These conversation starters for kids will help students feel comfortable initiating a conversation and deciding how best to join a group.
Inside: Conversation Jenga for the language class. When I put my students in a speaking situation, I like to make it low-pressure and fun. We’ve really enjoyed conversation Jenga lately– which is obviously better than a worksheet with questions to ask each other. In a sense, conversation Jenga is an authentic speaking situation because it’s a
Teaching English online has become more and more popular in recent years. Through the following courses below, we will show you how to adapt your existing skills and knowledge to suit this specific area of the teaching world.
ESL conversation questions for English speaking practice. These worksheets have beautifulpictures and numbers questions that are easy to use.
Classroom book clubs engage students in meaningful conversations that grow reading comprehension strategies. Get tips and tools for running effective clubs!
A free worksheet of clothing conversation questions for English discussion.
ESL conversation questions for English speaking practice. These worksheets have beautifulpictures and numbers questions that are easy to use.
Free printable phrasal verb conversation questions worksheets. Each PDF has 3 activities to help students recognise and learn phrasal verbs.
A free printable worksheet of artificial intelligence conversation questions. This PDF is an advanced discussion topic suitable for teens and adults.
Free PDF worksheets of zero conditional questions with pictures. These discussion questions make learning the zero conditional form fun!
Check out the top ESL conversation activities for adults—make your English speaking classes fun, engaging and filled with happy students.
Students work in pairs and role play the given situations. This activity will help your students develop and improve their speaking skills in an interesting way! Enjoy! - ESL worksheets
This FREE lesson focuses on vocabulary and language for meeting new people. It includes various reading, writing and speaking exercises.
Ok, just because I've been gone from 'blogging land' doesn't mean we haven't been working hard in 4B. I've definitely been documenting a lot of what we've been doing! To start, it was clear to me that our old way of peer conferencing just wasn't working. Kids seemed to be goofing around, not really helping each other, and it was a waste of everyone's time. It frustrated me when most of my one-on-one conference time was spent managing unruly PEER conferences. I knew something had to change. I decided to revamp our workshop so that our peer conferences would hold both the author and the peer more accountable AND work on our 6-traits language. I introduced our 'new' method for peer conferencing using this anchor chart to document our process. After students finish drafting, they are to grab a 6-traits peer conferencing sheet and assess themselves by circling all the descriptors for each trait that they feel match their own writing. Mind you, we did a lot of whole-class practice with scoring writing based on the 6-traits criteria so students would feel comfortable doing this process on their own (and being HONEST!). Through our mini-lessons we've learned that it's possible to have high scores in some traits but lower scores in others. That's how we grow! Here you see Devin circling where he thinks his writing falls on our 6-traits rubric. (Note: The link to the 6-traits peer conferencing sheet above will bring you to an even more updated version than the one shown in this blog posting! Just FYI!) Here's another student assessing her own writing after she's drafted. This student has finished assessing her writing using our rubric. She decides on a final number score and circles it to the left of the descriptors. Then it's time to meet with a peer. (We have a peer conference sign-up sheet in our room which helps students know which other students in the room are also ready to peer conference.) Here you see this author reading his story to his peer. After he's done reading, he will explain to his peer the scores he gave himself and why. It's important for the peer to listen carefully to the author because it will soon be her turn to assign a score to this author for each trait . On the lines on the rubric, she will write to explain the scores she gives him. The peer needs to follow the following sentence stems in his/her scoring response: * I give this a writer a ___ because... * This writer needs to work on ... This process requires peers to truly work together, hold each other accountable, and it gets the kids using our 6-traits language a lot more. The second sentence stem helps the writer establish a goal for what to work on when revising! To see more of this peer conferencing process, watch a clip of us practicing this stage! Our focus lately has been on the trait of organization. We've been looking thoroughly at different beginnings and endings of both student and published writing. Here is our anchor chart documenting what we noticed! In other Writer's Workshop news, these are a few additional anchor charts we have in our room to help keep our writing organized. This anchor chart reminds us of powerful words to use to spice up 'said'! In reading we have been working hard on purposeful talk.This is so very important to the social construction of knowledge in any classroom! It's essential to teach students purposeful talk behaviors before even considering literature discussion groups (LDGs). The majority of kids talk like...well, KIDS! So, if we expect kids to talk like mature young people about different texts they read, we need to explicitly teach them how! Talking about Text by Maria Nichols is a great place to start if you're interesting in learning more about purposeful talk behaviors. I taught each of the behaviors individually through two separate mini-lessons - one day to explain 'hearing all voices' in a concrete way (without text), and a second day to practice 'hearing all voices' using text. Then I taught 'saying something meaningful' in a concrete way without using text, and the next day we practiced 'saying something meaningful' using text , and so on. Eventually all of the purposeful talk behaviors kind of blended together and kids started to discover that we often need to use all of these things at the same time in order to truly talk purposefully about anything! We did a lot of practicing, and I've been taping students in this process. Here is a clip of students practicing their behaviors while they talk about their families. (We had read a few books about different kinds of families to foster a safe environment to celebrate the fact that we all have different kinds of families!) We also had students practice their purposeful talk behaviors while discussing their best or worst memory in school (which helped warm up their brains for a timed writing activity we did during writer's workshop). Here is a clip! As a class, we watched these video clips to analyze our body language and other purposeful talk behaviors. I think taping and analyzing is a very effective way for students to learn how they should look and sound in an LDG. 'Keeping the lines of thinking alive' is a tough concept for many youngsters. Sometimes what happens is that students take turns talking, but they don't really build on what the person before them said. In other words, they don't really DISCUSS, they just share and listen. We applauded the first group in this clip because they had good body language and were respectful as listeners, but we discovered their conversation needed to be more 'alive' by asking questions and making connections to each other's ideas and thoughts. Mrs. Pierce and I taped ourselves doing a weak LDG and a strong LDG. As we watched each example, we used dots and lines to 'map out' our conversations (see chart below). In the weak LDG, we discovered Mrs. Pierce and I shared a lot of individual thoughts. The thought started, and then it stopped. There was really no discussion about anything we said; and Mrs. Pierce wasn't even looking at me during part of our time together! How rude! ;) In the strong LDG example, we mapped out a lot of dots and lines that were connected because we took each other's ideas and built on them. We truly discussed the text to dig deeper. We introduced several conversational moves for students to use to help get their voice heard in a conversation. Students also have these conversational moves on a bookmark that they keep in their LDG books. After we learned the respectful ways to speak and act when discussing with others, it was time to teach our kids how to flag their thinking. This is a crucial step to holding a successful literature discussion group because it allows the kids to track their important thoughts while reading so they have ideas for discussion the next day. Here are the 'codes' we use to track our thinking on post-its. We encourage students to use one of our codes to categorize the kind of thought they have and then write a few words to trigger their thought. This helps them when they get into a discussion group; they'll actually have pinpointed ideas to discuss! Students kept a chart in their Thoughtful Logs with all of our codes on it for easy reference. Here's a clip of our students as they practice flagging their thinking for the first time. The next day, students put all their new learning to the test. We put them in small groups to discuss the text "Slower Than the Rest" which is a short realistic fiction story out of Cynthia Rylant's book Every Living Thing. On another day, we used a high-interest two-page non-fiction text about leeches to continue practicing flagging our thoughts. Here's a clip of our kids flagging their thinking just after we modeled it during our mini-lesson. Below are some pictures of the kids' flagged thoughts. In addition to purposeful talk, we've also been studying the historical fiction genre. We've read several mentor texts, including Dakota Dugout by Ann Turner and Dandelions by Eve Bunting. Our first round of literature discussion books are all within the historical fiction genre. Here are a few of our historical fiction LDGs hard at work: Dear Levi: Letters from the Overland Trail Scraps of Time: Abby Takes a Stand The River and the Trace (I think I put my finger over the microphone at minute 2:00!) Oftentimes, historical fiction books will have a flashback in them. One group's book, called A Scrap of Time: Abby Takes a Stand by Patricia McKissick, has a flashback that occurs towards the beginning of the story. I photocopied some of the pages to try to explain this technique during a whole class mini-lesson. In the first section of the book, three grandkids are spending time with their grandma in her attic. They find an old menu and ask their grandma why she saved it. Chapters 1 through 12 flash back to 1960, where 'grandma' is just 10-years-old, living in Nashville, Tennessee at the time of a lot of civil rights protests. The menu is from a restaurant where a lot of sit-ins took place. Through the flashback a reader learns all about life during the 1960s. In the final section of the book, a reader finds him/herself back in the present - in grandma's attic, where the three grandkids ask their grandma some questions about her life during the sixties. There was also another flashback in the story Dakota Dugout by Ann Turner. We also read The Wreck of the Zephyr by Chris VanAllsburg as an example of a flashback in a fantasy book! In other reading news, here is a picture of the anchor chart that stored all the non-fiction text features we've learned. In social studies, we've been studying the economy of the five U.S. regions. Students have been reading small sections of non-fiction leveled readers to summarize a product or industry that is important to each region's economy. Students are typing up their summaries and we're calling those summaries 'articles' as they each create a magazine of our economy. Through this project, students have learned to: * Summarize main ideas * Center and left-justify their cursor * Use the tab key to indent * Change font size, color, and style * Bold, underline, and italicize * Safe image searches * Copy and paste * Cite their picture resources Here is the inside of one student's magazine. Next week we will be using this site to create magazine covers! Lastly, we had a chance to meet with our second-grade buddies earlier this month. We split the buddies up into two groups and one group stayed with Mrs. Adams to play holiday bingo. The other group was with me in the computer lab. Buddies used this site to play a variety of math and English games. One of the most popular games to play was called 'Story Plant' where students could click on different leaves to create the beginning to a unique story. Depending on what leaves were clicked, you would get a different combination of characters, settings, problems, etc. The computer generates a beginning to a story that the kids can print off and finish during writer's workshop! Have a wonderful weekend!
Expressions commonly used in daily conversations! Below is an extensive list of useful English expressions frequently used in your daily conversations with 40+ speaking topics and hundreds of useful expressions.
This worksheet contains 18 conversation cards, a question box and a matching exercise. The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (pre-intermediate to upper-intermediate). - ESL worksheets
Making friends and being a friend is important for children. Find out about your child’s friendships with iMOM’s conversation starters.
Fun hypothetical would you rather questions for discussion classes. These printable PDF worksheets are suitable for middle school and adults.
Animal conversation questions to get your classes talking
PETS - Conversation Board Game
Paul Dupont is a French citizen who travels to the UK with his wife. She cannot speak English, so he will have to face different situations: at passport control, at the train station, at the hotel, at the restaurant, at the clothes shop, at the foreign exchange office and at the post office.These sample dialogues might be adapted for different role plays. - ESL worksheets
Student write the word they think of (or two words). The second word could be that from a friends. They then discuss their ideas in groups or class.Reading comprehension, writing exercises and critical thinking all in one worksheet which can also be used as the basis for conversation or a classroom discussion. Suitable for group work as well. REMARK: THE PREVIEW OF THIS HANDWRITTEN WORKSHEET LOOKS A BIT UNTIDY, BUT ONCE YOU DOWNLOAD AND PRINT THE QUALITY IS ACCEPTABLE. - ESL worksheets
More practice to reinforce the correct usage of present continuous. To be played with partners. Choose a number and then answer in the present continuous tense in complete sentences. - ESL worksheets
This is a fun speaking activity for your pre-intermediate to advanced students. It is a detective story that engages students in conversation and will practice mainly questions and answers in simple present and simple past. **** You were invited to Mr Erringworth’s dinner party in his mansion. You will meet 9 people there, all of whom have some kind of relation with Mr Erringworth. Shortly after midnight, the host is found dead. It will be your task to interview all nine suspects and find the murderer. As the evening progresses you will get more information about the people and more details will be revealed. You will have to find the murderer’s name – his relation to Mr. Erringsworth – his motive – the used weapon – the room where the murder was committed and any additional information that are necessary to solve the case. **** 7 PAGES INCLUDING TEACHER´S NOTES *** Hope you like it. Please contact me with problems of any kind. - ESL worksheets
Can you crack the code? Put the letters in order and find a secret message from PBS KIDS' Martha Speaks.
This game board was a sample from my full Let's Learn About Pronouns Language Unit. It is currently being revised to include gender inclusive language. This download includes the small version of my game board (there is a full file folder size included in the full unit). To play: Use a die and any kind of small toy or object as a game piece. The student will roll the die and move their game piece that many spaces. The student will say a sentence about the picture on the space. I use the prompt “Who has it?” and the target would be to use the pronoun (she, he, it (for the non persons), or they) and the object that is in the space. For example: “She has a balloon.” There are also “roll again,” “move ahead,” and “go back” spaces for the students to follow (these make the game exciting and last longer!). Please note: Please respect and acknowledge gender inclusive pronouns while using this unit. Students may use and identify the images differently than you and that is ok! I use this for grammar purposes (I have many students who say “him did it” etc…, this unit is not to teach identity pronouns. There is very little prep with this game board! Print, laminate, and use! (Page 3 of the download is the game board!) Have fun with it!
We are constantly working with our students trying to get them to keep the conversation going. For many students, starting the conversation can be challenging. Many students require prompting in order to talk to their peers. Whether it is working with a group on a project in class, sitting at lunch, or at ...
Welcome to our course on phrasal verbs! In this course, we will be learning about phrasal verbs, which are a type of verb in the English language that consist
ESL conversation questions for English speaking practice. These worksheets have beautifulpictures and numbers questions that are easy to use.
Productive activity, speaking and writing skills, based on cartoons that express through humorous pictures how technology has changed our lives. The idea is to trigger off our students opinions.More cartoons here: https://en.islcollective.com/english-esl-worksheets/vocabulary/daily-routines/how-technology-has-changed-our-lives-1-3/124353https://en.islcollective.com/english-esl-worksheets/vocabulary/daily-routines/how-technology-has-changed-our-lives-2-3/124354 - ESL worksheets
A free PDF worksheet of superlative conversation questions. The activity has pictures to describe and is great for learning superlative adjectives.
Free printable PDF worksheets of computer conversation questions for ESL. These fun discussion pages also have pictures to describe.
A free PDF worksheet of construction and building conversation questions for discussion classes. This is an iinteresting speaking topic for ESL.
A free printable PDF list of bucket list conversation questions for English discussion. See what students and friends want to do in their lives!
Die Serie "dafür und dagegen" dient zur mündlichen Kommunikation und ist für fortgeschrittene Schüler gedacht.Ein Schüler sollte eine Stellung nehmen, ob er für oder gegen Handyverbot ist und seine Meinung mit entsprechenden Argumenten begründen. - DaF Arbeitsblätter
Explore the exciting world of sports idioms with our comprehensive guide! Learn the meanings and origins of popular expressions like "hit it out of the park" and "drop the ball."
