases comes without any symptoms at all. Yet for others, it can spell doom within a matter of days. So why not get all the facts about mask-wearing and then wear it loud and proud…because you are part of a together-world.

Lesson Handout

For this lesson, I prepared a simple true/false handout that you can get on TPT (Teachers Pay Teachers) for a dollar (a girl’s gotta eat). What I like to do with my students is read through the statements and have them guess the answers before they watch the video. This way you can explain any difficult vocabulary and get their brains ready for this fast-talking video. The handout includes the answer key. If you don’t want to use the handout, that’s ok too. I’ve included a few warm-up and discussion questions you can use.

You can download the full hand-out on TPT for 1$

Warm up

What do you think of wearing masks?
What do you find unpleasant about it?
What kind of mask do you wear (does it have designs)?

The video: PBS It’s OK to be Smart: Masks

Discussion

Cut the video up and do a TellBack of the main points
What are some of the misconceptions about masks and the Coronavirus?
What are some of the weird questions or arguments in the video or that you have heard?
Can you explain why masks help fight the spread of viruses?
Why are some people against masks?
What are some of the advantages and disadvantages?

How do know when to choose between what your heart says and what your mind says?

How do know when to choose between what your heart wants and what your mind says? ESL conversation lesson.

Level: A1,A2, B1
Handout: 0.99$ on TPT (answer key included)

Language focus: action verbs, parts of the body
Media: video

Sometimes, this question feels like the battle royal of my existence. Not that my heart and mind are always in contradiction, but I honestly can’t always tell the difference between an impulsive desire and a deep wish for change. Can you?

Heart versus Mind

The battle between heart and mind, or need versus want, or emotion versus reason, is as old as it gets. And of course, rational thinking (a.k.a the mind) almost always plays the role of the wiser older sibling who makes informed choices, follows the rules and knows better. Inversely, emotion is the impulsive little sister who lets her heart govern and despite getting into trouble from time to time, seems to live a fuller life.

Watch your head! Pendulum Swing

The ‘heart’ really got its bad reputation during the 18th century, in the age of enlightenment. Many of the prominent thinkers of the time, René Descartes, David Hume, Emmanuel Kant, to name the more known ones, created a strong wave against tendencies towards superstition and irrational beliefs. It was a fundamental shift in how knowledge was qualified (no longer all by divine intervention). Eventually, the enlightenment movement gave birth to the scientific method, which is the foremost method used in research across many disciplines today. It was the antidote to the 18th-century version of ‘fake news.’

Teamwork People!

Still, as much as I like rational thought, my heart sometimes carries messages that my mind won’t let me have. That is why I really enjoyed famed neuroscientist António Damásio‘s book Descartes’ Error. In it, Damasio argues that rational thought cannot occur without emotional data. In other words, we cannot think rationally without our emotions factoring into the equation. Emotion is part of the information we use to make all decisions, regardless of profession or character.

Let’s Talk About It

Despite the complexity of the issue, this is a great topic to explore with students. To help prime the discussion, I found a great wordless animated short (linked below) that can even help even the more basic level students engage in the discussion. On the first level, it is a great way to mesh two vocabulary elements: parts of the body and action verbs. And on the next level, it may set a nice scene to gets your student’s thoughts on the matter–rational and emotional.

Warm up

Mind Map these two words: reason and emotion
When do you use reason and when do you use emotion
For intermediate students: try to remember a time in your life when either reason or emotion guided your decision. What did you learn?

The Video: Inner Workings by Jorge Tenorio

Discussion

Use this handout (0.99$ on TPT) to teach and classify information

Where did you go on vacation?

A simple question to start off the new eslcoversationlesson.com season. Of course, not everyone goes on vacation, but usually, the summertime presents opportunities for special visits, adventures, road trips and vacations. I love my vacations. My family and I look forward to them all year. And then, when they are over, we talk about them all year.

There is so much more that happens other than the vacation. No television (less of it anyway), we spend our days together, we eat special food, do activities we have never done before–It is a total break in the routine.

That’s why this week’s theme will be devoted to summer, vacations and routine-breakers.

Warm up

Do a quick Mind Map of the vocabulary associated with vacations.

The Discussion

My colleague Larry Pitts has an absolutely fabulous site chalked full of open-ended questions. I think this is the perfect place to start our vacation discussion.

The next posts will feature a video or perhaps an article, but for today, the good ol’ Q&A will do the trick.

Is failure always bad?

Is failure always a bad thing? I think we all know the answer to that. However, whether consciously or unconsciously, the fear of failure might be telling us a lot about who we are and how we can turn that fear into a constructive element in our lives. If you are in the mood for an introspective discussion, watch author Elizabeth Gilbert (author of Eat, Pray, Love) talk about what failure has done for her.

As I listened to Gilbert’s talk, I found myself sifting through my memories for failures that became life-altering moments. It also reminded me of the discomfort of realizing that I had made a mistake, and how sometimes I failed at failing. That is to say, I didn’t reflect, I didn’t change. Instead, I filled those moments away never to think about them again.

But now that I am a mother, I witness how my children deal with failure and mistakes. It’s not always fun to watch them squirm and even harder to help them realize what went wrong and how to move forward. To soften the lesson, I find myself digging into my past only to find a treasure trove of my own embarrassments, imperfections and hurts (some caused and some received). I use these to tell them about my own mistakes–to model how being honest with yourself and others might be uncomfortable, but full of great learning experiences. In some respects, it’s the gift that keeps on giving, if you can stomach the process of listening to it.

Do a tell back of the main points in Gilbert’s presentation.

Are there elements in Gilbert’s presentation that relate to your life?

Do you have successes and failures that have marked your life?

How have your successes and failures defined your path? In other words, where might you be today if things were different?

Do you have an activity that you love more than anything that transcends the need to succeed or the fear of failure?

Can kindness make you happy?

Level: A1, A2, B1
Handout: free Google docs

Language focus: modal auxiliaries, daily actions, action verbs
Media: video

Can kindness make you happy? Altruism was a hotly debated topic in my philosophy classes. For instance, if we do something nice, and it makes us happy, are we doing it for ourselves or for others? This question put my thoughts in a bit of an impossible loop, so I would tune out and focus on the symbiotic relationship between acts of kindness and our own personal happiness. In other words, if it makes the other person happy and it makes me happy too, then who cares about the rest…it’s win win.

So what are the things you do for others that bring light into your life? What could you do? Aryasb Feiz’s animated short “Mr. Indifferent”, deals with this very topic. As I was watching the wordless video, the first thought that came to me is what a great way to practice modal auxiliaries.

There is very little first language video material that can work in a lower level ESL class, so I like to use these animated short to concentrate on the actions. The authenticity of the video usually motivates the students to talk–with whatever words they have. Authenticity is magic.

That is what this lesson provides. I included a little printable handout to help note down some of the key vocabulary.

Pre discussion

What do you do for other people that makes you happy?
Do you volunteer?
What could you do?

The video: Mr. Indifferent by Aryasb Feiz’s

Discussion Questions

Use the handout to help collect some words and expressions.
What is it about kindness that makes us happy?
Why do we forget, or chose not to bother?
What are some small, no money required, acts kindness we could do to brighten our lives?

Let me know how the discussions turn out.

5 of the most interesting talking points…

ESL and EFL discussion on what questions lead to great conversations.

Level: A2-B1-B2-C1
Handout: on TPT for 0.99$$

Language focus: questions, preferences, past tense, present tense
Media: article

It is no secret that I am a talker. What’s more, I love conversation–I devoted a whole website to it, so that should tell me something right? I genuinely enjoy getting to know people. Their stories, their values, what they like and don’t like, their guilty pleasures. Every time I manage to get to a deeper level in a conversation lesson, I am always, touched, grateful and amazed at the variation on a human theme we have.

What I mean to say is that as humans we share quite a few common elements: we eat, we sleep, we have routines, we have dreams, we have hopes, we have worries, we have doubts, we have projects, we have disappointment and we have pride and we have shame. But it is the stories inside those elements that often testify to the infinite variations these elements have in our lives. They create the stories that are our lives. And by stories, I don’t just mean the play-by-play events all strung together, but the inner dialogue we have with ourselves as our lives play out like movies.

It’s not surprising that when I fell on this article 5 Questions the Most Interesting People Will Always Ask in a Conversation, I ate it up. Thus I am sharing it with you, my teacher community. Not only will it make you reflect on your own approach to prompting conversation, but It may also be a great tool to use with a class. Once for the reading comprehension, and then as a discussion launch pad.

I made a little true/false handout to go with it on Teacher Pay Teachers (0.99$)

What, why, which, how, and all the other question words

Level: A1, A2, B1
Handout: Google slides prompts. Free on TPT

Media: none
Language focus: wh-questions, open-ended questions

Asking questions is an integral part of conversation. When I prepare an ESL lesson, I can spend quite a lot of time composing just the right question. Not too hard, not too easy, avoid yes, no and add some nice vocabulary words to feed the answer. In fact, the art of asking questions is a bit of a passion of mine. You can even consult my Questions by Cognitive Skill page to see just how scientific I can get to achieve the perfect question.

But enough about me! What about the students? How are they at asking questions? The wh-words are such an important cornerstone in ESL development. But I find that simply exposing the 5 w’s is too simplistic and not very conversational. I got inspired by a great lesson that uses photos and question starters to practice questions. I liked it because it was open enough to allow for variety but controlled enough to feed the students with the structure and words to provide opportunities for success. So I made one of my own with Google Slides.

You can download the exercise for free from Teachers Pay Teachers.

Here are a few screen shots:

What body language should you avoid?

Level: A2 B1 B2
Handout: TPT 0.99$

Media: article
Language focus: body, should and shouldn’t (modals), emotions

When you speak, do you think of your body language? Or when you listen, do you think of what your face looks like to the person who is talking? If you are a parent, ever wonder why you have to repeat the same things over and over again? When you are barking out orders to your children or spouse, how do you think your tone sounds? I know mine isn’t terribly warm– especially when I get to the fifth time.

7-38-55

Some say that 90% of communication lies outside of the message. Similarly, Albert Mehrabian slices the communication elements even more precisely with his 7-38-55 rule. Mehrabian says that only 7% of the message is the actual spoken words. The rest of our focus is given to tone of voice (38%) and body language (55%). Whether or not this is actually true is debated among professionals, but it seems fairly reasonable to think that a big part of our message lies in our demeanour as well as in our message.

My Head Wants to Explode

If it is too much for you to think about your body, your tone and your message all at once you are definitely not alone. In fact, I would argue that concentrating too much on body and voice cues might even make you look fake or inauthentic.

Conversely, I’m sure you have encountered nervous ticks, condescending tones and slouchy postures in others that make it difficult to concentrate on what the person is saying. Therefore, it is fair to think that investing a little “brain juice” toward your outward appearance and tone may have its benefits even if at first it feels unnatural.

This article points out what the author claims to be some of the “worst” body language mistakes professionals make. Again, whether it is true or not is debatable. Nonetheless, I think it’s worth a read and a discussion.

Lesson Notes

As per the Whole Language Approach, this article is for a first language audience. It should be fine for high intermediate students, but if you attempt it with lower levels, you can use the handout to explore some of the key concepts..

The 11 Worst Body Language Mistakes Professionals Make

An interesting article to get you talking about non-verbal language.

Discussion Questions

Do you do any of these?
What body language bothers you?
What are some of the things people do that inspire trust?
What are some of the things people do that inspire distrust?

For more on this topic see Body Language and the Brain

Can you live a zero-waste life?

Level: A2, B1, B2
Discussion questions: in the post

Media: Video
Language focus: environment, action verbs, household items

Can you live a zero-waste life? I know I can’t…not yet anyway. But every year I try to incorporate a new environmentally friendly practice. For example, I switched my paper napkins for cloth napkins. I also buy at least 10% of my clothes at second hand shops. Also, I collect and bring all my styrofoam to a community drop off point.

It may not be a huge contribution to reducing my environmental footprint, but it’s something. I know we should and could be doing so much more. And I know that the degradation of our planet is alarming and overwhelming. But I also have to take care of my emotional well being. Thus, carrying the responsibility of saving the planet is pretty heavy. I try to not be too hard on myself about doing more and I try not to judge what everyone else is doing.

That said, I do like to hear what other people are doing to reduce waste and be better global citizens. Sometimes, there are practical things. Things that are not drastic or super time-consuming. Sometimes all I need are some ideas. Here is where Lauren Singer’s TED talk comes in handy.

Singer is an absolute champion at transforming her daily habits into zero waste practices. You heard that right…she produces no garbage at all. How does she do it? You’ll have to listen to her talk to find out.

Warm-up

What do you do to reduce waste?
What would you like to do, but feel that it is too much energy or too time-consuming?

The Talk: Why I live a zero-waste life by Lauren Singer

Discussion Questions

What inspired Singer to lead a zero-waste life?
Make a list of all the things Singer does to eliminate waste
What are some of the things Singer does that you could do?
What are some of things Singer does that you find too time consuming or complicated?
Do you think we are doing enough to reduce our environmental footprint?
What are some of the more important things we could do to reduce waste?