Sample Conversation Activities of TESOL

Education Canada College (TESOL Canada)
Conversation Activities
Selection of Practical, Hands on Lessons for Various Levels of Proficiency
Ivan N.
October 23, 2015
Camrose, Alberta
Activity 1 Planning a Birthday Party
Level: Intermediate
Target Audience: Young Adults, 19 – 30 years old
Duration: 30-40 Minutes
Number of Students: 9
First Language of Students: 3 Spanish (Mexico), 3 Japanese, 3 French (Québécois)
Objectives
The students will engage in active conversation to obtain necessary information to plan a birthday party.
Students will be given opportunity to pronounce new vocabulary related to planning a birthday party.
Terminal Objective Planning a Birthday Party
Students will demonstrate their ability to plan a birthday party.
Materials (see Google Images below for materials)
Samples of Invitations, Birthday Cards, Happy Birthday Banner and Balloons, Pictures of Birthday Cakes
Activities
The teacher will introduce the topic of Planning a Birthday Party one week earlier. The teacher will ask students to visit a
local dollar store or party events stores. Students are to begin to consider ideas for planning a birthday party.
Introductory Activity
The following three questions will be placed on a whiteboard in front of the class:
1) Who is the birthday party for?

2) What theme will you choose for the birthday party? Ex) Super hero: Spiderman, Batman, Superman
3) What supplies will you need to purchase for the birthday party?
Vocabulary Words to Practice: Planning, Theme, Celebration, Surprise, Invitations, Supplies and Festivities
The following sample conversation will be presented by the teacher to demonstrate possible answers to the questions
asked.
Ivan: My ten year old brother Sam is having a birthday party next month.
Marie: Are you planning a birthday party for Sam?
Ivan: Yes, I am planning a surprise theme party with Spiderman as the theme of the party.
Marie: Are you inviting many guests to the festivities?
Ivan: I am planning to send out invitations to family and friends.
Marie: Have you started buying supplies for the party?
Ivan: Yes, I still need to buy a cake and balloons.
Marie: Can I help you with the festivities?
Ivan: Certainly!
Directions
The class will be divided into groups of three in order to answer the three questions in preparing to plan a Birthday
Party. Specific Tasks: One student will be asked to take the lead role by stating they are planning a birthday party for a
younger sibling (brother or sister). A second student in each group will be asked to record answers to the questions on a
sheet of paper. The third student will then ask the three questions. Note the recording student will be presenting the
answers to the whole class at the end of the activity. The goal is for all three participants to be engaged in dialogue
The teacher will visit each group and encourage students to provide details as to how the party should be planned. In
addition, the teacher will provide correction as needed in pronouncing new vocabulary terms.
Discussion to Follow
The class will come back together as a group and the students will be asked to answer the three questions. Students will
be prompted to provide as many specific details as possible. In addition, the use of the six new vocabulary words will be
encouraged.
Enrichment Idea
Think of an upcoming celebration such as a birthday, wedding, anniversary or graduation and begin to consider how to
plan a celebration.
Images retrieved from Google Images October 19, 2015
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Activity 2
Seasons of the Year
Level: Low Intermediate
Target Group: Adults of all ages
Duration: 30 minutes
Number of Student: 10
First language of students: Low German (10 Mennonites from Belize)
Objectives
Students will practice pronunciation of new vocabulary words related to seasons. Students will work on developing their
overall body language, facial expressions and intonation as they describe the seasons.
Terminal Objective
Students will begin to acquire the correct pronunciation for each season and will be able to provide a short description
of each season.
Materials
YouTube video played on the Smart board. Four poster boards with pictures depicting each season. Note, new
vocabulary words and phrases will be printed on a white board at the front of the classroom.
Introduction
The teacher will introduce the seasons and pronounce each vocabulary word and phrase for each season. Students will
watch the YouTube video on seasons.
Activity
The teacher will review the pronunciation of the vocabulary words for each season
Spring (wet, planting the garden, buds, rain showers, windy, fresh air, robins)
Summer (hot, sunny, flowers, picking the weeds, thunder storms)
Fall (cool, crisp, frosty, chilly, raking the leaves, windy)
Winter (cold, blizzard, shoveling the snow, freezing, frost)
The teacher will introduce the topic of seasons by displaying and reviewing the four poster boards with pictures of each
season. After reviewing the pronunciation, and usage of each vocabulary word, the students will be placed into groups
of two. (Note: a picture of each season will be retrieved from Google Images)
After the teacher has shown the video https://www.youtube.com/watch?v=ncAS7i8vG54 and reviewed the vocabulary
words and phrases, the teacher will read four sample conversations to later be distributed to each group on handouts.
Sample 1
“I like spring,” said Roxy. “Do you like planting garden in the spring?” asked Chris. “Yes, I love working in the fresh air
and seeing the buds blossom” exclaimed Roxy. “Is there anything you dislike about spring?” inquired Chris. “I dislike the
windy weather” replied Roxy.
Sample 2
“I like summer” said Roxy. “Do you like thunder storms?” inquired Chris. “I enjoy watching the lightning flash and
hearing the thunder boom” exclaimed Roxy. “Is there anything you dislike about summer?” wondered Chris. “I dislike
weeding the garden” sighed Roxy.
Sample 3
“I like fall” said Roxy. “Do you like raking leaves? asked Chris. “I love raking leaves and watching the children play in
them” responded Roxy. “Is there anything you dislike about fall?” questioned Chris. “I dislike scraping the frost off my
windshield” replied. Roxy.
Sample 4
“I dislike winter” stated Roxy. “Do you dislike shoveling the snow?” asked Chris. “Yes, I dislike the cold because my toes
freeze” asserted Roxy. “Is there anything you like about winter?” asked Chris. “I like seeing snow during the Christmas
holidays” replied Roxy.
Specific Tasks: Student 1 is asked to provide one like for each season
Student 2 is asked to provide one dislike for each season
The tasks will then be switched so each individual in the pair has an opportunity to provide one like and one dislike for
each season
Students will be asked to use the vocabulary words and generally discuss likes and dislikes for each season. Students will
be encouraged to use new vocabulary and express their opinions by use of intonation, body language, and facial
expression. The teacher will visit each group and will encourage correct pronunciation and encourage use of the
vocabulary words to describe the season.
The class will come back together and each group will be asked to provide one like and one dislike for a season using the
given vocabulary words.
Enrichment Activity
Write one sentence for a chosen season briefly describing a sight or sound you may encounter during that season.
Activity 3
Headline News (Current events)
Affirming a Point of View
Level: Advanced
Target Group: Young adults preparing for post-secondary studies.
Number of students: 10
First Language of Students: 5 Koreans and 5 French Québécois
Objectives
Students will provide reasons for their opinions in conversation. Students will review and select an online newspaper or
magazine article with a current event to discuss. Students will demonstrate a growing vocabulary and appropriate
grammar for discussing and expressing their views.
Terminal Objective
Students will demonstrate growing proficiency in discussing topics of interest in a thoughtful, reasoned manner.
Materials
Magazine articles, online articles and sample article chosen by the teacher to review with the class. Sample article
retrieved October 21, 2015 from www.medicalnewstoday.com/categories/alzheimers Alzheimers’ Disease; Are we close
to finding a cure?
Introduction to Activity
Question on the board: Why does this news story matter to me?
A week before, the teacher introduced the topic of current events and the need to find an appropriate article to review
for this class. Students have been asked to bring a copy of the article to answer the question, “Why does this story
matter to me?”
The teacher will place the following article on the smart board: www.medicalnewstoday.com/categories/alzheimers.
The teacher will read the article and provide three specific reasons for why the news story matters to him.
1. I am concerned for the health of my peers and family members as we age.

2. Alzheimers’ disease already affects over 36 million people globally and is projected to increase to 115 million
people by 2050.
3. Quality of life and well-being of those diagnosed deteriorates rapidly when the disease is present.
The students will be divided into groups of two
Specific Tasks
Student A:
This student will briefly summarize chosen article in 3 to 5 minutes providing three reasons answering the question:
“Why does this story matter to me?”
Student B:
This student listens carefully to student a and considers two questions to ask student a when student a is finished
reviewing chosen article
Sample questions to ask will be reviewed before students break into their groups
1) Can you tell me more about_______

2) Do you have another example to explain your view?
3) Have you checked the reliability of your article?
Students will be divided into pairs to discuss the question (Why does this story matter to me?) by taking turns to
summarize their articles and providing three answers (reasons) to the question – Why does this story matter to me? The
teacher will visit each group, encouraging the students to give a defense or reasons for their particular views regarding
the chosen article. After twenty minutes, students will come together as a group and each class member will discuss
their article in about one minute, summarizing their answers to the given question.
Discuss as a group: Did you find convincing arguments to support your opinion?
Enrichment Activity
Write a summary of your article highlighting main points and views expressed by the author. State three reasons why
you believe the article matters. This one page assignment is to be handed in at next class.
Activity 4
My Life Today
Level: Low Intermediate
Target Audience: Adults of all ages
Number of students 10
First Language of Students: 5 Swedish, 5 Arabian speakers
Objective
Students will practice progressive past, present and future tenses of verbs as they discuss their day.
Terminal Objective
Students will begin to acquire understanding of the correct verb tense to use in describing activities in relation to time.
Materials
White board with phrases depicting different tenses
Poster boards with three columns: past, present, future
Past Present Future

I was eating I am eating I will be eating
I was studying I am studying I will be studying
I was working I am working I will be working
I was writing I am writing I will be writing
I was sleeping I am sleeping I will be sleeping
Activity
Note, in the previous three classes students have begun to learn about the Simple: past, present and future today we
will be reviewing the Progressive: past, present and future
Specific Tasks – Students will be asked to work in pairs to complete the following fill in the blank activity
Rule: A form of the helping verb be (am, are, is, were, was, will be) is followed by a verb in the present participle form to
create the progressive – Source for Rule: Lester, M. & Beason, L. (2013) English Grammar and Usage. New York:
Mcgraw-Hill
Place the following in the progressive present
I __________ (am/ are/ is) eating at the store now.
I _________ (was/ were) eating breakfast today?
I ________ ( am/are/ is ) eating supper
Place the following in the future progressive
I _________ (will be/ have been) shopping at the store

I _____________ (will be/have been) working at the store.
I ___________ (have been/ will be) writing a book
Students will brought back together after 5 minutes to discuss in more detail the differences between the simple and
progressive forms of the past present and future tenses ex) I eat versus I am eating: I ate versus I was eating: I will eat
versus I will be eating
Enrichment Activity
Change the following five phrases from present simple to progressive.
Complete the following task as a group all together
Example: Present simple: I work
Present progressive: I am working
Present simple: He studies
Present progressive: He is studying
Change the following:
1. I play tennis
2. She writes books
3. They catch butterflies
4. He tends bees.
5. He smokes.
Activity 5
Customer Service – Returning a Broken Item
Level: Intermediate
Target Group: Business Students
Age Group: Adults of all ages
First Language of students: Portuguese from Brazil
Objectives
Students will build conversational skills by stating reasons for returning a broken item purchased. Students will have
opportunity to acquire greater confidence in expressing their view.
Terminal Objective
Students will gain confidence to speak to a customer service agent with specific concerns as needed.
Materials
Pictures of toaster, coffee maker, microwave, mixer (the teacher pictures of each item. Pictures will be retrieved from
Google Images).
Activity
Previously, in the last class, students were asked to bring a picture of a common household item they would like to
return.
The teacher will show one of the preceding four items listed. The teacher will show the picture of the toaster and
provide a dialogue to present to the class as follows:
Customer Service Representative: Hello, how can I help you today?
Customer: My toaster does not work properly
CSR: What is wrong with the toaster?
Customer: The toast does not pop up
CSR: Have you tried adjusting the settings?
Customer: Yes, I have placed the dial on all settings, but the toast will not pop up. It just burns if I don’t manually press
the cancel button.
CSR: Would you like a new toaster?
Customer: No, I would like my money back.
CSR: Ok, you will need to fill out this form stating why you are returning the toaster.
Specific Tasks
Students will be divided into groups of two and each student will take turns playing the customer and the customer
service rep as they seek to return their chosen item. The teacher will visit each group recording specific reasons why an
item is being returned.
After the teacher writes the reasons given by students on the white board, he will bring the class back together.
Discussion will then take place as to the significance and relevance of the reasons given for returning items. Students will
be asked how to better state reasons for returning items as needed.
Enrichment Activity
All students will be asked to write a paragraph explaining why the product needs to be returned. Note, this information
will lead into the next class on writing business letters.
Activity 6
The Game of Hockey
Level: Low intermediate
Target Group: Young Adults, Age 19-30
First language of students: Egyptian
Duration: 30 Minutes
Objectives
Students will practice the pronunciation of vocabulary words related to the game of hockey. Students will begin to use
appropriate nouns and verbs to describe the game of hockey.
Terminal Objective
Students will begin to develop an understanding for the great Canadian game of hockey.
Materials
Ten mini hockey sticks, a sponge puck, four pylons to be used as nets, a whistle, a white board with the following
vocabulary words:
Nouns Verbs
Goalie to fight
Hockey stick to chase
Forward to trip
Center to pass
Player to defend
Whistle to shoot
Hockey puck to skate
Hockey gloves to play
Water bottle
Elbow pads
Activity
The teacher talks briefly explains the game of hockey (using the nouns and verbs listed). Teacher and students recite the
listed words together
Sample Activity:
The teacher will divide the students into two teams to play a mini game of hockey after briefly explaining how the game
is played. The teacher will provide narration as the two teams play the game.
Sample narration Find Egyptian sounding names to use)
The puck is dropped.
Abasi: shoots
The goalie (Ammon) stops the puck.

The puck is dropped by the referee.
Auset fights for the puck.
Amen to defend his net.
Bahiti shoots.
Bahiti scores.
The whistle blows.
After a couple of minutes two more students are requested to play in front of the class as the teacher continues to
narrate the game using the vocabulary presented.
The teacher reviews the correct use of each word and invites students to repeat the words with him.
Enrichment Activity
Students are encouraged to watch a hockey game and record three new nouns and three new verbs related to hockey.
Activity 7
My Favorite Teacher
Level: Advanced Beginners, Early Intermediate
First language of students: Russian
Objective
Students will practice speaking in the past tense by choosing an appropriate phrase to build a sentence. Student will
continue to develop listening skills to refine pronunciation of words.
Terminal Objective
Students will acquire a greater variety of introductory phrases to speak about a person or event in the past tense.
Materials
White board with the following phrases:
I remember when
In the past
The teacher showed
She believed in me
He spoke kindly
She made learning fun
He helped me understand
Activity
The teacher will introduce the activity by using each phrase in a complete sentence to describe a favorite teacher. The
teacher will also read the following samples
I remember when my grade 7 teacher showed me how to study.
In the past, I typed assignments on a typewriter.
The teacher showed me how to complete long division in grade 5.
She believed in me and helped me write complete sentences.
He spoke kindly to me and bought me a chocolate bar after I completed the essay for the third time.
She made learning fun by telling the class interesting stories.
He helped me understand how to do math.

Specific Tasks
Student A will choose three phrases to start a sentence to describe a teacher
Student B will listen carefully and ask Student A to give an example, more detail or clarify
Switch Roles
Students will break into groups of two or three and will have opportunity to tell their classmates about a favorite
teacher of the past. The teacher will visit each group and provide input into students’ responses by encouraging correct
use of past tense demonstrating correct use as needed.
Students will come together as a group and each will share one phrase or sentence to tell about a favorite teacher using
the past tense.
Enrichment Activity
Students will be asked to tell a friend or a coworker about this class using the past tense in a complete sentence.
Activity 8
Report a Crime: an act of vandalism, accident or theft
Level: Advanced
Target Group: Young Adults, Age 19-30
First Language of Students: Chinese - Mandarin
Objective
Students will acquire greater skill in speaking about details for the purpose of reporting a crime. Students will develop an
outline demonstrating a sequence of events.
Terminal Objective
Students will gain proficiency in recording essential facts for making a crime report or accident report.
Materials
Access to the internet, Newspaper reports, written articles reporting on crimes such as vandalism, accidents, break-ins
and thefts.
Activities
A week before, the teacher has asked each student to bring a copy of a recent crime report from a newspaper, website,
or service such as crime watchers. The teacher will read the following Crime Stoppers Report from Camrose, Alberta.
Retrieved from www.camrosepoliceservice.ca/crimestoppers on October 21, 2015. Title: Theft of a Truck. On the white
board, place a timeline and discuss the crime by noting details and times of occurrence. After reviewing the theft of the
truck students will be divided into pairs to discuss their crime report and record all significant details on a timeline.
Specific Tasks
Student A – This student will summarize important details of crime/accident chosen in a sequential manner (beginning,
middle and end). The student will share what happened, how it happened and the ongoing sequence of events
Student B- Will be asked to listen carefully and try to follow the sequence of events to understand more fully what
happened, and what is continuing to happen as the crime is not yet resolved
After 5 to 10 minutes students will be asked to switch roles
Students will be asked to report on their crime story. Afterwards, each student will begin to write a one page essay
stating the particular crime they have chosen. In addition, students will be asked to provide a sequence of events of the
crime noting the details.
Enrichment Activity
Students will be encouraged to visit a local court house to sit in on a trial or watch an episode of a police investigation to
further develop skills of observation and reporting details.
Activity 9
Family Members
Level: Beginner
Number of Students: 10
First Language of Students: Haitian - Creole
Objectives
Students will acquire new vocabulary words to speak about family members.
Students will practice correct pronunciation of new vocabulary.
Terminal Objective
Students will begin to be able to choose the correct English word to speak about his/her extended family.
Materials
YouTube video on family. https://www.youtube.com Introducing your Family: Easy English Conversation Practice, Mark
Kulek. Whiteboard with the following words listed: mother, father, brother, sister, daughter, son, niece, nephew, uncle,
aunt, grandmother, grandfather, cousin.
Activity
The teacher will play a short video to introduce the vocabulary words for the family. In addition, the teacher will review
the correct pronunciation of each vocabulary work on the white board. The following sample introductions will be given
as photographs are shown for each family member.
“This is my sister. Her name is Eleanor”.
“This is my brother. His name is Peter”.
Tasks: All introductions and practice will take place as a group
Have each student introduce a family member in one sentence.
Enrichment Activity
Write down each vocabulary word and practice using each word in a sentence before next class.
Activity 10
Preparation for a Job Interview
Level: Intermediate
Target Group: Young adults, 19-30 years old
First Language of Students: Thai
Objective
Students will work on develop listening skills in order to answer questions appropriately. Students will practice speaking
fluently as they answer questions. Students will seek to demonstrate correct grammar and vocal expression in their
responses.
Terminal Objective
To begin to assist students in developing confidence for upcoming job interviews.
Materials
Students will be asked to bring a copy of their completed resume as previously completed in class. A YouTube video will
be played to introduce the need for complete engagement during the interview process.
www.englishlearninglounge.com/tag/job_interview-
Provide a sample dialogue
Activity
Students will be divided into groups of two where each group member will be asked to play the part of the interviewer
and the candidate.
Specific Tasks:
Student A will play the interviewer and will ask the five questions listed below.
Student B will provide answers in complete sentences providing as much detail as necessary to fully answer each
question
Students are encouraged to provide details and examples to enhance the quality of their answers. Five questions to be
asked and answered:
1. Where have you worked before? How will that experience help to complete this job?
2. Can you tell me how you will address conflict arising from an unhappy customer?
3. Please tell me about a strength you have and how will that strength help you perform this job.
4. How will you handle a reprimand or correction from your boss, if needed? (Why)
5. Why would you like to work for this company?
Were you able to provide details and examples to better explain your answer to each question?
Enrichment Activity
Write out three things you need to remember before attending your next job interview.
Jadi Kindred’s Conversation Lesson Plan #3, June 8, 2010
1) Level of Students: Beginner
Numbers of Students: 2-10
Time of Activity: 50 minutes
2) Target Group: Business students
3) Subject & Title: Current Job
4) Objective: To practice using the present tense
5) Material needed for the activity: Paper and pencils
6) Process of Activity:
Introduction (10 min): What is a typical day in your current job?

Do you like your job?
Intent: To practice speaking and listening skills.
Main (40 min): Everyone will pick a name out of a hat. They will then describe what they think the
roles and responsibilities of that person are in their daily routine. That student will then confirm if their
perceptions of their roles and responsibilities are correct.
Intent: Each student will practice reiterating what they remember their other classmates said. The
students will then have to correct each other and thus keep everyone involved.
7) Follow up homework: Ask them to talk to one person about their job and ask them one question
they would like to know about that job.
1) Level of Students: Advanced
Time of Activity: 1 hour
2) Target Group: Academic students
3) Subject & Title: Adoption
4) Objective: To practice using the conditional tense
5) Material needed for the activity: An article about adoption in Canada
Introduction (15 min): Give the students the article about adoption. Ask the students to highlight the
conditional words used in the article.
Intent: For students to practice reading and recognizing tenses of words.
Main (45min): Have a group discussion using the conditional words or phrases found in the article.
Intent: Talking about a controversial topic may spark a debate. This will encourage discussion and thus
speaking.
Some of the questions could be:
1) Do you know anyone who has adopted before?
2) Should the adopted child know the biological parents?
3) Who are the real parents, the biological or adoptive?
4) Should the adoptive parents maintain the adopted child’s cultural identity?
5) Would you agree to an open adoption or a closed adoption?
7) Follow up homework: Ask the students to find and read an article about the adoption process from a
reputable Internet source.
3) Subject & Title: Volunteer Work
4) Objective: To practice voicing opinions

To learn new vocabulary
5) Material needed for the activity: TV and VCR

10 printed articles
Introduction (10 min): Show a short video clip about the earthquake disaster in Haiti.
Intent: To practice hearing and understanding English.
Main (20 min): Hand out news articles about the issue of Quebec doctors wanting to be paid while
volunteering in Haiti for them to read.
Intent: To practice reading difficult articles and learn new vocabulary.
Discussion (30 min): Ask students if they agree that we should pay for Canadian doctors to go volunteer
oversee? Ask students to form correct sentences using opinion phrases such as:
1) I believe that………..
2) My belief is…………
3) I agree/disagree with ………………..
4) In my opinion………………
Intent: To emphasize the correct way to voice their opinions.
7) Follow up homework: Ask students to find an organization they would like to volunteer for.
1) Level of Students: Intermediate
3) Subject & Title: Immigration
4) Objective: To practice reading and skimming technique

To practice listening, and speaking skills
To learn new vocabulary
5) Material needed for the activity: A revised “Canada Rights and Freedoms” handout
White board and marker
A short paragraph on Quebec statistics of immigrants
Introduction (5 min): Read a small paragraph about the popularity of immigration in Quebec.
Intent: This will introduce the topic and create reaction.
Main (30 min): Give students a revised “Canada Rights and Freedom” handout to read. Ask students to
lookup any words they don’t understand in the dictionary.
Intent: Practice skimming important words and learning new vocabulary.
Discussion (15 min): Ask students to brainstorm what the challenges of being an immigrant would be.
Intent: Create discussion and the incorporation of the new words they just learned.
7) Follow up homework: Research on the Internet 5 benefits to having immigrants in Canada.

3) Subject & Title: Personal Goals
4) Objective: To use future tenses properly

To recall what other students have said
5) Material needed for the activity: Paper and pens
Introduction (5 min): Ask the students to think about their future goals.
Intent: To introduce the topic of the day.
Main (45 min): Have each student write out 10 of his or her personal goals using future tense. Then
have each student walk around the classroom asking other students what their goals are. The focus is to
find other students with at least 2 of the same goals as them.
Intent: To improve listening and speaking skills.
Discussion (10 min): What top 5 goals seemed to be a general theme?
Intent: To encourage the students to recall what other students told them.
7) Follow up homework: Invite students to write a timeline to accomplish their goal.

3) Subject & Title: Homeless people in Montreal
4) Objective: To practice recalling what other students have said

To practice writing, listening and speaking skills
5) Material needed for the activity: 2 chairs
Introduction (5 min): Read a small paragraph about the 30, 000 homeless simply in Montreal.
Intent: To introduce the topic of the day and initiate thought about this subject.
Main (45 min): Have students work in pairs. They will first write out then re-enact a scene about
meeting a homeless person and the lesson the homeless person taught them.
Intent: To practice writing and speaking.
Discussion (10 min): Ask the class to give a compliment to each group about what they liked from each
skit.
Intent: This will ensure that the students did in fact listen and are able to recall past dialogues.
This will encourage student involvement by contributing their opinions.
7) Follow up homework: Ask students to speak to the next homeless person they see.
Time of Activity: 50 min
3) Subject & Title: News
4) Objective: To understand other anglophone speakers

To practice stating opinions
5) Material needed for the activity: TV and recorded clip of the 6 o’clock news
Introduction (10 min): Watch a short clip from the news.
Intent: To practice hearing other English speakers.
Main (30 min): Ask the students if they themselves watch the news. Why or why not?
Intent: To ensure each student has time to practice speaking.
Discussion (10 min): Does the class think that the news is accurate? Why or why not?
Intent: To encourage students to voice their opinions and be active in the class.
7) Follow up homework: Ask students to watch the English news that night to report to the class the
next day.
1) Level of Students: Beginner
3) Subject & Title: Environment
4) Objective: To practice using new vocabulary

To practice listening, and speaking
5) Material needed for the activity: White board and marker
Introduction (5 min): Read a short paragraph about how if we all made a small change, like recycling,
how much we could benefit the Earth.
Intent: To practice listening skills.
Main (40 min): Ask students what we could do to help the environment and write their answers on the
board.
Intent: To learn new vocabulary.
Discussion (15 min): Ask students what damage they think the oil in the Gulf of Mexico is causing to
the environment.
Intent: To practice speaking and initiate class involvement.
7) Follow up homework: Ask the student to adopt one of these small changes in their daily lives.
Jadi Kindred Conversation Lesson Plan #1
2) Target Group: General Students
3) Subject & Title: Favourite Vacations
4) Objective: * To practice using adverbs

* To practice listening and speaking skills
* To practice writing English
5) Material needed for the activity: Travel magazines (ex. Outpost)

* White board and maker
* Paper and 10 pens
6) Process of Activity (how to do it)
Introduction (20 min): Ask the students to think about one of their funniest stories while travelling.
Ask the students to write it down on a piece of paper.
Mix up the paper and hand it out to each student to read out loud to the rest of the class.
This will enable them to practice each skill (reading, writing and speaking).
Intent: Laughter will break the ice and may entice the class to be more comfortable with each other.
Main lesson (30 min): Ask the students to think of adverbs. Write them on the board.
Have each student tell one story about a vacation using at least 2 of the adverbs
written on the board.
Ask students questions such as:
Who was the most interesting person you’ve met while travelling?
Where will be your next trip destination and why?
Where is the most exotic place you have been?
Intent: They may learn new adverbs or master the grammar behind using adverbs correctly. This
exercise will also help their listening skills by answering my questions.
7) Follow up homework
Ask students to select one page from the travel magazines provided and write a short paragraph
describing the destination using 5 adverbs.
Intent: To see if adverbs are used accurately.

Jadi Kindred Conversation Lesson Plan #2
1) Level of Student: Beginner
2) Target Group: General Students
3) Subject & Title: Family
4) Objective: To learn new vocabulary

To practice using full sentences
To practice oral communication
5) Material needed for the activity: Paper and pencil crayons
Introduction (20 min): I will talk about my family and where they are from.
Ask students to each talk about their families and answer questions such as:
a) Where is your family currently?
b) When was the last time you saw your entire family together?
c) How did you get your name?
d) What does your family enjoy doing together?
Intent: To practice speaking and listening skills.
Main subject (30 min): Hand out pieces of paper and pencil crayons. Ask students to draw their family
tree and write the appropriate word above each picture.
Intent: To learn the appropriate spelling (from a dictionary) and words describing family members.
7) Follow up homework: Write a 4-5 sentence paragraph describing their families origin.
Intent: Teacher will correct homework and see where they are having trouble.
Education Canada College
Assignment 3: Conversation Activities 1-10
Maria Longo
July 6, 2009
Asking the Pharmacist
Level: Beginners, Intermediate, Advanced (2 students or more)
Objectives: Students will be able to ask and answer specific questions. Students will be
able to express themselves using vocabulary and grammar level learnt. Students will be
able to improve pronunciation, intonation and understanding of conversation. Students
are encouraged to make complete sentences using adverbs and adjectives with
appropriate gestures and emotions.
1. Ask to speak to the Pharmacist.

2. Describe how you are feeling.
3. Explain how long you have you been feeling this way?
4. The Pharmacist gives medical suggestion with specific instructions.
5. The patient asks: Are there any side affects?
6. Any precautions?
7. Will it cause dizziness, nausea…?
Intermediate and Advanced students are encouraged to elaborate and make their own
questions incorporating vocabulary and level of grammar learnt.
Materials: A bottle of Aspirin, Tylenol and other pharmaceutical products. A sign on the
board written, “Consultation with Pharmacist”
Activity: At the beginning of the class the teacher introduces the topic to the students.
For beginners and intermediate write the questions on the board.
For advanced students, give verbal samples of questions and encourage them to add some
of their own.
The students are asked to do a role play. The students are paired in two. One student
will be the patient and the other the Pharmacist. The patient is not feeling well, goes to
the pharmacy and wants a consultation with the Pharmacist.
Allow the students to prepare and practice a dialogue for seven minutes. The teacher
walks around the class and listens to their conversations, correcting pronunciation,
vocabulary and sentence structure when needed. After seven minutes ask the students to
switch roles with a different group, so that everyone has an opportunity to practice being
the patient and the Pharmacist.
Discussion to follow: Ask for volunteers to act out the two roles in front of the class.
Discuss any concerns the students have. Write any new vocabulary on the board with
their definitions and explanations.
Time: 45 Minutes.
Airport Information
Level: Beginners, Intermediate (2 students and up)
Objectives: Students will be able to ask important inquires in an appropriate manner.

Students will be able to formulate essential questions to obtain information. They will be
able to practice speaking, listening, and pronunciation. The students will be able to
express themselves using vocabulary and grammar learnt with appropriate gestures and
intonations. To practice making inquiries so they feel at ease and could incorporate in any
other setting or situations.
1. Could you please tell me where the nearest washroom is?

2. Could you please tell me where the nearest ATM Bank machine is?
3. Where can I take a Taxi?
4. Where is the nearest hotel in this area?
5. Where is the nearest tourist information center?
6. Where is the nearest hospital?
7. Where can I find a good restaurant?
8. Where is the nearest shopping mall, drug store…?
Materials: Post a sign on the board written, “Airport Information.”
Activities: The teacher explains the topic to the students. You have just arrived at the
country of your destination and you are at the airport. You are looking for the information
booth in order to be able to ask some important information that will help you. Students
are put into groups of 2 or 3, depending on the size of the class. One student plays the
role in the information booth; the other 2 or 3 are family or friends travelling together
making inquiries.
Allow the students 7-8 minutes to practice, then ask them to present in front of the class.
Discussion to follow: Discuss any area of difficulties, questions or concerns they may
have. Write new vocabulary words on the board and explain.
This exercise could be used in any other information area by asking the appropriate
questions, such as: inquiries in a shopping mall, in a hospital…
Time: 30-40 minutes

Planning a Vacation
Level: Intermediate, Advanced (2 students or more)
Objectives: The students will be able to ask and answer questions. The students practice
making the 5 W’s questions. Advanced students are encouraged to express themselves
using vocabulary and grammar learnt, making complete sentence structure with
appropriate tenses. Students will be able to develop their communication, listening and
comprehension skills.
1. Where are you going on your next vacation?

2. Why have you decided to go there?
3. Who are you going to travel with?
4. How long will you go for?
5. What are you going to visit in that country, describe your points of interest?
Materials: Travel Brochures, a map of the world.
Activities: The teacher had introduced the topic to the students four days in advance. The
students were given the questions and asked to prepare a presentation for a trip they
would one day like to take. The students are to bring to class pictures of their desired
destination and prepare to share it with the class for 8-10 minutes.
Discussion to follow: The students are given time to ask their classmate questions about
their desired travel destination. It gives the students an opportunity to ask and answer
questions spontaneously. Write and explain any new vocabulary words.
Time: 50 minutes
The Months of the Year
Level: Beginners, low intermediate (2 students or more)
Objectives: Students will be able to express themselves in complete sentences. Students

will be able to communicate and share their cultures and interests with others.
1. What month is it now?

2. What month is it next month?
3. What was last month?
4. Which month is your birthday?
5. What month do you go on holiday?
6. What month is the hottest?
7. What month is the coldest?
8. What is your favorite month and why? It could be more than one month.
9. Which month does summer begin here and in your country?
10. Which month does winter being here and in your country?
11. Which month does school begin?
12. Which month does school end?
Materials: Board, Markers. Give handouts to students.
Activities: The teacher writes the months of the year on the board. The students review
the months by saying them out loud. The teacher writes the questions on the board. The
students are asked to read the questions out loud. Each student is asked to take 8 minutes
to think about their answers. They are encouraged to write the answers to the questions.
This will help them in reading, comprehension, retention and spelling. Then, they will
share their answers with the rest of the class.
Discussion to follow: Students enjoy this exercise. They have an opportunity to share
their culture with the class. Write down new vocabulary words on the board with their
meanings.
Time: 30 minutes
The Four Seasons
Level: Beginners, Intermediate (2 students or more)
Objectives: Students are encouraged to make complete sentences with vocabulary

learned and using adverbs and adjectives. Students are able to describe colors, sights,
sounds, smells…. Students will be able to practice and improve speaking, listening and
comprehension skills.
1. Which season do you prefer and why?

2. What is the temperature like?
3. What is the weather like?
4. What kind of clothing do you wear?
5. Do you do any activities?
6. Pretend you have a classmate or a friend who does not know what fall or winter is
like. Describe what that season is like using colors, sights, sounds and smells that
will help them imagine and understand.
Materials: Board, Markers, Handout of Four Seasons
Activity: The teacher writes the four seasons on the board matching the appropriate
picture.
The students are put into groups of two. They will make conversations between
themselves, discussing which season each one prefers and why. The teacher walks around
and listens to their conversations, correcting pronunciations when necessary. At the end
of 8 minutes, she will ask for some volunteers to share which season their partners
preferred and why.
If there is a student who has never experienced one particular season the teacher will
ask different students to describe the season(s) for them.
Discussion to follow: The students really enjoyed this activity. They were very
enthusiastic about sharing their preferred season. It was encouraging and rewarding for
me as a teacher, to hear them incorporate the vocabulary, adverbs and adjectives they had
learned in their conversation. It was also interesting to hear them describe a season for
one of their classmate who had never experienced the fall or the winter in Canada. They
enjoyed expressing their views and opinions.
Time: 30 minutes
The Job Interview
Level: Intermediate, Advanced (2 students and up)
Objectives: Students will be able to ask and answer questions in a precise and orderly
manner. Students are able to develop oral fluency, listening, grammar, pronunciation, and
intonation in an active way. To learn vocabulary words related to a job interview.
Students will be able to gain confidence in an interview situation.
1. What degrees do you have?

2. How much experience do you have?
3. Where have you worked?
4. Why would you like to work in our company?
5. How much would you like to earn?
6. Do you have any experience in this field?
7. Where would you like to work and why?
8. When can you start?
9. Are you flexible with your work hours?
Materials: None
Activity: Students are introduced to the topic. The questions are written on the board to
help in developing the dialogue, but they are encouraged to add their own questions.
Students are paired into groups of two. Each student takes turns pretending they are
a candidate for a job. The other student plays the role of the interviewer. Students are
given 8 minutes to practice their roles. Then they are asked to present in front of the
class. Place two chairs in front of the class with a desk. Once everyone is ready, they act
out their interview. The rest of the class listens, and observes.
Discussion to follow: Discuss each role play. Ask students where they felt there was any
difficulty and ask the class to suggest ways for improvement. Write any new vocabulary
words on the board with their explanation.
Time: 45-60 minutes

Fruits and Vegetables
Level: Beginners, Intermediate (2 students and up)
Objectives: The students will be able to name different kinds of fruits and vegetables.
The students will be able to communicate in complete sentences their preferred fruits,
vegetables and culture. The students will be able to develop speaking and listening skills.
1. Do you like to eat fruits? What is your favorite one?

2. How often do you eat fresh fruit?
3. Do you like vegetables? What is your favorite vegetable?
4. Do you think fruits and vegetables are good for your health? Explain?
5. What kind of fruits and vegetables do you or your family buy at the supermarket?
6. What are the most common fruits and vegetables in your country? Can you find
them here?
Materials: Board, Markers.
Activity: The teacher has introduces the topic, “Fruits and Vegetables” to the class four
days ago. The students were asked to bring to class pictures of their favorite fruits and
vegetables.
The teacher writes the names of some common fruits and vegetables on the board. She
also writes six questions which the students are to answer that will help them in
developing their conversation.
The students are put into groups of 2 or 3 depending on the class size. They share their
answers with each other, after 8 minutes ask for volunteers to share their answers with the
class. They are also encouraged to share something they learnt about another student they
found interesting.
Discussion to follow: Allow students to ask questions. Write new vocabulary words on
the board.
Time: 45 minutes
Birthdays
Level: All levels (2 students or more)
Objectives: Students will be able to express themselves, their country and culture using
complete sentences with vocabulary and grammar learnt. Students are able to practice
using adverbs and adjectives, time and places.
1. When is your birthday?

2. Do you celebrate Birthdays?
3. How are birthdays celebrated in your country?
4. How do you like to celebrate your birthday?
5. Have you ever had a surprise birthday party for yourself or someone else?
Describe how it happened, your feelings…
6. What are some things you like to do for your birthday?
Materials: Board, Markers, Cupcakes, Chocolate, Candy
Activities: The teacher draws a picture of a birthday cake with candles, birthday hats and
balloons on the board. She introduces the students to the topic and writes the questions
on the board.
Beginner students are asked to read the questions out loud and make sure they
understand all the vocabulary.
The intermediate and advanced levels can read it silently.
They are asked to take 5-6 minutes to prepare their answers and then share with the
class. If the class is too big, pair students in groups of 2 or 3; have them discuss their
answers in a group. After 8 minutes ask the students to share their answers with the class.
Discussion to follow: Give the students the opportunity to ask their classmates questions
or make comments on what they just learnt. The teacher and students also take this time
to enjoy eating the cupcakes, chocolates and, or candy.
Time: 30-40 minutes

Going to the Beach
Level: All levels (2 students and up)
Objectives: Students will be able to use proper vocabulary, verbs tenses, adverbs and
adjectives to describe their experience. Students will be able to practice using preposition
of place and develop their vocabulary.
1. Have you ever been to a beach?

2. Where did you go?
3. Describe the first time you saw the ocean?
4. Describe the beach, the scenery, the color of the water, the sand…
5. Can you swim?
6. Do you play sports on the beach? If so, which ones?
7. Do you wear sun block?
8. Is there anything else that you enjoy doing at the beach that you would like to tell
us about.
Materials: A picture of the beach to set the ambiance in the class. Give handouts to
Beginners and low Intermediate students.
Activities: The teacher has introduced the topic to the students. She writes the questions
on the board.
Beginners are encouraged to share with the class their experience on the beach with
expressions and vocabulary words they know.
Intermediates and advanced students are also asked to write a short paragraph to be
handed in the next class.
Discussion to follow: Allow students to ask any questions of concern. Write and review
any vocabulary words.
Time: 30 minutes
Introducing your Family
Level: Beginners, Intermediate (2 students or more)
Objectives: The students will be able to make complete sentences with vocabulary and
grammar learned. The students will be able to speak about themselves and their family.
Students will be able to improve their speaking, listening and comprehension skills in an
active way. Intermediate students are encouraged to elaborate on the topic.
Materials: Board, Markers, Paper, Handouts
Activities: The teacher introduces today’s topic on the “Family Tree.” She uses the board
to draw, explain and speak about her own family tree. Each student is given time to ask
questions for clarification.
They are given a piece of paper to draw their own family tree. They will be asked to
be paired into groups of two. Each student will be asked to introduce and speak about
their family to the other student. After 8 minutes the teacher asks each student to share
with the class what they learnt about the other person’s family.
Discussion to follow: Give students the opportunity to share anything more about their
family. They may want to share who is the most influential member of their family in
their life…..Review new vocabulary words and their meaning.
Time: 30-45 minutes

Travel Agent
Level: Intermediate, Advanced (2 students and more)
Objectives: Students will be able to ask questions, make requests and qualify
information. Students are able to form complete sentence structures with appropriate
vocabulary and grammar learnt. To develop speaking and listening skills using role play
in a travel agent and customer setting.
Questions include:
1. Where would you like to go?
2. When were you thinking of going? What time of the year? Which month?
3. How long would you like to go for?
4. How many people will be traveling?
5. Inquire about the cost of the trip?
6. Make sure you ask what necessary documents are needed, passport, visas and
vaccinations?
7. What is the method and deadline to pay for the tickets?
Materials: Travel brochures
Activities: The teacher introduces the topic to the class one week in advance. The
students are asked to bring to class travel brochures or pictures of their desired
destination. The teacher explains to the class that they will pretend to be going to
a Travel Agent to find out some information on their desired destination. Or they
could pretend that they don’t know where to go and the travel agent gives some
suggestions.
Students are divided into groups of 2 or 3 depending on the size of the class. They will be
given 8 minutes to prepare a dialogue. The teacher walks around listening to their
conversation and corrects vocabulary and grammar when needed. Students will be asked
to role play in front of the class.
Discussion to follow: Allow students to ask questions. Write new vocabulary words on
the board with their explanations.
Time: 45 minutes
Improving your English
Level: High Beginners, Intermediate (1 student or more)
Objectives: The students will be able to use communicative skills to express their
interests and desires. Students will develop oral fluency and listening skills. The students
will be able to use vocabulary and grammar learnt in complete sentences.
1. Why do you want to improve your English?

2. Explain how it will help you in your life?
3. Is it for work, travel or pleasure?
4. How long would you like to study English?
Materials: Black board and markers.
Activities: The teacher explains the topic to the students. She writes a few questions on
the board to help them start their conversation. They are encouraged to add their own
reasons for wanting to improve their English.
Students are paired together and pretend they are having an interview with a school
principle. One student is the school principle the other is the student. They practice
conversation by answering the above questions. After 7 minutes, the roles are reversed
with different groups for another 7 minutes. Ask for volunteers to play out the role in
front of the class.
Discussion to follow: Allow the class to ask questions to the students who are presenting.
Answer any other questions the students may have and explain new vocabulary words.
Time: 45 minutes
Assignment 1
TWELVE CONVERSATION ACTIVITIES
Activities Include:
General Conversation Activities, Teaching Business English, Teaching English to Children
Note: The following Samples of Activities are well designed, but they lack the supporting material that
should come with any activity. When designing your Conversation Activities please add any relevant
material, images, links, videos, reading texts, etc.
Christina B.
--
January 23rd, 2017
Program of Study:
TESOL Diploma TCCT Studies
Twelve Conversation Activities
The following list is comprised of sample conversation activities for non-native English
learners. I have tried to incorporate key elements for successful speaking exercises such as
pronunciation practice, vocabulary, problem solving, spoken discourse, creative and task-based
learning activities. My aim for the following conversation activities is to help the students
automatize their pre-existing knowledge of vocabulary and to strengthen their use of grammatical
structure.
The activities have been adapted to meet the target language tools for a low-beginner level, to
a heterogeneous intermediate group and then to an advanced classroom of business students. I
have tried to find activities that are fun, energetic and acceptable to all types of learners. At all
times, for every activity, the teacher (myself) will assess the students by being aware of accent
corrections, intonations, enunciations, and the proper use of grammatical structures. The length of
each exercise should take about 30-45 minutes of class time.
EIGHT (+) GENERAL CONVERSATION ACTIVITIES
Activity 1 Introduce Yourself & Interview Your Classmates
Sources found on: Olga Shugurova Conversation Activity, TESOL CANADA

& https://www.youtube.com/watch?v=vCWhIgKrpfM
Level: High Beginner / Low Intermediate with 5-10 students
Objective: For a newly formed class where the students can get to know one another. The
students can practice how to ask and answer questions, and, if the students are at a suitable level,
they will practice these informal introductions and then interview one another. This gives the
students the opportunity to work on fluency and different intonations for the same questions. The
students are asked to find someone who they have the most in common with in the class.
Preparation: 10 minutes. Make a sample list of questions for the students to go by.
Materials: Computer Screen showing an informal conversation clip on YouTube:

https://www.youtube.com/watch?v=cQnD3qJiJPo
Method: The teacher will begin the activity by discussing the different ways in which someone
can introduce themselves that is common to the English language. The teacher will show a
YouTube clip about common ways to introduce oneself and the class discusses what they noticed
in the video. The teacher hands out a list of sample introduction questions and answers and the
class reads the questions out loud together to familiarize themselves with common questions.
The students will then practice the informal introductions with the person seated next to them.
This should take about fifteen minutes. If this is a low-level beginner class, then this Part A of the
activity should suffice for the entire conversation activity, the only difference will be that each
student will be introducing themselves to everyone in the classroom, rather than just with a
partner.
Once the informal introductions have been practiced in pairs, the teacher will prepare the
students for Part B of the activity which is the interview part. The teacher will present a list of
common questions that the students can take from to create their own personalized interview
questions, or they can personalize the questions however they wish to. They are allowed five
questions each. They will go around the room to see whomever they have the most in common
with.
Before they begin their interviews, the teacher will remind the students that they can also
practice their informal introductions before they proceed with the interview questions. This is a
great opportunity for the students to practice fluidity with their speech and to automatize their
pre-existing knowledge of informal introductions. The interview section will help with their
practice on asking and answering questions.
Samples:
Sample Introduction Questions Sample Interview Questions

Hi, how are you? Do you drink coffee?
I’m great, thanks. Yes, I do…
What’s your name? No, I don’t …
My name is… What are your favorite websites?
Where are you from? My favorite websites are …
I am from…. Do you have a pet?
Why have you come to ...? Do you live in a house or an apartment?
I travelled here because ... Do you like to sing?
What has been your biggest challenge so far? What kind of music do you like?
So far, … has been my
biggest challenge.
It was nice to meet you.
You too. Have a wonderful day
*** Note, sample questions can be changed to suit the level of the classroom.
Once everyone in the room is finished with their introductions and interviews, the students
will then tally their checkmarks to see who they have the most in common with and will share
their findings with the class.
Activity 2 Describe the Picture / Spot the Difference
Source found on: Penny Ur – A course in Language Teaching
Level: Beginner/Intermediate
Objective: This exercise can be used to help a beginner class boost their vocabulary and basic
sentence structure. It can help an intermediate class with their ability to use free discourse, and it
can be a great exercise to practice grammar rules. Target grammar boosting skills could be the
use of proper tenses such as simple present, present continuous, simple past and the use of
prepositions (on, at, below) for ‘spotting the differences’; structure based – free sentence
construction.
Preparation: (10 minutes). Search the internet or find a children’s book to print/ photocopy the
pictures that are appropriate for level of the class. Print the desired amount of copies so that each
student has a worksheet to look at.
Method: The teacher will explain to the class that they are going to have a speaking activity. The
teacher shows one of the photos to the class to prepare their vocabulary and situational awareness.
The teacher will demonstrate first for the class: “What do you see?” The teacher will answer the
question by remarking: “I see a boy with his mother walking to a store.” The teacher will explain
that the simple present has been used to describe the picture. Once the students have understood
the activity, the teacher will pass along the various photos so that the students have a chance to
review their picture. The teacher will then assign the students to move into pairs. All the while the
teacher will be looking for common mistakes and errors as they discuss their photos. After this
first activity is accomplished, depending on the level of the students, the teacher will ask the class
to do the same activity, but by using the simple past, present continuous, etc.
Activity 3 Food-Express
Source found on: Olga Shugurova Conversation Activity, TESOL CANADA
Level: Beginner/Intermediate
Objective: This activity is a great way for learners to become familiar with common expressions
and idioms regarding food. A beginner class can also use this exercise to broaden their
vocabulary. It’s a fun exercise because the students can ‘make pretend’ about the meal that they
are about to enjoy and explain. This activity would be well suited for a weekly Unit on Food or
At the Restaurant.
Preparation: 15 minutes. The teacher creates sample expressions to do with food on a piece of
paper and photocopies are made for each student in the class. (For a beginner class, simply
adjectives and verbs related to food).
Method: The activity is introduced by the teacher asking the students what their favorite foods are
and why. Hypothetically, a student could start by saying ‘pizza’, and the teacher asks why and the
student answers ‘because it is good’. The teacher could then write on the board ‘mouth-watering’
and the students can see that they are learning common expressions. The teacher then writes
down common expressions that will help the students with the following exercise and reviews it
with the class.
The teacher asks the students to draw a delicious meal that their culture often eats. The student
must make a note about the meal such as ingredients, how to prepare it, how often they eat it,
cultural tails about it or nutritional information.
The teacher then askes the class to form groups of three or four. Discussion follows with notes
about favorite foods. The students are asked to bring with them a separate sheet of paper to make
notes about their discussion. When the students are finished with presenting to one another, they
can individually vote for who has the best meal and why they think it so.
Samples:
Idioms:
to grab a bite to eat (i) it’s on someone (i) to treat someone (i) whatever one’s heart desires (i)
to be starving (i) to be so hungry one could eat a horse (i) an appetizer (n) an entree (n) the
house specialty (n) to be out of this world (i) to be mouth-watering (i) to start (v) to be
famished (i) to wash something down (i) to be tasty (adj) one’s eyes are bigger than one’s
stomach (i) to skip a meal (i)
Conversation Questions that can be written on the board:

1) What is your favorite food?
2) What do you usually eat for dinner?
3) What is your favorite entree?
4) What is your favorite side dish?
*Note that beginners avoid the complex sample questions and idioms but rather focus on simple
adjectives regarding how food tastes and verbs regarding the act of eating.
Adjectives and Verbs for beginners:

 delicious, delightful, juicy, soft, crunchy, healthy, tasty, sip, full, chew(y) etc.
Activity 4 Tell a Story
Source found on http: www.teachingenglish.org.uk
Level: Intermediate
Objective: This is a playful activity where the students can think creatively within the context of a
second language. It is also a great opportunity for the students to practice grammar and syntax.
The game is structure based, however, it is highly motivating because the students create free
sentence composition together.
Preparation: None
Method: The students are asked to create a story as a collective group by adding one word only as
the story builds from each student in the classroom. The story can move in any direction that they
like since each student is only allowed to say one word when it is their turn. Surprise and
spontaneity will help the students to become more comfortable with impromptu conversations.
There is no need for keeping score in this game, however, the teacher can interrupt at any time to
correct any use of incorrect grammar.
Sample:
A student starts the story off by say ‘Once’
The next student can say ‘there’ or ‘upon’
The next student can say ‘was’ or ‘a time’
The teacher will write the story on the board as the students go and can stop them if there are any
grammatical errors to show where the sentence became faulty and how to fix it. It’s fun because
the students can use their collective imaginations to create a story together.
Activity 5 Draw a Picture
Source found on https://www.youtube.com/watch?v=vCWhIgKrpfM
Level: All Levels
Objective: To practice describing a place and to practice asking questions. This game is task-
based, highly motivating and involves problem solving through spoken discourse. The students
practice prepositions, giving instructions, and asking questions.
Preparation: 20 minutes – small cue-cards with ready-made ideas for a picture.
Method: Two volunteers are asked to come to the board. One student will be the artist and the
other will tell the artist what to draw. The student who takes the cue-card from the hat will start
by telling the artist what to draw step by step to complete the picture. When the artist finishes
drawing the picture, they are required to guess the caption for the scene. The artist has permission
to ask for more clarification at any time.
Sample:
 Going on a safari.
Student 1: Please draw a large sun on the top left corner of the page, or ‘It’s going to be a sunny
day.’ Now, at the bottom of the page, please draw a large passenger van.
Student 2: Do you want the van on the bottom right or the bottom left?
 A picnic
 Two children walking to school
 Camping in the woods
 At the library
 Crossing the desert on a camel
 At a restaurant
Activity 6 The Hot Seat
Source found on https://www.youtube.com/watch?v=tMbGUBkWJZU
Level: All levels
Objective: An interactive game where the students practice building sentences in a spontaneous
setting. It will help to automatize and consolidate their pre-existing knowledge on syntax and will
help to boost vocabulary. It is a great game for beginners all the way to advanced players because
the words that they choose can be simple or complex. High motivation, lots of talk, task-based.
Preparation: 10 minutes: Comprise a list of sample words or phrases for the class to pick from a
hat.
Method: Before the game begins the teacher and students can decide if they are going to play
using words, or adjust the difficulty level by playing with phrases. The students can choose their
own words or phrases, or they can pull from a hat.
The class is divided into two large teams on either side of the classroom. Rock paper scissors
to decide which team goes first. The first team to play will elect two players to move to the front
of the class. One player sits in a chair facing the class without seeing the whiteboard while the
other player will write a word on the board that is visible for the team to see. The team then has
three minutes to describe the word without giving the answer to the unknowing player. The
player on the chair can ask for clarification such as ‘am I a person?’. If the player cannot guess
the correct word or phrase within the allotted time their team does not get a point.
Sample: Words:
Television, Astronomer, Sidewalk, Karaoke, Ocean, Plastic, etc.
Sample: Phrases:
‘Astronaut Shrimp in Space’, ‘Miniature Mice on Bicycles’, ‘Two Lima-Beans Walk into a Bar’,
etc.
Activity 7 Spot the Lie
Found on http: www.edutopia.org/discussion/12-fun-speaking-games-language-learners
Level: Intermediate
Objective: A great way to for the students to work on fluency because the activity gives them a
chance for conversation. The exercise is simple, yet effective in discourse because the students
can get to know each other and conversation sparks.
Preparation: None
Method: The teacher asks the students to get into groups of three. Each student will be asked to
write down three sentences about themselves with one of the statements being a lie. Then the
students take turns telling about their statements. The group will guess which statement is the lie
out of the three. When the students have finished, new groups of three will be assigned.
Samples that the teacher can put on the board:
- I am the oldest of three sisters.

- I have been to four countries.
- I often ride my bicycle to work.
Activity 8 Tell Us About It
Resources found on:

https://www.google.ca/search?q=board+game+tell+us+about+it+ESL&biw=1168&bih=550&t
bm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi43dPMurvRAhWm3YMKHQpYAYcQsA
QIIQ&dpr=1.17
Level: Intermediate / Advanced
Objective: This is a great game for fluency speaking because it gives the students a chance to
contextualize their use of grammar. The students must decide whether to speak in the past,
present, or future tense; they have the chance to use conditional clauses; reported speech. It’s an
informal way for the students to become comfortable with expressing their daily routine, ideas
about the future, or their opinions on a topic. Great for conversation discourse.
Preparation: 5 minutes. Print 3 copies of a board game. Bring to class several die and pegs.
Method: Split the glass into groups of four and hand the board game to each person. Each player
has a turn to play on the board, rock/paper/scissors for who goes first. The die will give the
numeric value of what square their peg must land on. They will read the question and answer as
honestly, as clearly, and as best as they can. The other players can freely engage in conversation
or ask questions or add their opinions. The students can take as long as they like to talk about the
topics that the players land on.
Sample:
-Your first vacation.
-What will technology look like in the year 2035?
-The last book that you read.
Activity 9 Desert Island
Source found on http: www.teachingenglish.org.uk
Level: Intermediate/Advanced
Objective: This game is best used for an end of session ice-breaker because students have already
become familiar with each other and have developed their classroom personas by now. This game
excites critical thinking and problem solving skills.
Preparation: None
Method: The teacher asks the students to imagine that they are stranded on a desert island and
that they are only allowed to bring one item with them. The item could be a survival tool, or for
entertainment value. Each student is asked to draw on a piece of paper the one and only item that
they would take with them to this deserted island. The teacher asks them to really think about it
because the class is going to vote for categories: ‘Who is most likely to survive’, ‘Who is least
likely to survive’.
Activity 10 Finish the Sentence
Source found on The Internet TESL Journal, Vol. V, No. 5, May 1999
http://iteslj.org/, Gerard Counihan profesorSs [at] blabla.es
Level: High Beginner/ Low Intermediate
Objective: To aid in fluency and to work with grammar construction. The students can creatively
finish a sentence however way they choose, so long as the sentence is grammatically correct and
logically follows the word or phrase that begins the sentence.
Preparation: 10 minutes. Prepare a list of sample words or phrases that begin a sentence or idea
and photocopy for each individual student.
Method: The teacher introduces the activity to the students to let them know that they are to
complete the half-finished sentences however they like. The teacher will give the class ten
minutes to create their own sentences. When the students have finished making their sentences,
with help from the teacher if need be, they will get into groups of about four and share there
answers together. The students are encouraged to use free discourse to discuss or debate the
sentences.
Samples: (taken from TESOL Journal Vol. V, No. 5, May 1999)
 My car ...
- My car broke down yesterday while I was coming home from work.
- My car was expensive, but it breaks down a lot.
Now you try it:

 My best friend ...
 Last night ...
 I have never ...
 The third world ...
 I once dreamt that ...
 I get angry when ...
 Some people ...
 Going on holiday ...
 Having my hair cut ...
TWO ACTIVITIES FOR BUSINESS ENGLISH
Activity 1 Give Advice / Give Instructions
Sources found from http: www.teachingenglish.org.uk

& https://www.youtube.com/watch?v=i8RbWvooPTk
Level: Advanced
Objective: To practice giving advice, suggestions or instructions depending on the topic that is
chosen. Business students must be able to adapt to a spontaneous conversation in an office
setting. The game is inherently repetitive and allows for automatization of grammar structures
through spoken discourse. The game is also successful because it gives the learners a chance to
speak at length, give advice, ask for advice, and respond to advice’.
If the topic is ‘Giving Advice’ then it is a good opportunity for the student to use conditionals
such as you ‘should’, ‘might’, ‘ought’, ‘could’; practicing reported speech such as ‘my friend said
that ___ worked for her’; practice with perfect past in question form ‘have you tried _____?’
If the topic is ‘Giving Instructions’ then it’s a good opportunity for the students to automatize
sequencing prepositions such as ‘first’, ‘then’, ‘after that’, and ‘finally’.
Preparation: 30 minutes- prepare a list of topics to draw from a hat (advice/instruction)

Video Clip: only the first 50 seconds from https://www.youtube.com/watch?v=i8RbWvooPTk
The students can take from a prepared Bristol board of the following hints or guidelines:
(Taken from: http:www.teachingenglish.org.uk)
YOU SHOULD + INFINITIVE

YOU OUGHT TO + INFINITIVE (FORMAL)
IT WOULD BE A GOOD IDEA IF YOU + PAST SIMPLE
IF I WERE YOU, I WOULD ...
YOU HAD BETTER ... + INFINITIVE
YOU WILL HAVE TO + INFINITIVE
IT IS TIME YOU + PAST SIMPLE
WHY DON'T YOU ... + INFINITIVE
YOU COULD ALWAYS ... + INFINITIVE
HAVE YOU THOUGHT ABOUT ... + ING
IMPERATIVES (Don't ... Do ...)
Method: The teacher randomly hands out one topic for advice/instruction from the below list to
each student. The students have 5 minutes to decide how they will answer by jotting points. Then
each student has a chance to ask for advice/instruction from the class. The teacher can monitor
the proper use of their grammar.
Sample Advice statements:

- I have a headache: What should I do?
I’m sorry that you have a headache. Do you have any pain killers? I think that you should rest
your eyes for a bit, or maybe drink some water. If that doesn’t help, then I think that you should
go home for the day.
- I keep losing my credit card

- I’m always late
- I’m always crashing my car
Sample Instruction statements:

- Drive a car
- Cook a meal
- Play a musical instrument
- Salsa dancing
- Assembling a television set
Activity 2 Debates
Sources found on www.edutopia.org/discussion/12-fun-speaking-games-language-learners

& http://busyteacher.org/4686-33-controversial-topics-and-how-to-teach-them.html
Level: Intermediate/Advanced
Objective: Debates good chance to use long-turn speaking. The learners have a change to propose
and idea, support an argument, present an opinion, and the like. The teacher can also talk about
cultural courtesies on how to be polite if you have a different view on a topic. For example, ‘You
have made a good point, and I see what you are trying to say, however, my point of view differs
because …
Preparation: 10 minutes – Gather a list of topics to choose from.
Method: Separate the classroom into two groups - representatives of ‘For’ and representative of
‘Against’ a topic. The teacher and the class will decide on a topic and together they will
brainstorm ideas for arguments that support the claim and ideas for arguments that disapprove of
the claim. Once good ideas have started the student’s ideas rolling, the teacher will then give a
few sample ways to begin an argument or courtesies for disagreements.
Sample Phrases:
- I appreciate ______’s point, but have they considered that…
- I see what you are saying, however, we disagree on this one point that _______...
- It becomes obvious when you consider________...
Sample Topics: (Taken from http://busyteacher.org/4686-33-controversial-topics-and-how-to-

teach-them.html)
 Foreigners shouldn’t be allowed to vote

 Celebrities earn too much money
 Military service should be obligatory
 War is never an option for solving international disputes
 We are becoming too dependent on computers
 Smoking should be banned worldwide
 Homework is harmful
TWO ACTIVITIES FOR CHILDREN:
Activity 1 Change the Word / Rhyme Time

Introduced to me from a head teacher in a South Korean hogwan.
Level: Beginner
Objective: This game is oriented toward helping pronunciation, reading and listening. The game
is both inherently repetitive and interactive. It is designed to teach and train sight reading so the
students should be comfortable with alphabet letters and their corresponding sounds.
Preparation: Best used with alphabet fridge magnets, however, simply a dry erase marker on
whiteboard.
Method: The teacher starts with a lesson on combining letters together to make the sounds. For
example: ‘AT’ aaa- ttt AT.’ The teacher then asks to students to help her rhyme with the sound
AT, for example: cat, bat, rat, tat, hat, sat, etc. The teacher then demonstrates on the white board
with the letter C, then B, etc.
c-c-c at
b-b-b at
For higher beginners, this exercise can be used with comparing sit with site, or tap with tape.
After the activity has been demonstrated by the teacher, the teacher asks the students to come up
one by one to attach a consonant to the site reading word in use. The teacher will have on the
white board ‘AT’ and the student chooses whatever consonant that they wish and then reads it to
the class and the class repeats the sound.
Activity 2 Create a Friendly Monster

Found on The Internet TESL Journal, Vol. X, No. 9, September 2004
http://ites: lj.org/
Level: Beginner
Objective: This exercise helps familiarize the students with parts of the body numbers and colors
in a creative and stimulating way.
Preparation: Several dry erase markers
Method: The teacher begins by drawing a monster’s head on the board and describes to the
students as they are drawing it. For example, the teacher can say ‘Here is my monster’s head. He
has four eyes, two noses, and big teeth.’ The teacher will then ask the students for help with
drawing the rest of the body. The students will repeat after the teacher the descriptive parts of the
body. For example, this monster has … When the demonstration is complete, the teacher will
then ask the students create their own monster on a separate piece of paper, or if it’s a small class
they can draw their monster on the whiteboard. The students will be asked to describe their
monster to the class after they have finished their drawing. Since this is a children’s activity,
every student should feel accomplished in their work and therefore the teacher will have several
award categories so that no student feels left out. Such categories could include: 1) funniest
looking monster, 2) the monster to most likely be afraid of its reflection, 3) the happiest monster,
4) the monster that most needs a haircut, 5) the strongest monster, 6) the best kept monster.

Sample Conversation Activities of TESOL

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Education Canada College (TESOL Canada)

Selection of Practical, Hands on Lessons for Various Levels of Proficiency

Target Audience: Young Adults, 19 – 30 years old

Duration: 30-40 Minutes

First Language of Students: 3 Spanish (Mexico), 3 Japanese, 3 French (Québécois)

Terminal Objective Planning a Birthday Party

Students will demonstrate their ability to plan a birthday party.

Materials (see Google Images below for materials)

1) Who is the birthday party for?

Images retrieved from Google Images October 19, 2015

Seasons of the Year

Level: Low Intermediate

Target Group: Adults of all ages

First language of students: Low German (10 Mennonites from Belize)

Summer (hot, sunny, flowers, picking the weeds, thunder storms)

Fall (cool, crisp, frosty, chilly, raking the leaves, windy)

Winter (cold, blizzard, shoveling the snow, freezing, frost)

Headline News (Current events)

Affirming a Point of View

Target Group: Young adults preparing for post-secondary studies.

First Language of Students: 5 Koreans and 5 French Québécois

1. I am concerned for the health of my peers and family members as we age.

The students will be divided into groups of two

1) Can you tell me more about_______

Level: Low Intermediate

Target Audience: Adults of all ages

First Language of Students: 5 Swedish, 5 Arabian speakers

White board with phrases depicting different tenses

Poster boards with three columns: past, present, future

Past Present Future

Place the following in the progressive present

I __________ (am/ are/ is) eating at the store now.

I _________ (was/ were) eating breakfast today?

I ________ ( am/are/ is ) eating supper

Place the following in the future progressive

I _________ (will be/ have been) shopping at the store

I ___________ (have been/ will be) writing a book

Change the following five phrases from present simple to progressive.

Complete the following task as a group all together

Example: Present simple: I work

Present progressive: I am working

Present simple: He studies

Present progressive: He is studying

Change the following:

Customer Service – Returning a Broken Item

Target Group: Business Students

Age Group: Adults of all ages

First Language of students: Portuguese from Brazil

Customer Service Representative: Hello, how can I help you today?

Customer: My toaster does not work properly

CSR: What is wrong with the toaster?

Customer: The toast does not pop up

CSR: Have you tried adjusting the settings?

CSR: Would you like a new toaster?

Customer: No, I would like my money back.

The Game of Hockey

Level: Low intermediate

Target Group: Young Adults, Age 19-30

First language of students: Egyptian

Sample narration Find Egyptian sounding names to use)

The puck is dropped.

The goalie (Ammon) stops the puck.

Auset fights for the puck.

Amen to defend his net.