tag:blogger.com,1999:blog-86617056633546852902024-03-13T11:49:25.706-07:00Tiger teslConversation lesson topics and questions for adult ESL teachers and students.Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comBlogger221125tag:blogger.com,1999:blog-8661705663354685290.post-64786252555968137612022-05-21T09:00:00.000-07:002022-05-23T08:37:19.434-07:00Conversation, Discussion and Debate Topics and Questions for EFL CELTA TEFL Lessons<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am currently working as a TEFL teacher in South Korea and have been amassing a list of conversation lesson topics and questions that I have found invaluable. These are excellent for both classroom and one to one private lessons.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Click the links on the left or use the letters below for a list of Conversation topics and questions for adult and young adult ESL lessons.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Alternatively use the links below to explore other areas of the site or the search box in the top left hand corner to find something specific.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you have any suggestions for questions please submit them using the comments box below.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">You can also contact me at </span><a href="mailto:Tigertesl@gmail.com"><span style="font-family: "arial" , "helvetica" , sans-serif;">Tigertesl@gmail.com</span></a><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Check out the most recent topics:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a dir="ltr" href="http://tigertesl.blogspot.co.uk/search/label/First%20lesson">First lesson</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.tigertesl.blogspot.co.uk/search/label/Pandemic">Pandemic</a></span><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/What%20if.........%3F"><span style="font-family: "arial" , "helvetica" , sans-serif;">What if..?</span></a><br />
<a href="http://tigertesl.blogspot.co.uk/2012/07/amusement-parks-theme-parks.html"><span style="font-family: "arial" , "helvetica" , sans-serif;">Amusement Parks</span></a><br />
<a href="http://tigertesl.blogspot.co.uk/2012/07/mobile-phones-cell-phones.html"><span style="font-family: "arial" , "helvetica" , sans-serif;">Mobile Phones / Cell Phones</span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/Video%20Games"><span style="font-family: "arial" , "helvetica" , sans-serif;">Video Games</span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/Royalty"><span style="font-family: "arial" , "helvetica" , sans-serif;">Royalty</span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/Russia"><span style="font-family: "arial" , "helvetica" , sans-serif;">Russia </span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/Would%20you%20ever.............%3F"><span style="font-family: "arial" , "helvetica" , sans-serif;">Would you Ever....? </span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/World%20Peace"><span style="font-family: "arial" , "helvetica" , sans-serif;">World Peace </span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/Bullfighting"><span style="font-family: "arial" , "helvetica" , sans-serif;">Bullfighting</span></a><br />
<a href="http://tigertesl.blogspot.co.uk/search/label/Who%20is%20the%20greatest...%3F"><span style="font-family: "arial" , "helvetica" , sans-serif;">Who is the greatest...?</span></a><br />
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<b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2009/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center>
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<b><span style="color: red;">Articles:</span></b><br />
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<a href="http://tigertesl.blogspot.com/2007/06/why-use-games.html" style="color: #3333ff;"><span style="color: #cc0000; font-family: "arial";"><b>Why use Games in the ESL classroom? + Six excellent games.</b></span></a><br />
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<span style="color: red;"><a href="http://tigertesl.blogspot.com/2008/06/teaching-young-adult-literature-in.html" style="color: #3333ff;"><b>Teaching Young Adult Literature in Advanced ESL Classes</b></a><br />
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<span style="font-weight: bold;">ESL Games:<br />
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<a href="http://tigertesl.blogspot.com/2008/03/games-for-esl-classroom.html"><span style="color: #3333ff;"><span style="font-weight: bold;">Hundreds of simple and effective games and activities for use in the ESL classroom.</span></span></a><br />
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<span style="color: #cc0000;"><span style="font-family: "lucida grande";"><span style="color: red;"><b>Quiz Questions:</b></span><br />
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<a href="http://tigertesl.blogspot.com/search/label/Quiz%20questions%28easy%29" style="color: #3333ff;"><b><span style="color: #000066;">Easy </span></b></a><span style="color: #3333ff;">(lower intermediate)<br />
</span><a href="http://tigertesl.blogspot.com/search/label/Quiz%20question%20%28medium%29" style="color: #3333ff;"><b><span style="color: #000066;"><span style="color: #3333ff;">Medium</span> </span></b></a><span style="color: #3333ff;">(intermediate)</span><br />
<span style="color: #000066;"><b style="color: #3333ff;"><a href="http://tigertesl.blogspot.com/2008/01/hard-advanced-quiz-questions-for-esl.html">Hard</a></b><span style="color: #3333ff;"> (advanced)</span><br />
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<span style="color: #3333ff;">These can be found listed by category </span><a href="http://eslquiz.blogspot.com/" style="color: red;">here</a></span><br />
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<a href="http://iteslj.org/v/k/"><span style="color: red;"><b>Korean - English ESL quiz questions online</b></span></a><br />
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<b><span style="color: red;">Commonly Used <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">Abbreviations</span></span></b><br />
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<b>CALL</b> = Computer Assisted Language Learning<br />
<b>CELTA</b> = Certificate in English Language Teaching to Speakers of Other Languages<br />
<b>EFL</b> = English as a Foreign Language (Studying English in non-English-speaking countries)<br />
<b><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">ELT</span></span></b> = English Language Teaching (or sometimes Training)<br />
<b>ESL</b> = English as a Second Language (Studying English as a non-native speaker in a country where English is spoken. Depending on where you are from, the term ESL may be more inclusive and includes EFL. For some people the reverse seems to be true.)<br />
<b><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">ESOL</span></span></b> = English to Speakers of Other Languages (Note: ESL and EFL are often used interchangeably. This acronym is an attempt to make a generic term and then assign more limited meanings to ESL and EFL.)<br />
<b>L1</b> = "Language 1" = the student's native (primary or first acquired) language.<br />
<b>L2</b> = "Language 2" = the language being learned or studied<br />
<b>TEFL</b> = Teaching English as a Foreign Language<br />
<b>TESL</b> = Teaching English as a Second Language<br />
<b>TESOL</b> = Teaching English to Speakers of Other Languages (It is also the name of an association, Teachers of English to Speakers of Other Languages, Inc.)<br />
<b>TOEFL</b> = Test of English as a Foreign Language<br />
<b><span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">TOEIC</span></span></b> = Test of English for International Communication <br />
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<b><span style="color: #6666cc;">Useful links</span></b></div>
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<a href="http://eslquiz.blogspot.com/"><span style="font-weight: bold;">ESL QUIZ QUESTIONS</span></a> - A huge collection of quiz and trivia questions for use when teaching TEFL / ESL. Arranged by category and difficulty<br />
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<a href="http://teflpedia.com/index.php?title=Main_Page"><b><img alt="" border="0" id="BLOGGER_PHOTO_ID_5317900972221935906" src="https://3.bp.blogspot.com/_tbRsvDQGArY/Scz6wj_-MSI/AAAAAAAAAIk/5umHa3a7fjg/s400/Logo2.png" style="cursor: hand; height: 81px; width: 86px;" /></b></a></div>
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<a href="http://teflpedia.com/index.php?title=Main_Page"><b>TEFLPEDIA</b></a> - The wikipedia of Teaching English as a second Language.</div>
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<span style="font-size: 78%;"><span style="color: white;"><b></b></span></span><br /></div>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-48320695955583884112022-05-19T11:10:00.001-07:002022-05-23T09:28:49.730-07:00ESL TEFL TESOL TESL Conversation Questions - Generation Gap<ul>
<li><span style="font-family: arial;">What is a generation gap?</span></li><li><span style="font-family: arial;">Have you ever felt a generation gap with your friends?</span></li>
<li><span style="font-family: arial;">How do you over come the generation gap? </span></li>
<li><span style="font-family: arial;">When do you feel the generation gap the most? </span></li>
<li><span style="font-family: arial;">Is it possible to overcome a generation gap? </span></li>
<li><span style="font-family: arial;">At what point in life does the generation gap seem to be the largest? </span></li>
<li><span style="font-family: arial;">Do you think you can be a better parent than your own parents in future? </span></li>
<li><span style="font-family: arial;">Do you think it is OK to date or marry someone of a different generation to yourself, either older or younger? </span></li>
<li><span style="font-family: arial;">Some people think it is OK to marry a much older man but not a much older woman? Do you agree? </span></li>
<li><span style="font-family: arial;">How would you feel if your father was a generation older than your mother? Do you know a family where this is the case? </span></li>
<li><span style="font-family: arial;">What could be some problems with a partnership or marriage of different generations? </span></li>
<li><span style="font-family: arial;">Do you think your generation's fight is similar to your parents generation's fight. </span></li>
<li><span style="font-family: arial;">What do you think are some of the advantages or disadvantages of another generation? </span></li>
<li><span style="font-family: arial;">When did you first become an adult in your mind? </span></li>
<li><span style="font-family: arial;">What role does music play in generation gaps? </span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">When is an age gap beneficial, and when is it a hindrance?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">How can you overcome a generation gap?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Can you talk to your parents about everything?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you ever disagree with your parents / guardians / grandparents about topics such as music, style or values?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">How many years difference do you think constitutes a generation gap?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Is it possible for parents and children to be friends?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What influences the styles, values and interests of a generation?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Are people from the "older" generation always more wise and correct in their ways of thinking and choices? Why or why not?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you ever disagree with your friends / children / parents/ relatives / grandparents about topics such as music, style and values?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Is it possible for parents and children to be friends? Or for people of different generations to be friends?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What influences the styles, values and interests of a generation? How long is a generation?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What is an example of a time you and your friends / parents / relatives / grandparents had an argument or disagreement? Do you think it was related to generation gap?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you think a generation gap allows the older generations to have more "authority" in their relationships with younger people?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What are some topics people of different generations disagree on? Is it possible for people of different generations to agree on things as well?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">It has been said that each generation is about 10 years. Is it possible to "categorise" or "label" every generation (such as Generation X, Generation Z, Baby Boomers, etc)?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Should teachers be aware of the generation gap between themselves and their students? What can be done about it? Can the gap be narrowed by teachers being adaptable, or should students adapt to their teachers?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you feel you have more of a generation gap with your mother, father, grandmother or grandfather? Why do you think this is the case?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">If you don't have generation gaps with your friends/parents/relatives/grandparents, what are some reasons why they don't exist in your relationships with them?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you think that your life is easier/harder than your parents?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What role do changes in technology play in creating a generation gap?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Could people's leisure habits be labelled under "radio, television, computer" generations?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Which changes in traditional values could contribute to a generation gap?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Have you found useful information in systems like astrology?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What do you think when you see an old person?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you think older people are boring people?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Would you ever date someone much older or younger than yourself?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What was the most popular music when you were 12 years old? Now? How has the music and you changed?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">There are some older woman / younger man relationships in Hollywood. Do you think this is changing people's views?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Some people think it is OK to marry a much older man but not a woman? Do you agree?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you know a family where this is the case?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you think your generation's fight is similar to your parent's generation's fight?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Why do new generations frequently blame the last generation for problems they are facing?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">If you could give one important message to the next generation, what would it be?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you think you will experience a generation gap with your children? What are some differences in music, fashion, personality, mannerisms that are apparent when encountering a generation gap?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">How can a generation gap affect interaction between people?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What are some key signs that a generation gap is present?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">How can a generation gap cause problems in the workplace?</span><ul style="margin: 0px 0px 0px 30px; padding: 0px;"><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">School</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Relationships</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Holidays/Festivals</span></li></ul></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What are some differences in your culture's generation gaps when compared to that of another culture's own generation gaps?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">What causes generation gaps to form?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">How might today's generation gaps be different from those of your parents' or even your grandparents'?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">How do generation gaps change/evolve for individuals over time?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Can you see a generation gap between yourself and the younger generation? What is it concerning?</span></li><li style="list-style: outside disc; margin: 0px; padding: 0px;"><span style="font-family: arial;">Do you feel your parents don't understand you because of a generation gap?</span></li>
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<a href="http://tigertesl.blogspot.com/">Back Home</a></center>
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<b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center>
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<span style="font-size: 78%;">ESL questions and discussion topics on Generation Gap at home for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad.Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></span>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-2314904946487490902022-05-18T07:03:00.000-07:002022-05-23T09:04:02.330-07:00Games for TEFL TESL, ESL classrooms<h3>
Simple educational games that can be used in the ESL classroom.</h3>
<h3>
Headmaster Game</h3>
<b>Level: </b> Medium to Difficult <br />
Have each student take out a piece of paper and their dictionary. Write on the board: <br />
<blockquote>
You are the new headmaster of this school. You have two years to make this the perfect school. You can have as much money as you want, but you must spend it all in 2 years. <br />
<ul>
<li>What changes would you make immediately? </li>
<li>What changes must be gradual? </li>
<li>What would you do to make it a better school? </li>
<li>What changes would you make? </li>
</ul>
Be specific. For example, don't say hire better teachers. You must say how you would find better teachers or what kind of teachers you would hire. Also, remember you must think like a headmaster, not like a student! Making school easy and letting the students do no exams or homework will not make parents happy! </blockquote>
Give the students 15 minutes to work alone. Then put them in groups of 3-5 with a leader to organize their thoughts. Each group's leader will give its "report" to the other students during the following class period. <br />
If your students have a small vocabulary you can help them out by listing on the blackboard areas of discussion: teachers, buildings, classrooms, activities, dorms, lunchrooms,curriculum, sports, playground, library, bathrooms,schedules,music, art,etc. <br />
This is a great activity for all ages. We always run out of time! <br />
<h3>
Can You Find What Is Different?</h3>
<b>Level: </b> Easy <br />
Ask a volunteer to go out of the classroom. While the student is out of the room, the other students change their sweaters, shoes, coats and so on. Bring the student who went out of the classroom back inside. He/she has to guess the differences (speaking in English, of course.) <br />
<h3>
Guess the Letter on Your Back</h3>
<b>Level: </b> Easy <br />
This game is used to practice the alphabet. Divide students into groups and ask them to stand in line and give the students in the front of the line a piece of chalk to write on the blackboard. Then write with your finger a letter on the back of the students at the end of the line. They must do the same with the student in front of him/her and so on. The students with the chalk try to guess the letter and write any word that begins with that letter on the board. <br />
<h3>
Fold-over Stories</h3>
<b>Level: </b> Any<br />
This is an old favorite. Give each student a sheet of blank paper. Write the following words on the board in a vertical line: WHO, WHAT, HOW, WHERE, WHEN, WHY. Explain that everyone will be writing a sentence story. Write an example on the board, explain, asking for suggestions. <br />
<ol>
<li>Tell them to write someone's name at the top of their paper, i.e., their own, a classmate's, the teacher's, a famous person that everyone knows; fold the paper over once so no one can see it, then pass the paper to the person on their right. </li>
<li>Write on the received paper what the subject did (suggest funny or outrageous actions), fold it over and pass it on to the right. </li>
<li>Continue to write one line, how they did it (adverbs), fold and pass; where-pass; when-pass; and last of all, why (because...) and pass it one more time. </li>
<li>Have the students unfold their stories, and read them silently. Help anyone who cannot read what the others wrote, or doesn't understand. </li>
<li>Ask one student at a time to read "their" story aloud, or turn the stories in for the teacher to read. Funny! </li>
</ol>
<h3>
Descriptions</h3>
<b>Level: </b> Medium <br />
<ul>
<li>Write down names of every student in your class on pieces of paper. </li>
<li>Give the names to students. Try to make two students describe each other. </li>
<li>Ask them to describe the person whose name is on the paper. </li>
<li>After they finish, give the description to the person who is described. He/she has to find any writing mistakes on the paper. </li>
<li>Students work in pairs to correct the two papers. </li>
</ul>
<h3>
Guessing the Word from a Drawing</h3>
<b>Level: </b> Any<br />
<ul>
<li>Ask one student to be in front of the class. Give him/her a word that can not be seen by other students. </li>
<li>He/she will draw (on the blackboard) a picture expressing the concept of the word. </li>
<li>The rest of the class have to guess the word. </li>
<li>If you are keeping score, the one who drew the picture gets the point if the class can guess the word. </li>
</ul>
<h3>
Reviewing Tenses</h3>
<b>Level: </b> Any<br />
Preparation:<br />
<ul>
<li>Print out three sentences (negative, positive, and question) of the tense you want to review. </li>
<li>Cut each sentence into words. </li>
</ul>
The Activity: <br />
<ul>
<li>Students work in groups. </li>
<li>Give each group of students words of a sentence and ask them to make the sentence. </li>
<li>Draw a table on the board and ask students to tick sentences at suitable positiions, positive, negative, or question. </li>
<li>Ask students to make rules of the tense. </li>
</ul>
Example:<br />
<ul>
<li>Three Sentences: <ul>
<li>I am a student. </li>
<li>I am not a student. </li>
<li>Are you a student? </li>
</ul>
</li>
<li>The Rules: <ul>
<li>TO BE at the present simple<br />I am a student. </li>
<li>Positive: S + am/is/are + O.<br />I am not a student. </li>
<li>Negative: S + am/is/are + not + O.<br />Are you a student? </li>
<li>Question: (Ques words) + am/ is /are + S + O? </li>
</ul>
</li>
</ul>
<h3>
Find Parts of Speech of Words in a Sentence</h3>
<b>Level: </b> Any<br />
<ul>
<li>Prepaire cards with parts of speech. Give these to your students. </li>
<li>Write the sentences on the board. </li>
<li>Ask your studnets to find parts of speech of words in the sentences. </li>
<li>You can divide the class into teams to make the games more fun. </li>
</ul>
Example: Your sentence: <br />
<pre>I WENT TO SCHOOL YESTERDAY.
pronoun verb preposition noun noun</pre>
<h3>
Think Fast</h3>
<b>Level: </b> Any<br />
A game for revision (review). It also works well for the last 5 minutes of class <br />
The teacher prepares a list of items for revision e.g. word fields, grammar, facts. In class he/she explains the procedure. Three to five volunteers leave the classroom and wait till their turn has come. The teacher appoints a student to take the exact time and another to take down a tick for every correct answer. No repetitions! (Set up or negotiate rules on pronunciation.) Then the first player is called in. <br />
<ul>
<li>Teacher: You have 20 second to name as many things as come to your mind. </li>
<li>Your topic: Parts of the body / London sights / plays by William Shakespeare / the places in a town / traffic signs / weekend shopping-list / etc. </li>
<li>Ready, steady, go </li>
</ul>
Once all volunteers have done their bit, award a small prize (e.g. a sticker) to the winner of the round. Then ask the class for additions before you pick the next item. Then pick the next item. <br />
Allow more time (30 or 40 seconds) for longer answers: What have you done so far today? / What did you do last weekend? / School rules: What do students have to do? What are they not allowed to do? / etc. <br />
If this game is played in groups, they should be evenly balanced. <br />
<h3>
Alphabet Liar Game</h3>
<b>Level: </b> Any<br />
<ul>
<li>Take a pack of letter cards, mixed up. It is better if it is not a complete alphabet, and there are some duplicate cards. </li>
<li>Deal all the cards out to the players </li>
<li>Students take it in turns to play cards face down. They must go through the alphabet, starting from 'A', playing one card face down and saying the letters in Alphabetical order. </li>
<li>Even if they do not have the card to be played for that turn, they must play any card and pretend it is the card they said. Say the sequence has gone A,B. The next player must play a card and say C, even if he has not got an C. </li>
<li>If any player does not believe that someone has played the real card, he can say: "You're a liar" and turns the card over. If the card has the letter which was said, the challenger picks up all the cards. If it is not, the liar picks up all the cards in the pile. The winner is the first one to finish all their cards. </li>
</ul>
<h3>
Survivor Spelling Game</h3>
<b>Level: </b> Any<br />
Use this activity to review vocabulary: <br />
Make a list of vocabulary covered in previous lessons. Have students stand. Call out a vocabulary word. The first student begins by saying the word and giving the first letter, the second student the second letter of the word, the third student the third letter, and so on until the word is spelled correctly. If somebody makes a mistake they must sit down and we start from the beginning again until the word is spelled correctly. The last student must then pronounce the word correctly and give a definition in order to stay standing. The student who is left standing is the "survivor" and wins the game. I usually give them some type of prize. If all the students remain standing we have a pizza party at the end of the week. <br />
The students love it and it is a great way to practise vocabulary!!! <br />
<h3>
What's Your Name?</h3>
<b>Level: </b> Easy<br />
One student sits in the front of the classroom (usually in the teacher's comfortable chair) with his back to the other students. The teacher then points to students in the class and asks "What's your name?" The student indicated must respond "My name is__________" with either his own name or the name of someone in the class. The student in the front cannot see who is speaking. The teacher says to him, "Is it___________?" and he must say "Yes, it is" or "No, it isn't". If the student in front is correct, he gets to stay there, but if he's mistaken, he changes place with the student who fooled him. <br />
To make the game more interesting, the students are encouraged to disguise their voices. <br />
I always do this with my beginners at the beginning of the year, but always at the end of the class, and for not more than 5 to 10 minutes. (My beginners are elementary age.) <br />
<h3>
Human Bingo - Getting to Know You Activity</h3>
<b>Level: </b> Any<br />
Have the students divide an 8.5" x 11" paper into 9 squares (two vertical lines / two horizontal lines. The middle square is the "free" space. Next, put a list of 5 questions on the board (these can vary in difficulty). For example: <br />
<ol>
<li>What is your name? </li>
<li>Where are you from? </li>
<li>How long have you been in the USA? </li>
<li>What is the strangest thing you have eaten here? </li>
<li>(they make a question) </li>
</ol>
The students must then interview 8 different people in the class to fill in the bingo page. Each square on the paper represents one person's answers. When they have written all the answers from one person, they go on to someone else until all of the boxes on the paper are filled. When everyone has finished, the teacher uses the class list to call off names. For example, if the teacher says, "Who has Rodrigo?", the students who interviewed Rodrigo would then provide the answers he gave to the bingo questions. It's a fun game that gets students speaking right away. It usually takes a while to complete. <br />
<h3>
Ball Game</h3>
<b>Level: </b> Any<br />
Students stand up in a circle around the teacher. A ball is tossed to a student and the teacher asks a question, e.g.: "Say a color". The student then responds and throws the ball back to the teacher.The teacher then throws the ball to another student and asks another question. For higher levels, you can ask such questions like "Give me the past participle of an irregular verb". This is a fast game, and it is great for reviewing vocabulary. <br />
<h3>
Getting to Know a Little More about Your Classmates</h3>
<b>Level: </b> Any<br />
The teacher gives every student a piece of paper on which they write a sentence about their personal life. This sentence can be about school, family, music, friends, the last vacation, etc. For example "I went to the beach last vacation" or "I always study for my exams" or "I have two brothers" etc. When they finish writing their sentences they fold the paper and give it to the teacher. <br />
It is very important to tell students before writing the sentence that the information they are going to write is "a secret" and not to show it to their classmates. If they have a question about something, they should ask it to you instead of a classmate. Tell students to write their names on the papers. <br />
After collecting all the papers, ask the students to write the numbers from one to 10 (or 20, depending on the number of students you have in that moment in the classroom) in their notebooks. After that, the teacher reads the sentences in random order (without saying the name of the student), and the students write the names of the people they think wrote sentences. <br />
After reading all the sentences, say the question number and read the sentence again for each piece of paper and ask the students to name who they thought wrote it. <br />
Then tell the students the name from the student who wrote that sentence. Students should write (C) for correct guesses and (I) for incorrect guesses. <br />
This is one way for studnets to start knowing a little more about their classmates. <br />
<h3>
Draw the Teacher</h3>
<b>Level: </b> Any<br />
This game helps to teach children the names of facial parts. <br />
Divide the class into two teams. Then draw 2 ovals shapes on the board. Then yell "Draw the teacher's eyes!" and the two leading students from each team run up and draw your eyes on the oval. Then yell "Nose!" which is drawn by the next two students. And so it goes. The student get a ball out of this as they have permission to make fun of their teacher, and your image can get to look pretty distorted. You can add other features, such as nose or ear hairs. This will also work if you want to do body parts as well. Just draw the basic torso instead of ovals. <br />
If the kids are unsure as to which facial/body part you're talking about, just point to it. <br />
At the end say both images look pretty good and call it a tie. <br />
Another variation on this could be for naming parts of animals. The resulting picture would be a monster. i.e. peacock's tail, snake's head, elephant feet, bat's wings, etc. <br />
<h3>
Acting Adverbs</h3>
<b>Level:</b> Easy to Medium <br />
This activity is a great way to introduce the idea of how adverbs affect the way a verb action is done. Divide the blackboard in two and write as many verbs on one side and as many adverbs on the other as you can (get the class to come up with them). At this stage you can also teach how adjectives 'turn into' adverbs by writing down adjectives e.g. angry, happy, and adding the 'ily'. Then divide the class into two teams and perhaps give them goofy team names (I find they enjoy giving each other names). Then get one team to choose a verb and adverb combination and the other team has to act it out, e.g. talk crazily. <br />
My experience with this activity has been with younger learners where some kind of reward is offered at the end like stamps or being the first team to leave at the end of class. You can think of your own reward (or penalty) to motivate your class. It can be a lot of fun with both the actors and the 'directors' enjoying making fools out of themselves or watching others make fools of themselves. <br />
<h3>
Suppose That</h3>
<b>Level:</b> Easy to Medium <br />
This works well as a fluency activity <br />
<ol>
<li>You are the black sheep of your family. Explain to us why. </li>
<li>You won a motorcycle and you are planning to embark on a voyage. Explain where you go. </li>
<li>You arrive face to face with a person who you owe 100 dollars to. What do you say? </li>
<li>You help an old woman across the street. It turns out that she is a magician. To thank you, she offers you four wishes. What do you ask for? </li>
<li>You arrive home at midnight, you open the door and ...... </li>
</ol>
<h3>
Cut-Up Sentence Kabadi</h3>
<b>Level:</b> Any<br />
This is a combination of a basic TEFL game and the Indian game Kabadi. <br />
Prepare some cut up sentences from the grammar or vocab area you've been working on and place them on a table at the front of the class. Arrange the students into teams, standing behind a line or marker. They have to run to the table and arrange the words into correct sentences, however, they are not allowed to breathe in. To prevent this the students have to repeat 'kabadi' over and over. If they stop saying the word they have to return to their teams. The first team to correctly arrange all their sentences is the winner. This can get a bit wild but it's fun. <br />
<h3>
Writing Idea</h3>
<b>Level:</b> Medium to Difficult<br />
I asked my students to write in their daily journals what rules they would like to see implemented in our classroom and which rules they beleived would benefit our class the most. I then asked them to imagine how it would be if we had no rules in our class, in our school, and in the world. I asked them to weigh the pros and cons of this idea and write whether or not they would like to experience or live in this type of environment. <br />
<h3>
Spin Zone</h3>
<b>Level:</b> Any<br />
Each set of partners receives a top. One learner says as many sentences or words in the target language as he can before the top stops spinning. His partner counts. The student who says the most words wins. We had fun letting the winners compete in "spin offs". I like to give stickers to all and candy to the winner! <br />
<h3>
Prepositions Game</h3>
<b>Level:</b> Medium to Difficult<br />
Prepare a text that contains prepositions. Take out the propositions and print them on a separate sheet, then cut this sheet so that each preposition is on a piece of paper, then put all of them in an envelope . Divide the class into groups and give each group an envelope. Tell the students that you are going to read a text and whenever you raise your hand they should bring a suitable preposition and put it on your desk and that the fastest team would get points. Read the text with each groups' order and cancel a point for each mistake. Finally read the text with correct prepositions. You can play this game with adj as well as a,the and an. <br />
<h3>
Martian</h3>
<b>Level:</b> Medium to Difficult<br />
Tell your class you are a Martian and you are inhabiting a human body to study human ways. You then ask about virtually anything in the room, and ask follow up questions:<br />
<br />
What is this?<br />
It's a pen.<br />
What's a "pen"?<br />
You use it to write.<br />
What is "write"?<br />
You make words with it on paper.<br />
What are "words"?<br />
<br />
ETC...<br />
<br />
You can make it as difficult as possible for your higher level students; at some point, though, you'll need to say "OK, I understand", and go to the next object. Even your best students will eventually get stuck on this one! <br />
<h3>
Punctuation Game</h3>
<b>Level:</b> Any<br />
I came up with this game to help the students understand what the marks of punctuation are. Draw a period (.), a comma (,), a question mark (?), exclamation mark (!), and an apostrophe (') on the board and leave a few inches between each symbol. Tell the students the name of each and have them repeat each name. When they are comfortable with the names, begin by pointing to each one in succession. Once they are proficient at this, speed up the pace. This is where it gets fun. Once they are able to say the names in order, change the order on them. Speed up each time through to get the kids excited. As a final tactic, have each student go through the names of the symbols at a slow pace and then speed up. I give the one who can say the most right a piece of candy or a sticker. Have fun and you'll see a big improvement in their punctuation. <br />
<h3>
Good Morning Balls</h3>
<b>Level:</b> Any<br />
<ol>
<li>You have three different coloured balls, (they should be very light weight, Small balls). </li>
<li>Get the class to make a circle. </li>
<li>Then give three people a ball. <ul>
<li>Red Ball - Good Morning </li>
<li>Green Ball- How are you? </li>
<li>Blue Ball - Fine thank you and you? </li>
</ul>
</li>
<li>The class members pass or gently throw the balls and the person who receives them says the meaning of the balls. </li>
</ol>
<br />
This is fun and gets the class going first thing in the morning. <br />
<h3>
Air Write</h3>
<b>Level:</b> Any<br />
One person "writes" letters, words, numbers, shapes etc: in the air and others guess what it is. Can be done in pairs, as a group, along a chain.<br />
Can also be played as back-write, that is, writing the letter/word/... on the back of another and they guess what it is. <br />
<h3>
Lost in a Jungle</h3>
<b>Level:</b> Medium to Difficult<br />
This is a game suitable for a class of pre-intermediate and up. The game can be done in groups of three to six students. It keeps everyone involved even the quietest students. <br />
The Teacher prepares a list of say 20 items and writes the list on the board or gives copies to groups. This is a list of things that people may need if they're lost in the jungle and things that they may not need. <br />
For example: <br />
<ul>
<li>A pack of canned food </li>
<li>50 meters nylon rope </li>
<li>Knife </li>
<li>Torch </li>
<li>Tent </li>
<li>Cellular phone </li>
<li>6 gallons of water </li>
<li>Petrol </li>
<li>Alcohol </li>
<li>Blankets </li>
<li>Candles </li>
<li>Matches </li>
<li>... </li>
</ul>
<br />
Then, the students in groups decide on 5 items on the list which seem essential to all of them. This usually takes a whole session since they all come up with different ideas. Sometimes a creative student chooses an item apparently irrelevant, but when he/she explains how to use it, everyone agrees! <br />
<h3>
Intonation Fun</h3>
<b>Level:</b> Medium<br />
Use this activity to underline the importance of intonation when your students, as they often do, talk like robots. Basically, get them to say the words in quotation marks in the contexts that follow.<br />
<br />
'Hello'<br />
to a friend<br />
to a friend you haven't seen for 3 years<br />
to a neighbour that you don't like<br />
to a 6 month old baby<br />
to someone you have just found doing something they shouldn't<br />
to someone on the phone when you're not sure if they are still on the other end<br />
<br />
'Goodbye'<br />
to a member of your family as they are going through the boarding gate at the airport<br />
to someone who has been annoying you<br />
to a child starting his very first day at school<br />
<br />
'How are you?'<br />
to someone you haven't seen for 20 years<br />
to someone who has recently lost a member of the family<br />
to someone who didn't sleep in their own bed last night<br />
<br />
'I never go to pubs'<br />
by a person that totally disapproves of drinking alcohol to someone who often goes to pubs<br />
as a response to someone who has told you they sometimes go to pubs<br />
said before: '…but I quite like discos.'<br />
<br />
'What have you done?'<br />
to someone who claims to have fixed your television only that now it's worse than before<br />
to someone who is scolding you for not doing anything when you suspect the same about them.<br />
to someone who has just done something very bad and which has serious consequences<br />
<h3>
Truth or Lie?</h3>
<b>Level:</b> Any<br />
This isn't really new. I got the idea from a book and have expanded on it a bit. It can be used at any level from pre-int. up. It can be used just for speaking practice but it's particularly useful if you're doing present perfect for past experiences. It works soooo well! The students just love it! Lots of question and past tense practice. Even the quiet ones will talk!<br />
Based on a group of three (it can be done in pairs, or fours if you write some more questions), each student has a piece of paper with five questions on it (see below) and takes it in turns to ask the person on their left one of their questions. The student answering the question must answer 'Yes I have.' regardless of the truth. The student who asked the question can then ask as many further questions as he likes in order to help him decide whether the truth is being told or not. Obviously, sometimes they'll be telling the truth. The third student can also join in with questions, thereby 'ganging up' on student B. Listen how students fabricate stories in an attempt to avoid questions! When the first student feels he's heard enough he says 'No further questions' and writes 'True' or 'False' next to the question. The game then carries on (student B asks a question to student C and so on) When all the questions have been asked the papers are passed to the left for marking i.e. the truth is revealed. The highest score out of five wins.<br />
This game will really open your eyes to people's ability to LIE.<br />
Here are the questions. You can use different ones, obviously.<br />
<br />
Have you ever…<br />
spoken to a famous person?<br />
danced on a table in a public place?<br />
been trapped in a lift?<br />
taken an illegal drug?<br />
sung karaoke?<br />
<br />
Have you ever…<br />
appeared on television?<br />
left a bar or restaurant without paying?<br />
written graffiti on a wall?<br />
appeared in a photograph in a newspaper?<br />
chased a criminal?<br />
<br />
Have you ever…<br />
done a very dangerous sport?<br />
won a medal or trophy?<br />
missed a flight?<br />
stayed in a five-star hotel?<br />
swum naked in the sea?<br />
<br />
A typical exchange might be something like:<br />
- Have you ever swum naked in the sea?<br />
- Yes I have.<br />
- Where did you do it?<br />
- Erm. On holiday in Majorca.<br />
- Who were you with?<br />
- Some friends.<br />
- What were their names?<br />
- Erm...etc.<br />
<h3>
Syllable Game</h3>
<b>Level:</b> Medium<br />
<br />
Write a difficult word on the board for example<br />
ACCOMMODATION.<br />
<br />
Then clap your hands while saying the word. Repeat as necessary.<br />
<br />
Then ask them to count the claps in ACCOMMODATION. There are 5 hand claps. Get students to clap and say ACCOMMODATION.<br />
<br />
Tell students these hand claps are called SYLLABLES and that every word breaks down into one or more syllables. Briefly practice saying "syllables."<br />
<br />
On the board underneath ACCOMMODATION draw 5 medium sized boxes. Put the correct number underneath each box.<br />
<br />
Clap and say the first syllable of ACCOMMODATION and ask your students which letters should go in box 1. They should say AC (some might say ACC.)Repeat this process until all of the letters are in the correct boxes. So now you should have<br />
<br />
Box1 AC Box2 COM box3 MO Box4 DA Box5 TION<br />
<br />
Then choral drill the letters like this.<br />
<br />
Teacher: Which letters are in Box1?<br />
<br />
Students: AC<br />
<br />
Teacher: and in Box2?<br />
<br />
Students: COM<br />
<br />
Continue this until all 5 boxes (syllables) have been covered.<br />
<br />
Then ask a student to give you the contents of BOX1 and 2. Then ask another to give you the contents of box 2 and 3. Then 3 and 4. then 4 and 5.<br />
<br />
This gradual building of the word helps them not only to understand the rhythm and concept of syllables, but also helps them to fix the spelling in their minds.<br />
<br />
Once they grasp the concept of syllables, Write some 3,2, single syllable words on the board and get the students to work out how many syllables the word has, and then get them to put the letters into the correct boxes <br />
<h3>
Karaoke</h3>
<b>Level:</b> Difficult<br />
-for larger classes <br />
Preparation: choose songs that are easy to understand and somewhat enjoyable. <br />
1. Divide the students up into groups of 4-5 people. <br />
2. Give each group a different song. Have them figure out all the words to the song. Make sure that not just one person is doing the work, but that it is a group effort. <br />
3. Give them the entire class (one hour) to work on it. Next class, have them return to their groups to practice one time. <br />
4. You then have the group as a whole, stand up and sing along with the recording. <br />
-this is fun for the students if they all participate and work together.<br />
-choose both popular and silly songs to keep their attention and interest <br />
<h3>
Getting To Know You</h3>
<b>Level:</b> Medium to Difficult<br />
-for larger classes<br />
1. Give each student an index card<br />
2. Have the students pair up and write the name of their partner on their card.Give them five or six questions that they must ask each other such as:<br />
-Where were you born?<br />
-What is your favorite color and why?<br />
-What did you dream last night?<br />
3. Make sure that they write down the answers to these questions on their card. When they are done, have them each choose a new partner.<br />
4. They will then tell their new partner about their old partner based on the questions answered. Each person will record this information on the other side on the index card (the index card is only to help them remember everything).<br />
5. Once they have finished, they each stand up in front of the class and tell everyone what they learned about one of their classmates. <br />
-this helps them to develop their communication skills and helps them get comfortable with speaking and interacting with all the students in the class <br />
<h3>
Extreme Situations</h3>
<b>Level:</b> Medium to Difficult<br />
The point of this activity is to make difficult questions involving choosing a course of action in extreme situations.Usually This situations will involve feelings, prejudices, ethics,,etc. <br />
Examples 1: <br />
You are on a deserted island. There is a motor boat and you are the only one who knows how to drive it. It is up to you to decide which people of the following people you are going to take with you in the boat. There is space for only you and 3 more people. <br />
Here they are: <br />
<ul>
<li>a prostitute </li>
<li>a drug addict </li>
<li>a dying old man </li>
<li>a doctor convicted of malpractice </li>
<li>a child pornographer </li>
<li>a convicted criminal </li>
<li>(Note: You should adjust the list to suit the students in your class. Delete some if you find them offensive. Add others that you think would generate good discussion.) </li>
</ul>
Example 2: <br />
You find a wallet with $50,000 and the ID of its owner. That money is exactly the amount of money you need to cover the expenses of a delicate operation for your daughter. She needs that operation to survive. What would you do with the money? <br />
And you can create new extreme questions to challenge students to speak. <br />
<h3>
Spot the Difference</h3>
<b>Level:</b> Medium to Difficult<br />
Divide the group in pairs.For this activity you get two apparently identical pictures.You can get this pictures in puzzle books or Internet. Give one of the pictures to a student an the counter-picture to his/her partner. Make the students sit far from his/her partner in order to describe the picture without looking at the counter picture. The point of the game is to detect the differences without using body language or looking at the partner's counter-picture. The team that finds all the differences first is the winner. <br />
This activity is specially good for those students who are reluctant to speak. <br />
<h3>
Traffic Light Questions</h3>
<b>Level:</b> Any<br />
This games works especially with adult students who are reluctant to speak about personal issues.<br />
Prepare three cards (a green, a yellow, and a red one) with six questions each. The questions on the green card are easy and not personal, and the ones on the red card are more difficult and personal. Each student throws a dice twice. The first time is to decide upon the color of the card (1 or 2 = green card; 3 or 4 = yellow card; 5 or 6 = red card) and the second time is to choose the question. <br />
<h3>
Tell Me Why</h3>
<b>Level:</b> Medium to Difficult<br />
The point of this game is to try to answer questions. We often take for granted many things but if we consider them carefully sometimes they are not necessarily logical.These questions are intended to make students speak. In most of the cases there are no "right" or "wrong" answers. Here are some examples: <br />
If you're so WISE can you tell me WHY: <br />
Some birds have wings but never FLY. <br />
not all the monkeys have a tail BEHIND. <br />
Leopards have spots and TIGERS STRIPES. <br />
Grooms dress in black and BRIDES in WHITE. <br />
People wave their hands when they say good BYE. <br />
The ocean´s blue and so is the SKY. <br />
Our EYES shed tears when we CRY. <br />
We must WRITE letters from left to RIGHT. <br />
Roosters crow in the mornings at six or FIVE. <br />
People trhow RICE to the groom and BRIDE. <br />
We strech and yawn when we feel so TIRED. <br />
As you can see I repeated the /ai/sound to create a special sensation to the ears.These questions can also help you to teach pronunciation and intonation if you read them with the proper rhythm. <br />
<h3>
Four-Letter Words</h3>
<b>Level:</b> Any<br />
This game has nothing to do with offensive words.I play it just for fun and the students like it a lot.You will be amazed to see how many different words can be generated from a single word! <br />
1.-The teacher writes a four-letter word (not a bad word but word made up four letters)on the board. <br />
For example: <br />
The teacher writes on the board: TIME <br />
2.-Students will take turns generating words from the first one.The idea is to change only one letter but generate a meaningful word. <br />
TEACHER.-TIME<br />
STUDENT1.-DIME <br />
3.-Any letter can be change.Only one at a time, but not on the same place consecutively.Example: <br />
TEACHER.- TIME<br />
STUDENT1.- DIME<br />
STUDENT2.- LIME (Wrong you should change any other letter but not on the same place consecutively). <br />
TEACHER.- TIME<br />
STUDENT1.- DIME<br />
STUDENT2.- DOME<br />
STUDENT3.- COME<br />
STUDENT4.- CAME<br />
STUDENT5.- CANE<br />
Etc.<br />
Etc. <br />
The teacher has to limit the time the students take to write the words (may be 20 seconds). The students score a point for each meaningful word they write. If a student takes too much time he loses his turn. Finally the student who makes more points is the winner. <br />
<h3>
Memory Game (Long and Short Forms)</h3>
<b>Level:</b> Medium to Difficult<br />
RULES: The same rules as the regular memory games(the only difference is they are going to match the long forms with the sort forms). <br />
Foreign students sometimes do not realize there are many reductions in English. They feel frustrated when they are not able to understand spoken English. This is in part to because they are not aware of short forms. A way to help them is by showing same expressions in both short and long forms. Examples: <br />
want to- wanna<br />
going to-gonna<br />
ought to-outta<br />
because-'cause<br />
a lot of- alotta<br />
see you-seeya<br />
got to-gotta<br />
let me-lemmi<br />
give me-gimmi<br />
what have-wattav<br />
etc. <br />
I advise the teacher to read aloud the cards when the students pick them up in order to encourage them to repeat and learn them. <br />
<h3>
Spelling Review</h3>
<b>Level:</b> Medium<br />
This activity will make students review spelling in a funny way. You can create similar spellings as the following ones: <br />
I.1.2.C.U = I want to see you<br />
R.U.O.K? = Are you O.k?<br />
I´s T = Iced tea<br />
I.C.Q = I seek you<br />
I.O.U. = I owe you<br />
E.Z. = Easy<br />
B.Z. = Busy<br />
I.1.T = I want tea<br />
I.8 = I ate<br />
U.2 = You two/ you too.<br />
Y? = Why?<br />
C.U.$$$.9 = See you at nine<br />
2E.Z.4U = Too easy for you<br />
R.U.D.Z? = Are you dizzy? <br />
stand<br />
------ = I understand<br />
I <br />
<h3>
Pronunciation Bingo</h3>
<b>Level:</b> Medium to Difficult<br />
THIS BINGO IS FOR NOUN-VERB STRESS <br />
I came out with this idea while I was teaching pronunciation in Mexico. The idea is to make a bingo game contrasting the the pronunciation of nouns and verbs with the same spelling.(Use a stress mark (´)to show the students that nouns are stressed in the first syllable and verbs on the second).Examples: <br />
prógress-progréss<br />
présent-presént<br />
prótest-protést<br />
cóntract-contráct<br />
désert-desért<br />
rébel-rebél<br />
súspect-suspéct<br />
cónsole-consóle<br />
cónflict-conflíct<br />
récord-recórd<br />
cónvict-convíct<br />
ínsert-insért<br />
pérmit-permít<br />
etc. <br />
When you name the cards let the students listen to the words but not look at them. This way they will be able to distinguish the difference. <br />
------------------------------------------------------<br />
MINIMAL PAIRS BINGO <br />
The same can be done to teach minimal pairs.Examples: <br />
sit-seat<br />
but-bat<br />
bought-boat<br />
saw-so<br />
base-vase<br />
etc. <br />
P.D.MAKE THIS GAME INTERESTING BY GIVING SMALL PRIZES TO THE WINNERS. <br />
<h3>
Saved by the Bell</h3>
<b>Level:</b> Medium<br />
I discovered this game while watching T.V. With some modifications the idea of the game is the same: <br />
1.-Place a buzz or bell inside a waste basket(a clean one, of course). <br />
2.-Get a light ball that fits into the basket. <br />
3.-The student will make a shot with the ball.If the student scores the bell will ring(saved by the bell) , if the student fails a indiscreet question will have to be answered by him/her. <br />
4.-In advance, prepare as many cards with indiscreet questions as possible. For example: <br />
Have you ever cheated in a final test? Have you ever stolen something? Have you ever had two or more boy/girlfriends at the same time?Have you ever gotten a ticket? If so why?Have you ever had a nickname? If so, which one? etc,etc. <br />
The point of this game is to practise asking and answering in a fun way. However, you have to be very careful with the questions you write on the cards!(some questions may be very offensive if you are not careful). <br />
<h3>
The Game of Truth</h3>
<b>Level:</b> Medium to Difficult<br />
I learnt this game when I was chatting with a brazilian girl.It is a very simple but interactive game. As you know people always as the same questions in chats over and over again.What do you do? How old are you? etc. She asked me if I wanted to play THE GAME OF TRUTH. I say yes of course! Here are the rules:( I made some changes for the English classroom) <br />
1.Make a lot of small cards with interesting topics written on them, such as: LOVE,JEALOUSY,PIRACY,MONEY,SMOKING,SEX,DINKING,CLONNING,BRIBING,FRIENDSHIP,DEATH PENALTY,PHYSICAL PUNISHMENT,FAMILY,etc,etc.Look for topics that make students speak.Sometimes even CONTROVERSIAL ones. <br />
2.-Every student in the class will take turns in taking a card.He or she will talk a little about the topic in the card he or she selected. For example: <br />
MONEY: for me money is very important , but is not the most important thing.It is only a way to reach things.Success is not measure by the money you can get,etc,etc. <br />
3.-Allow student to express their feelings even if it is not their turn. Remember the main point of this game is to make students speak!However don´t lose the control of the class. <br />
P.D.If you select very interesting topics I garantee everybody will try to answer the questions even when is not their own turn.This activity is excellento "to break the ice" and to help you know each other in the classroom. <br />
<h3>
Invitation to an Annual Dinner</h3>
<b>Level:</b> Any<br />
Pre-activity: The teacher should have taught students about prepositions.<br />
Activity:In pairs, students are required to write a dialogue of about 12-15 exchanges based on an invitation card given by the teacher.<br />
Sample invitation card: <br />
INVITATION TO EXECS BUSINESS ANNUAL DINNER <br />
DATE: 24 JUNE 2001<br />
PLACE:PALOMA BALLROOM, DE PALMA HOTEL<br />
TIME: 7.30 AM<br />
ATTIRE: FORMAL <br />
Allow about half an hour to prepare the text and about 3 minutes to present it in class. Ask students to be as creative as possible. <br />
Students get to practice prepositions as well as Wh-questions. I find that my students enjoying themselves while pretending to invite their friends to the annual dinner. <br />
<h3>
Story Telling & Memory Game</h3>
<b>Level:</b> Any<br />
Ask the children {at least 5 to 6} to sit around in a circle<br />
Ask one child to say a sentence in a story form e.g "once there was a boy".The next child will have to repeat that sentence and add something more to it like "once there was a boy whose name was John"In this way the children keep building up a story as well as remembering what the previous sentences were.The child which forgets a line will go out of the game.This game not only improves a child's memory but also encourages him/her to be creative in story telling. <br />
<h3>
Mini Plays</h3>
<b>Level:</b> Medium to Difficult<br />
The teacher makes up a little discussion which she reads or gives to a couple of children to read. E.g. <br />
Mum: Bye, now. Be careful!<br />
John: Yes, Mom. I will.<br />
Mum: Don´t forget to write.<br />
John: No, Mom. I´ll write every day.<br />
Mum: Call me when you get there. <br />
And then the teacher chooses one aspect to the plays that will be improvised based on this short discussion. E.g. <br />
"Your plays must ne about a situation where somebody is leaving away. What happens? What do you say? You have 5 minutes to practise a little play in groups of 2-5." <br />
In five minutes the plays will be presented and some vocabulary can be marked, if you feel like it. The kids love making plays and they are pretty good in improvising incredible plays even in few minutes. <br />
<h3>
Active Brainstorming</h3>
<b>Level:</b> Any<br />
This activity can be made to fit nearly any level, and works in class sizes of 6 to 40. The aims are to not only to generate lists of relevant vocabulary around a theme, but to invigorate the class with a rather noisy and rambunctious activity. <br />
To begin with, the teacher must select three or four vocabulary subcategories within a theme, for example with a theme of housing/describing rooms, the subcategories might be things found in a bedroom, a living room, and a kitchen; in a sports theme, there might be team, individual, and non-competitive sports. Students are then paired up and asked to generate ideas together for each subcategory, preferably under a time limit to keep things pacey, much as in any brainstorming exercise. Then pairs should be grouped into 2,3,or 4 larger teams (depending on class size, logistics, etc.) to share/compare ideas and lengthen their lists if possible. <br />
Now comes the wild part. The black/whiteboard is divided into sections, one for each subcategory, and one student from each group is called up and handed a piece of chalk or a marker of a color assigned to each team. There must be one color per team, eg. the blue team, the yellow team, and so forth. The designated writers for each team are not allowed to bring any paper up with them. Instead, their team members must shout out ideas which can be put under each/any subcategory, including the correct spelling of same. With all teams shouting at the same time, a seemingly out of control, but quite enjoyable atmosphere pervades. The object is to be the team with the most words on the board at the end. <br />
It is best to stop every minute or two and change designated writers so that all can get a chance. Also, depending on how strict the teacher wishes to be, groups which use L1 might have their entries ereased. It is also a good idea in big classrooms to move the teams as far away from the board as possible, so as to increase the pandemonium. Finally, the teacher shouts "Stop!", and the scores for each team are tabulated. <br />
This activity will take between 30 and 50 minutes, has been used successfully with groups ranging in age from 16 to 65, and would seem to suit younger learners as well. The only materials required are a rather large board and as many different color markers or pieces of chalk as there are teams. <br />
<h3>
The Miming Game</h3>
<b>Level:</b> Any<br />
This is a simple game which requires little preparation. Divide your students into groups of 2 people(there may be two groups or more). Give each group a sentence that includes grammar and/ or vocabulary already practised, and underline the words that should be guessed exactly. One of the students in the group has to mime the sentence and the other has to guess. Of course the other groups will also be allowd to guess, which will create competition. <br />
<h3>
Bingo Adapted</h3>
<b>Level:</b> Any Level<br />
Use basic Bingo board (3x3 0r 5x5 with the middle crossed out) <br />
1. Simple vocabulary bingo<br />
From the list of words the students (Ss) are required to learn they select 9 (or 24) . Teacher to call Bingo 2 or three times until everyone knows their card. <br />
2. Teacher calls the words. Ss with those words have to shout them out. Only the first one to shout gets to cover the square. <br />
3. Grammar point or sentence structure.<br />
Call the words. The first student to shout out their word in the the required structure gets to cover the square. <br />
eg. To use the present perfect.<br />
After practising the vocabulary Ss have to say I've been a nurse or never been a nurse.<br />
NB the truth is not important. I was happy with I've been a village once as long as they knew what was wrong.<br />
Gets very competitive and noisy.<br />
Do not do with a hangover unless you get the winning student to be the bingo caller. <br />
<h3>
The Alphabet Game</h3>
<b>Level:</b> Any Level<br />
This game is used to practice alphabet and check their vocabulary. Do as a competition. Divide Students into groups of five ( it depends on the number of students you have) and ask them to stand in line. give to the students of the front a marker to write on the whiteboard.Then draw with your finger an imaginary letter of the alphabet on the back of the students at the end of the line. They must do the same with the student in front of him/her and so on. the students with the marker are supposed to run to the board and write any word that begins with that letter. Students love it! <br />
<h3>
Associations Using the Subjunctive Mood</h3>
<b>Level:</b> Medium to Difficult<br />
This game is very useful to teach the subjunctive mood.<br />
All your students take part in this game. One of the students goes out of the room. All the rest think of one student (he or she should be present). The student who went out of the room comes in and asks "If this person were a vegetable (fruit, sweet, animal, car, nature, flower, city etc) what vegetable ( fruit, sweet, animal etc) would he be?" <br />
One of the students answers in a full sentence: "If he were an animal he would be a dog" for instance <br />
After some questions and answers the student who is asking the questions should guess who it is and the game begins again with another student going out of the room. <br />
<h3>
Making Words from Letters in a Long Word</h3>
<b>Level:</b> Medium to Difficult<br />
This game is a good activity for learning new words and for reviving some word knoweledge and for giving a teacher time to prepare other tasks for students. <br />
The class is to be divided into 2-3- teams. Give each team a dictionary and write on the board a long word. Students should compose different words from the letters of this word. After some time, the teams give their words. the team that has the most correct words wins. <br />
For example: <br />
R E T R I B U T I O N <br />
return tribute iron notion note tone rib tube bruit tent tribe bur button rent burin nob bite burr run route tire tore bent bet bonnet rub nib net nub bin nut bit rube ruin rob rot unit union unite tier tie tin tint tone toe brute burn brunt butt butter riot tot tenet tenure terrier retro bone boot born bout totter tote tour bore <br />
Then you can ask them to learn these words. <br />
<h3>
Betting / Auction</h3>
<b>Level:</b> Any<br />
CLASS SIZE: 40 <br />
PREPARATION <br />
<ul>
<li>Prepare a worksheet with 20 or so sentences using grammar points you have recently taught. 2/3 of the sentences should include a grammatical mistake. </li>
<li>Make fake money, it is more realistic if you use the currency of whichever country they are living in. </li>
</ul>
PART ONE <br />
<ul>
<li>Divide the students into teams of 5 or so. </li>
<li>The students then have 10 minutes to study the worksheet and decide and mark which sentences are correct (0) or incorrect (X). </li>
</ul>
PART TWO <br />
<ul>
<li>Each team receives a set amount of money. </li>
<li>The instructor(s) reads one sentence (select sentences from the list in random order). </li>
<li>The instructor begins to auction off the sentence. The students should try to buy only the correct sentences. The students bid and the instructor sells to the highest bidder. (This is really fun!) </li>
<li>The instructor tells whether or not the sentence is correct. </li>
<li>IF the sentence is correct the team wins the amount which they bought if for. If it is incorrect the team looses the amount which they bought it for. ANY team may win the lost money buy stating the incorrect sentence correctly. (YOU WILL BE SHOCKED TO SEE EVEN THE QUIET STUDENTS SCREAMING FOR YOUR ATTENTION). </li>
<li>IF the sentence is CORRECT and NO ONE bids on it, ALL TEAMS must pay a fine. </li>
<li>After all the sentences have been read the team with the most money wins! </li>
</ul>
The students seem to really enjoy this game! <br />
<h3>
The Brag Game</h3>
<b>Level:</b> Medium<br />
This is a simple game I've made up to practise Present Perfect. You make up about 20-30 sentences in Present Perfect describing various activities one would share to brag. For example: "I've eaten lunch with Al Gore".<br />
"Spielberg has asked me to play in his next movie". Students draw a slip of paper with a statement like that, he/she says it aloud to the group and they try to outdo him/her by thinking up a statement which would be more impressive. It might look something like this: <br />
Student1: "I've eaten lunch with Al Gore"<br />
S2: So what? I've eaten lunch with Bill Clinton!"<br />
S3: So what? I've eaten lunch with Al Gore and Bill Clinton"<br />
S4: So what? I've eaten Gore and Clinton for lunch"<br />
When they can't come up with something, they just say WOW looking impressed and move on to the next statement. <br />
S1: Spielberg has asked me to play in his new movie.<br />
S2: So what? I've asked Spielberg to play in MY new movie.<br />
S3: WOW <br />
They seemed to have fun with this game. <br />
<h3>
Adding to the Story: OHPs in the Classroom</h3>
<b>Level:</b> Any<br />
Aim: To give students further practice in expanding paragraphs. <br />
Materials Needed: OHP transparencies/pens/ OHP machine <br />
Stage One: Photocopy a background scene on to a transparency. Next, put it up on the wall next to the white board. Ask students to write down ideas about the place.<br />
Ask the students to predict what is going to happen today in the town, mountainside,etc.... <br />
(Before the class, photocopy onto an OHP different people or animals that can be cut out and dropped into the scenary or the background) <br />
Next, say "perhaps" to their suggestions and then begin to add a transparency character to the scene. Elicit from the students information and questions about the person. Keep adding characters and letting students discuss possibilities and changes for the story. <br />
After that, in groups ask students to write a story about the scene. Ask them to describe the environment and atmosphere in the first paragraph and to start to tell the story thereafter. <br />
When the students complete their stories, pass the papers aroung for other groups to read and peer edit before asking the original group to tell their story about the illustration. <br />
<h3>
Group Dialogue</h3>
<b>Level:</b> Any<br />
Following a simple warm-up where each person must say a word associated with the word mentioned by the person before him or her, I have them repeat the same procedure but with complete sentences, as if it were a discussion between two people. For example: student 1, "Hi how are you Joe?"; student 2, "Oh pretty good Sue. How about you?"; student 3, " Well, not so good."; student 4, " Why not?", etc. The dialogue must procede in such a way that the last person concludes the discussion and they bid each other goodbye. You never know where the conversation will lead and it's excellent for listening, even without a point system! <br />
<h3>
Present Continuous Videos</h3>
<b>Level:</b> Any Level<br />
I've used this activity in just about every class I've ever had, it's suitable for any age group and any level but the best thing about it is that it requires almost no preparation. <br />
You'll need a video. I usually use Mr Bean but anything will do as long as it isn't dialogue heavy and has a lot of action. <br />
The students will need a piece of paper and a pen. Arrange students in two rows and seat them back to back so that the video can be seen by one row (watchers) but not by the other (writers). <br />
Explain to the watchers that they are to describe the action taking place on the screen using the present continuous, they can also describe clothing, people, anything really but try to keep the focus on the action.<br />
The writers have to listen carefully to the watcher sitting behind them and write down as much information as they can. <br />
Keep this going for about five or ten minutes (or as long as a Mr Bean sketch) then get them to swap chairs and play a different sketch/segment for the new row of watchers. <br />
Put the students into two groups according to row. They must now pool their notes and create their own version of events. Good past continuous practice! <br />
I usually get them to share their stories with the other group and then at the end let them watch both segments again and compare their version with what actually happened. <br />
Lots of listening, speaking, writing and lots of fun. <br />
<h3>
Twenty Questions</h3>
<b>Level:</b> Any Level<br />
Using 3X5 file cards I cut and pasted a number of articles from a catalogue. I write on the board questions such as<br />
Would I find this in the house? (If not assume it is outside)<br />
Does it weigh more than 10 pounds?<br />
Does it have wheels?<br />
Does it have a motor?<br />
Does it make noise?<br />
Do you have one ?<br />
Would you like one?<br />
Can you eat it?<br />
Can you wear it?<br />
Is it used in the summer? (if not therefore it is used in winter) <br />
Students work in pairs and may answer only YES or NO and keep track of the number of questions. You can use many more questions perhaps using words that are new or different.<br />
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<h3>
Essay Planning Made Easy</h3>
<b>Level:</b> Any<br />
My students find it hard to brainstorm ideas,plan what to write and present balanced opinions. This activity seems to help because it works from a fun speaking base.<br />
Use big pieces of paper. Write a different word within a group on four pieces of paper and stick in different corners of the room(eg. animals: horse, elephant, dog, monkey) Tell the sts to go and stand next to the (animal) you like best/fear most/want to be" etc. Students go to corners and justify their choice to other students.<br />
This can be done in various ways to suit the situation; I sometimes end up with teams having to offer and counteract arguments publicly across the room. The topics can become more abstract, depending on the level of the students.<br />
Finally, bring the activity together by choosing the basis of an essay topic,eg "The Rainforests". Elicit single words for the big pieces of paper, eg 'fuel/building materials/ oxygen/medicines (the brainstorm) and stick them on the board. Then invite students to sort them into two overarching groups; eg reasons for forest conservation or reasons for using the wood (the plan) Repeat the verbal argument 'game' in teams but keep notes of the submissions on the board or on paper(the body of the essay)<br />
Finally write a sentence on the board eg:<br />
"Although it is important to ___ because ___(give one reason) I believe it is more important to ___ because (give two main reasons."<br />
Students then go to one of the two main groups they broadly agree with and produce their final pronouncement(the conclusion).<br />
Review the process overtly. Get the students to write in groups next time, then go it alone with the same methods. <br />
<h3>
The Grandfather</h3>
<b>Level:</b> Any Level<br />
Objective : to practice the numbers. <br />
Procedure : <br />
Students are sit in circle. Then, they are given a number. One of them or the teacher can be the Grandfather. The game goes like this. <br />
A : When the grandpa died, he left twenty cups of wine. <br />
( the person who has number 20 answers :)<br />
B : why 20 ?<br />
A : So, how many ?<br />
B : what about 2 ? <br />
( the person with number 2 says : ) <br />
C : why 2 ?<br />
B : So, how many ?<br />
C : what about 3 ? <br />
(and so on..)<br />
The winner is the person who does not hesitate and make a mistake. Advanced students must play the game in English. But if you have beginners, the game can be played in the students« mother tongue ; however, numbers must be said in English. Students need to be attentive, otherwise they are asked to leave the game. <br />
<h3>
Mimes</h3>
<b>Level:</b> Easy to Medium This game is very useful to practice present progressive structures. You have to give to each student a small card with an action (i.E. You are dancing). The student has to mime the action in front of the class and each student in turn will try to guess what he's doing posing a question like: "Are you dancing?". The student who mimes has to answer "Yes i am" or "No i'm not". This way pupils practice and have fun!<br />
Good luck!!! <br />
<h3>
Name the Place</h3>
<b>Level:</b> Any<br />
First prepare a list of places about 20 on seperate pieces of paper and then divide the students into groups of 4-6. One member of the group chooses a piece of paper and between the group they prepare a dialogue or mini-theatre based on their place. When all the groups have prepared their work they take it in turns to read or play them out and the other students have to guess the name of the place it is taking place. A time limit can be based on the level of the students. I find this works very well with student who do not have enough confidence to just speak without preperation, but after the exercise they gain a lot of confidence by trying to speak by not looking. <br />
<h3>
Stop</h3>
<b>Level:</b> Medium to Difficult<br />
<dl>
<dt>STEP 1:</dt>
<dd>On the top of a page each student writes the following: category names:<br />
NAME, PLACE, ACTION, ANIMAL, OBJECT, FRUIT/VEGGY and TOTAL. </dd>
<dt>STEP 2:</dt>
<dd>Someone starts saying the alphabet, A, B, C...etc. then someone else interrupts the alphabet-teller shouting : STOP!!! </dd>
<dt>STEP 3:</dt>
<dd>Let us suppose the alphbet-teller was interrupted on letter "K". All the participants in the game would try to find words that start with "K" to fill out the category chart. For example one may write: Kansas for "PLACE", koala for "ANIMAL", key for "OBJECT", kiwii for "FRUIT" and so on. </dd>
<dt>STEP 4:</dt>
<dd>The participant that finishes filling all categories first shouts STOP!! And all the others should stop writing. </dd>
<dt>STEP 5:</dt>
<dd>The participants compare their words. The words repeated by two players are worth 50 points. the words repeated by three or more are worth 25. The words that are not repeated by anyone are worth 100 points. The empty categories are "0". Each player adds up all the points he got for the letter in turn and put the result in the "TOTAL" At the end of the game all the subtotals are added and the one who gets the highest score is the winner. </dd></dl>
<h3>
Verb Review Game</h3>
<b>Level:</b> Any<br />
This game can be played in teams or individually, depending on the size end knowledge of the students. <br />
<dl>
<dt>Step 1:</dt>
<dd>The teacher gives the students 5 minutes to review a list of both regular and irregular verbs. </dd>
<dt>Step 2:</dt>
<dd>Then the teacher writes something like this on the board : "things we do with our feet" </dd>
<dt>Step 3:</dt>
<dd>The students then have exactly one minute to write all the verbs related to this topic, such as: walk, kick, dance, run, jump, etc. </dd>
<dt>Step 4:</dt>
<dd>After the time is up, the teacher checks the students' lists of vebs. Each verb counts for one point. Any verbs appearing in more than one list are elliminated. </dd>
<dt>Then the teacher writes another topic on the board, "things we do with our mouth", for instance. </dt>
</dl>
The student or team with the most points is the winner. NOTE:This game can be used to review ot only verbs but also adjetives, nouns etc. <br />
<h3>
Create Your Own Similes</h3>
<b>Level:</b> Easy to Medium<br />
<ol>
<li>Present a few similes and the sample sentences to the class. Write the sentences with underline.<br />Ex. - The baby's skin was as white as snow.<br />- Finishing up the project by himself,the boy was as <br />- proud as a peacock.</li>
<li>Prepare flashcards with one adjective on each. Students pick out one card in turn and create similes by using the adjective on the card. Emphasize that unique ideas are welcome. Instructor shouldn't be judgmental, and accept any similes as long as they are logical.<br />Ex. - as big as Mt. Fuji / as soft as a cotton candy<br />Students compare their ideas and discuss which ones are interesting or funny.</li>
<li>If time allows play a song which includes a simile, for example the jazz song "As deep as the ocean" and discuss the usage and effectiveness of the simile. </li>
</ol>
This activity fosters students' creativity and encourage their active participation in the lesson. <br />
<h3>
Finding the Best Person for the Job</h3>
<b>Level:</b> Any<br />
The idea of this activity is to review or learn personality adjectives.<br />
Tell the students that they are the owners of a cafe and they have to choose a new waiter/waitress from a list of four applicants for the job.<br />
The teacher's preparation involves thinking of four personality adjectives for each applicant.Give the applicants a name and a colour. One applicant should be ideal for the job, two neutral and the other totally useless. After this the teacher writes each adjective on a separate card using a different colour pen for each applicant. Four applicants,four colours,sixteen adjectives altogether.<br />
The next step is to arrive at work early before the students and hide the cards in sixteen different places around the classroom.<br />
When the class starts, you explain the activity by telling the students their aim is to decide which applicant is best for the job.There are four applicants, each with their own colour and a total of sixteen words. The pair that finds all the words and chooses the best applicant first are the winners. But first they have to find the cards!<br />
Pair the students off. Student A stays put while student B searches for the hidden words. When a word is found B must read it, (without alerting the other searchers )return to A and quietly say the word.A writes the word, keeping words of the same colour together. If B forgets the word or the correct spelling,he /she has to return to the word. A and B should swap roles after a number of words have been found.<br />
At the end of the activity stick all the words on the board, in their colour groups,under the correct name. All the students can then discuss why the applicants are/are not suitable for the job.<br />
The job could be changed depending on what sort of adjectives you would like to focus on as could the number and dificulty of the adjectives. <br />
<h3>
Village Fair</h3>
<b>Level:</b> Easy to Medium<br />
Aim: To practise interrogatives ; suggestions ;acceptance ; refusal etc. <br />
Each student decides what wares he is carrying to market to sell. Also what he wants to buy to take home.<br />
Melee' : Students move around classroom trying to sell their wares ; haggling over prices , quantities etc.<br />
They use language such as How about...? ; Could you make that...? ; That's a deal ; No deal etc.<br />
End of 10 minutes all students report to rest of class what sales they made , what they couldn't sell and what they bought.<br />
Depending on the proficiency of the class , language help may be provided at the beginning.<br />
<span style="font-size: 85%;">Submitted by Parvathi Krishnan India</span><br />
<h3>
Advice</h3>
<b>Level:</b> Medium to Difficult<br />
Aims: To practise giving advice and suggestions. To trigger creative<br />
contributions. To generate interaction from a simple raw material. <br />
1 Get a student to say the first sentence below to his neighbour. The<br />
latter makes a suggestion, and goes on to utter the next of my sentences,<br />
and so on.<br />
2 If the students are a bit cold, do the following; get them all to write<br />
down a piece of advice for the first sentence on a page-give them time.<br />
Then, you can go around the class enjoying the wide variety of<br />
contributions which are sure to ensue. <br />
(I actually did the uttering of the sentences, and allowed the students to<br />
propose the advice). <br />
Note: For some sentences you may get really boring answers, devoid of any<br />
thought-get them to modify it, change it a bit, spice it up, use<br />
creativity! <br />
I HAVE A HEADACHE. <br />
I HATE WORKING. <br />
I FEEL SAD. <br />
I WANT TO PROTECT THE ENVIRONMENT. <br />
I LOVE PEOPLE. <br />
I AM ALWAYS LATE. <br />
I KEEP LOSING MY CREDIT CARD. <br />
MY FRIENDS DON'T WANT TO SEE ME. <br />
I HAVE A RED NOSE. <br />
I AM ALWAYS CRASHING MY CAR. <br />
I WOULD LOVE TO MEET SOME PEOPLE. <br />
IT WOULD BE GREAT TO BE RICH. <br />
MY STOMACH IS HUGE <br />
I AM VERY INTELLECTUAL. <br />
MOTHER SAYS I AM ATTRACTIVE. <br />
YOU SHOULD + INFINITIVE<br />
YOU OUGHT TO + INFINITIVE (FORMAL)<br />
IT WOULD BE A GOOD IDEA IF YOU + PAST SIMPLE<br />
IF I WERE YOU, I WOULD ...<br />
YOU HAD BETTER ... + INFINITIVE<br />
YOU WILL HAVE TO + INFINITIVE<br />
IT IS TIME YOU + PAST SIMPLE<br />
WHY DON'T YOU ... + INFINITIVE<br />
YOU COULD ALWAYS ... + INFINITIVE<br />
HAVE YOU THOUGHT ABOUT ... + ING<br />
IMPERATIVES (Don't ... Do ...) <br />
<h3>
Animals for a Day</h3>
<b>Level:</b> Medium to Difficult<br />
Activity A <br />
Show the students a photocopied list of many different animals (mammals,<br />
amphibians ...), and ask them to choose, individually and without speaking,<br />
an animal they would like to be for a day. Give them a minute. Then<br />
(something they won't be expecting), get them to write a few sentences,<br />
once again working alone, about their day, or their thoughts-as the animal<br />
they have chosen. Give them a few minutes. <br />
Needless to say, you will be surprised by the imagination of your students,<br />
many of whom, I believe, love to indulge in moments of escapism-something<br />
us teachers know all about! <br />
For example, I had a group of five female students, three of whom chose to<br />
be dolphins, one an eagle, and the last a bear. <br />
What I got from one girl: <br />
"I am a bear and I live with my friends in a mountain. I am happy, but when<br />
I see a hunter I attack him, but when I see a tourist I shout at him". <br />
A second: <br />
"I am a dolphin, but I am sad because they have put me into a pool, where I<br />
cannot move like before ...". <br />
Activity B <br />
Now, what you can do is get the students to read/tell their story, adding<br />
in extra bits as they go along. <br />
Activity C <br />
Now, you can ask them why they chose this animal, and then go on to pick up<br />
on what they said, expanding it into a session of exchanges between the<br />
students, involving yourself if you feel like it.<br />
Activity D <br />
Get a blank page and draw a circle in the centre. Then, place the words<br />
"animal in captivity" inside the circle. Give each student a copy of the<br />
page and tell them to do an INDIVIDUAL brainstorming exercise on the words<br />
in the circle. That is, get them to draw lines from the circle, each line<br />
leading up to a word or image suggested by the animal's situation. Give<br />
them all a few minutes to do this.<br />
This, we can call a word-map, or even a mind-map. <br />
Next, get each student to read out the ideas that came spontaneously into<br />
their heads as they thought. You can all marvel at the number of<br />
differences-or similarities that arise, and go on to discuss the matter of<br />
captive animals. <br />
Don't forget to question students on why they put in such and such a thing.<br />
Watch out for strange concepts! <br />
Put all the pages together so that the students can somehow see the work<br />
carried out by the rest. <br />
Perhaps now, as a group, they could all focus on the main aspects of<br />
animals in captivity. <br />
You could then move on to debate issues like endangered species, whale<br />
hunting ... <br />
Activity E <br />
(B) TIGERS KILL TOURISTS (B) <br />
Get the students to debate, or role play, the following incident: Two<br />
German pensioners alighted from their car in a Spanish nature park in order<br />
to get a better picture (christ!) of the tigers, who were relaxing in the<br />
shade of a tree at the time. They were, bluntly, torn apart. There were<br />
signs up in many languages warning people to stay in their cars ... <br />
Should the animals be put down?<br />
Should they be in nature reserves in the first place?<br />
Etc <br />
Activity F <br />
Here, you could mention the pros and cons of having a domestic animal-a<br />
pet-at home. <br />
<h3>
Animals, Our Friends</h3>
<b>Level:</b> Medium to Difficult<br />
In February of 1998, a Somerset (UK) man was trapped under a fallen van he<br />
had been repairing. As he cried for help and darkness fell it seemed he<br />
would be left there all night; his leg had been caught beneath the wheels.<br />
The area was rather isolated and nobody heard his cries-except a parrot<br />
perched on a caravan in a nearby camp site. The bird mimicked the man's<br />
cries, which is apparently normal behaviour for this type of animal, and<br />
alerted two men working in the area. These reversed the van off the injured<br />
man, who, in the end, only had slight injuries. <br />
Activity A <br />
Have you ever been in a similar situation? Has an animal ever helped you in<br />
some way? <br />
Activity B <br />
Do you think animals are necessary for humans? Why? <br />
Examples: <br />
Company<br />
Protection<br />
Cosmetic testing<br />
...........<br />
........... <br />
Activity C <br />
List the most helpful animals, and why. <br />
Examples: <br />
1 The elephant can transport us and pull trees<br />
2 Dogs keep us company<br />
3 Spiders eat flies<br />
4 Cows give us meat and leather<br />
5 .....................<br />
6 ..........................<br />
Activity D <br />
Negative points associated with animals <br />
1 They bite humans<br />
2 They answer the call of nature anywhere<br />
3 They bark and wake us up at night<br />
4 .............<br />
5 .................<br />
Activity E <br />
Should we use animals to test drugs and cosmetic products on? If your<br />
answer is "no", what way do you suggest instead? Humans? Robots? <br />
Activity F <br />
When you are at home, studying or watching TV, and you see a fly or a<br />
spider, what is your first reaction? Do you normally kill it? Why? <br />
<h3>
Mystery Object</h3>
<b>Level:</b> Any<br />
I am teaching my Level 1 writing students how to describe things by means of process (First second then), extended definition (for instance/compare-contrast), and directions (N.S.E.W./right, left, etc). We have done these things one at a time but my students are continually making learning leaps beyond the simple assignments and I want to reward them for their abilities while making sure they have the basics down. Also, we will soon be studying the correct form for personal letters and I think they are ready to move on. We did these two fun assignments: <br />
Imagine a terrible disaster has befallen our class here at the University (Monsoon, earthquake, rainstorm, snowstorm, tornado, flood, etc.) Write me a letter in which you describe this event and tell me exactly how you responded (I ran out the door and turned left! I ran straight ahead to the end of the hall and looked right and left. etc.). <br />
We had such fun with this assignment! Everyone got into the drama! Exciting assignments like this really test the basic understanding of sentence construction as well as show them how all these forms work together in a paragraph. It was clear when they began to put all of the various forms together that some of them had not completely understood directions when they were not directly connected with the book example of street directions (North, South, and Right, Left). After this adventure in creative writing, however, they all felt that every sort of description was easy. So, we went on to another adventure that was even more fun! <br />
Assignment 2: Write me a letter in which you tell me a wild story or an outrageous lie about yourself! (Everyone looks up outrageous in their dictionary). I provided them with stamped envelopes and these letters were actually mailed to me -- so I had the additional fun of getting personal letters in the mail. These letters were the best writing they had done so far and were, in addition, hysterically funny (one of my Turkish students warned me that he was a space alien and that the information he was about to tell me was "specific and secret!"). The following week, I helped each student with grammer mistakes and then read the corrected letters aloud in class. Everyone enjoyed this (particularly the public praise and appreciative applause) and they also saw that there were many ways to tell a story and still use correct English writing style. Two of my students had difficulty with sentence construction when they let their imaginations run in this way so they were provided with a topic sentence/supporting sentence review tool and they then wrote me a third letter while constantly referring to their topic/supporting sentence diagram. The improvement in their writing was astonishing. <br />
I always encourage imaginations running wild; the greatest portion of my student's training tends to be incredibly focused and detail-oriented and an occasional stretch is important. Also, my father, who was an orchestra conductor, told me that when you are about to begin a new piece with the orchestra you do not start by practicing each section and then, when the sections are perfect, putting them together. You start by playing the entire piece through! You tell everyone not to be concerned about their mistakes, but just to try and keep up. Naturally this first "stagger through" sounds terrible! But the psychological result is that when you are done every musician says to himself, "I can do this!" Obviously, they do not want to look bad in the group, so they will self-discipline themselves to improve. <br />
<h3>
Role Play: The Exclusive Picture</h3>
<b>Level:</b> Medium to Advanced<br />
<ul>
<li>Time: One hour, including follow-up debate.</li>
<li>Language: As many speech acts as are possible. "Divergent"approach (see The Internet TESL Journal" for a good article by Patricia K. Tompkins).</li>
<li>Organization: Small group (in my case, 7).</li>
<li>Warm-up/Preparation: Each student compiles a fictitious character profile(or merely thinks up a few ideas on what he mightsay in the context). </li>
<li>Procedure: Teacher asks for volunteers, or appoints them ifthe students are stalling too much. </li>
</ul>
<h4>
Background:</h4>
The editor of a newspaper, whose sales are not going well at the moment, has just received a very graphic photo of a horrendous accident involving a school-bus and which occurred on a nearby motorway due to heavy fog. In the photo, you can see the injured and dead strewn around the crash scene. The rest is easy to imagine. The problem is whether to publish it or not. The image could shock, all the more so if it is on the front page. Should not the victims be left in peace, and not appear on the cover of a newspaper. Then again, perhaps by publishing this photo, the editor seeks to educate would-be careless drivers, or would-be drink-drivers. Of course, why should these victims be used as free advertising? Also, it is news, and nobody can fault a journalist for airing a story and photo. Moreover, the photo will attract, perhaps, new customers; people have a morbid interest in the misfortunes of others, it is said.<br />
<h4>
Role players:</h4>
<ul>
<li>The editor, quite young.</li>
<li>The photographer who took the shot, single.</li>
<li>The accountant, married with two children.</li>
<li>A journalist-relative of one of the victims-in favour ofpublication,</li>
<li>married (with or without children).</li>
<li>A second journalist, single, who is against publication.</li>
<li>More journalists from various sections of the paper. </li>
</ul>
(The ages and marital status may be altered as you see fit).<br />
<h4>
Facts on newspaper:</h4>
<ul>
<li>Employs fifty workers, most with children.</li>
<li>Is on the verge of closure.</li>
<li>Serious newspaper. </li>
</ul>
<h4>
Follow-up:</h4>
Teacher collects main arguments raised and writes them down in order to fully tease out what was said, the validity/logic of same. <br />
A more open " casual" group debate can ensue in the wake of the role play.<br />
<h4>
Variation:</h4>
Instead of a photo, it could be a nasty story about a local hero/personality.<br />
<h4>
Off-shoot Activity:</h4>
<ul>
<li>The role of newspapers in society.</li>
<li>What sells newspaper.</li>
<li>Why do we buy newspapers.</li>
<li>Will they disappear in the future? </li>
</ul>
<h3>
20 True or False Items</h3>
<b>Level:</b> Easy to Medium<br />
Print this out and give it to your students. <br />
<ol>
<li>I never go to bed after 1 am </li>
<li>I study English more than 2 hours a week </li>
<li>I had a great time at secondary school-I loved it </li>
<li>My ambition in life is to get a permanent job </li>
<li>My parents started giving me pocket money when I was five </li>
<li>I don't mind wet days, there are still plenty of things to do </li>
<li>I really believe that motorbikes are dangerous </li>
<li>Parents spoil their children nowadays </li>
<li>The beach is for relaxing and doing nothing </li>
<li>I am an adventurous person </li>
<li>I never run for a bus-I can catch the following one </li>
<li>In the end, most people are very nice </li>
<li>I absolutely hate Mondays </li>
<li>I have never stolen anything-never </li>
<li>People who smoke are crazy </li>
<li>Tall men/women are more interesting than small ones </li>
<li>People who watch more than 2 hours of TV a day are wasting time </li>
<li>Spending 4,000 pesetas on a permanent is immoral </li>
<li>Keeping animals at home is cruel </li>
<li>I am intelligent</li>
</ol>
<h3>
Word Grab with Songs</h3>
<b>Level:</b> Any<br />
This is a wonderful activity if you think your class needs waking up a little.<br />
Choose a song that the students have or have not heard before. Choose 10-15 pieces of vocabulary from the song and write them on separate pieces of paper. With lower level groups you may want to pronounce the words with the students first. Stick each word to the board with putty (blue tack). Put the students into 2 teams each one in a line before the board. Play the song. When the 2 students at the front of their line hear a word in the song that is on the board they must race each other to grab that word from the board (this can get quite violent!). They then go to the back of the line and it's up to the next pair. The team with the most words wins.<br />
I don't usually stop the tape so don't choose words that come one after the other. If you want to make it more difficult you can put red herrings up. You can usually play the song a couple of times until they get all the words. <br />
<h3>
Is Your Conversation Style Feminine or Masculine?</h3>
<b>Level:</b> Medium<br />
The following activity is loosely based on Conversation Analysis readings, so nothing is hard and fast doctrine. It seeks to be thought-provoking and there may be a grain of truth in some of the statements below. Remember also that men and women express themselves differently according to the make-up of the conversation group. That is, the group may be mixed gender, all male or all female, hence the type of exchanges will be different-the atmosphere too. Furthermore, the group may be friends, work-mates, academics, a meeting .... <br />
If nothing else, it should generate chat. <br />
Put yes (Y) or no (N) for the sentences below. <br />
Generally speaking, when I converse with people I know: <br />
<ul>
<li>I am a blunt person </li>
<li>I criticise people </li>
<li>I am a little sarcastic </li>
<li>I ask a lot of questions in a conversation, to find out about people, their thoughts, etc </li>
<li>I rarely admit I am wrong about something when I am in a conversation </li>
<li>I make eye-contact and use body language in conversations </li>
<li>I generalise </li>
<li>I get personal with people in conversations; I may even gossip about a mutual friend </li>
<li>I compliment people spontaneously </li>
<li>I use four-letter words, coarse language </li>
<li>I like to talk about myself </li>
<li>I am a good listener </li>
<li>I prefer to talk about non-personal topics, such as unemployment, the economy, current affairs ... </li>
<li>I usually talk about personal problems, people, their way of being, hopes, desires, my family ... </li>
<li>I get personal when I write a letter to someone, but not face to face in a conversation </li>
<li>I help to keep a conversation flowing, I am not provocative, controversial, confrontational ... </li>
<li>I like to get my say, get in a few comments, no matter what the topic </li>
<li>I don't assert something, but I might preface a comment with "I think, I suppose, perhaps" </li>
<li>I talk a lot </li>
<li>If I ask a question, it is generally a yes-no answer I am looking for </li>
<li>I don't mind talking about a situation where I was embarrassed,humiliated and so on </li>
</ul>
<br />
** Results ** (A personal view)<br />
Men, it is said, are more assertive, sarcastic, long-winded, non-personal and so on, while women are collaborative, personal and happy to take a back seat in many chats-it is said. So, working on the previous assertions-and more-you can score the test the following way: <br />
4, 6, 8, 9, 12, 14, 16, 18 and 21 would be more feminine traits-generally speaking The rest, male. <br />
Once again, the activity should not give rise to aggressive exchanges. <br />
<h3>
A Conversation Idea - Rate the Apparatus</h3>
<b>Level:</b> Medium<br />
Activity A <br />
The many household apparatus/machines/gadgets we use at home make life a<br />
little bit easier; the micro-wave oven heats things up quickly; the fridge keeps<br />
perishable goods fresh; the washing-machine cleans our clothes and saves us<br />
time. So, when put to the test, which of these machines/apparatus could we<br />
do without-IF WE HAD TO. In other words, which of these machines is the<br />
most important, generally speaking. Get your students to make a list of ten<br />
common ones, and then get them to list them in order of perceived necessity<br />
(for want of a better word). Here is a list I gleaned from my pupils, don't<br />
show it to the pupils at first. <br />
Refrigerator<br />
Washing machine<br />
Shower<br />
Toilet<br />
Tea/Coffee maker<br />
TV<br />
Radio<br />
Telephone<br />
Light bulb<br />
Cooker <br />
Of course, these items must be rated according to perceived necessity, and<br />
the rating must be justified. Reasons for a choice must be given. Students<br />
will debate the "top" necessity and so on, down to the least important<br />
item. <br />
Activity B <br />
Are these things necessary? <br />
The activity A could branch out into further items we use to make life<br />
easier and, presumably, make life better. For example: <br />
Perfume<br />
Hair driers<br />
Mirrors<br />
Walkman<br />
Cigarette lighters<br />
Special wine glasses<br />
Mobile telephones<br />
Curtains<br />
Expensive furniture<br />
Sweets and savouries<br />
Etc ... <br />
<h3>
A Conversation Idea - How Do You Kill Time?</h3>
<b>Level:</b> Medium<br />
Here is a simple idea to generate chat among your students. We all know<br />
that there are moments during the day when we have nothing to do, no plans.<br />
For example, when you are waiting for a teacher, a friend and so on. How do<br />
we occupy these periods of time, either mentally or physically? For<br />
example: <br />
Activity A <br />
What do you do during the TV advertisements? <br />
Make a list of what the students say <br />
(My students got these) <br />
Talk to my sister<br />
I read something, anything<br />
I get up and do something<br />
I go to the bathroom (!)<br />
I change channels<br />
I look for something to eat or read<br />
I call a friend<br />
I water the plants<br />
I put on some food for the next day<br />
I phone Pizza Hut<br />
I put the children to bed<br />
I brush my teeth<br />
I unload the washing machine/put clothes on line<br />
I rush to do the washing-up <br />
You can also get the students to tick off the ones which they regularly do<br />
and check the most common activities <br />
Activity B <br />
Ways to pass the time/occupy your mind/self when you are: <br />
In a bus queue<br />
Waiting at a supermarket check-out<br />
In a doctor's waiting-room<br />
Waiting for your boy/girlfriend on a cold day-outdoors<br />
In a cinema/theatre, waiting for the film/play<br />
In a traffic jam<br />
In an airport/train station<br />
In a lift/elevator<br />
Getting your hair done/cut<br />
Etc ... <br />
<h3>
Tell Me about Myself</h3>
<b>Level:</b> Any<br />
This game works well with students at pre-intermediate level or above and can be adapted accordingly. It is an original way of introducing yourself (as a teacher) to a class for the first time, but could also be used later on. <br />
Prepare in advance, on an overhead transparency or white-board, a mind map of yourself. Instead of using sentences to describe your life, use single words, numbers, dates, symbols and illustrations where possible.<br />
For example I include information about my life in England, names of siblings, date of birth, name of hometown etc. (My hometown is Stoke-on-Trent which I then illustrate with a cup and saucer - the Potteries, and a football - Stoke City FC. It keeps them guessing.)<br />
I include information about my husband (name and illustration of job) children (names, ages, birthdays). You can add your shoe size, height, illustrations of your hobbies etc. I draw a needle and thread - sewing, a pair of skis - I enjoy skiing, and a pencil - drawing.<br />
Any kind of information can be included. Use your imagination! I live in Sweden and draw a picture of a snowman with a cross through it to illustrate that I don¥t like the winter!<br />
Get your students to tell you what the information means. For example. <br />
<ul>
<li>July - is that when your birthday is? </li>
<li>Does the cup and saucer mean you drink tea? </li>
</ul>
Try and get a good mix of obvious and less obvious information. For example, when I drew a fish (to illustrate that I kept tropical fish) it provoked questions like: <br />
<ul>
<li>Do you eat a lot of fish? </li>
<li>Do you enjoy fishing? </li>
<li>Is your star sign pisces? </li>
</ul>
Give them a clue if they¥re having problems guessing. <br />
This game has worked wonderfully for me in many classes of varying levels. To follow up, get you students to take a few minutes to prepare something similar individually, and then work in pairs guessing what the information means about their partner. <br />
<h3>
People Who ...</h3>
<b>Level:</b> Any<br />
An activity whose aim is to complete sentences and also take advantage of the contributions in order to generate debate and interaction. <br />
How: Just hand out the following sheet with the heading <br />
PEOPLE WHO ... <br />
and tell the students they have to complete the sentences with realism-not just adding on a grammatically correct ending. <br />
PARK THEIR CARS ON THE FOOTPATH ... <br />
WHO DON'T PAY TAX ... <br />
WHO THROW LITTER ON THE GROUND ... <br />
WHO GIVE MONEY TO CHARITIES ... <br />
EAT CRISPS AT THE CINEMA ARE ... <br />
WHO DRINK AND DRIVE ... <br />
WHO TRAVEL A LOT ... <br />
WHO SAVE LOTS OF MONEY ... <br />
WATCH TV ALL DAY ... <br />
GO TO THE OPERA ... <br />
EAT FROG'S LEGS ... <br />
CLIMB EVEREST ... <br />
HUNT WHALES ... <br />
EAT TOO MUCH ... <br />
DRIVE TOO FAST ... <br />
JUMP QUEUES ... <br />
WHISTLE AT GIRLS ... <br />
SMOKE IN PUBLIC SPACES ... <br />
EARN A LOT OF MONEY ... <br />
THROW THEIR OLD COOKER INTO A FIELD ... <br />
SNORE ... <br />
Etc .......... (Add more!) <br />
NB: The idea is to get personal, individual endings. For example, for <br />
"People who eat crisps in the cinema ...", <br />
I got:<br />
annoy me<br />
should eat them before the show<br />
make a lot of noise<br />
have a right to do so (!) <br />
As you can see, everybody has a different answer-and opinion. The latter is what generates talk. <br />
So you kill two birds with one stone: You practise grammar and you get students talking. <br />
<h3>
Fly Swat</h3>
<b>Level:</b> Any<br />
Divide your class into 2 groups.<br />
Choose 2 ss. and ask them to go to the back part of the classroom and turn back.<br />
Display on the blackboard 20 vocabulary words and over 10 of them paste "flies" made of cardboard paper with a piece of velcro on them.<br />
Give both ss. a fly swatter with the other side of velcro on them.<br />
The objective on the game is that you will say a word and ss. will turn back and run to "fly swat" the word that has the bug over it. The ss. who "kills" the fly has to spell the word and then he will score a point for his team. <br />
With the fly swatter and the velcro flies, you can invent many different games. Try it!!! <br />
I¥ve worked with 4, 5 and 6 graders and they love this game. <br />
<h3>
Name Six</h3>
<b>Level:</b> Any Level<br />
This game is fun and challenging at the same time. It can be adapted for virtually any subject and any grade level. It allows the students to review material they've learned, without having to get out a pencil and paper and answer questions from the text. <br />
<ul>
<li>Arrange 6 chairs in a circle and choose one person, the teacher or another student, to stand outside the circle. </li>
<li>Give someone in the circle a stuffed animal, the funnier the animal the better! </li>
<li>The person outside the circle states what the person holding the animal has to name six of. </li>
<li>The person then starts moving the animal around the circle and the other players pass it around. </li>
<li>The player must name six of the objects before the animal gets back to him or her. </li>
</ul>
For example, let's say that you have just finished a vocabulary unit on animals. The person standing outside the group may say something like,"Name six animals that have fur." The person sitting in the circle begins namimg six animals and at the same time, the stuffed animal is being passed around the circle. If the player cannot name 6 animals with fur by the time the stuffed animal reaches him, he has lost and it's his turn to stand outside the group and stunt the other students. <br />
My students absolutely love this game and so do I because it requires no prep time!! It may take the students a few times before they become successful at the game, but eventually I'm sure it will become one of their favorites. I hope you have as much success with Name Six as I have had. <br />
<h3>
Career Letters</h3>
<b>Level:</b> Medium to Difficult<br />
My high school students have enjoyed this activity very much. It helps them think about more possibilities for a future career and is a great writing activity. They also learn how to write a business letter by writing a real letter. <br />
Many ESL students have limited knowledge of career possibilities. Far too many think only in terms of becoming a mechanic or a secretary. So first you discuss with them some of the opportunities they have. <br />
Students choose a career field and then write a letter to a school requesting information about that field. It could be anything from astronomer (local or out-of-town university) to electrician (technical institute) to travel agent (yes, there are travel agency schools!) <br />
You help them perfect the letters and mail them out. When they get a reply, share it with the class. <br />
<h3>
Personal Survey</h3>
<b>Level:</b> Easy to Medium<br />
Here is a light-hearted idea to get pupils talking in conversation class. I have adapted an idea I found in a gossip magazine. <br />
TEACHER TIP <br />
Get your students to fill out this mini survey. You can ask them questions at the end of the exercise or go through the answers as they are made. Obviously, you don't dwell on the "childhood" question too much-it's meant to be a bit of fun. But you should get some mileage from the "white lies" one. <br />
PERSONAL SURVEY <br />
Did you have a happy childhood? <br />
When do you tell white lies? Tell us one. <br />
The most capable person in your country? <br />
Favourite novelist? <br />
Proudest moment? <br />
Worst moment? (last week if necessary) <br />
Most hated song/music at the moment? <br />
The last piece of music you bought? <br />
Were you good at school? <br />
The greatest influence on you? (parents, friends ...) <br />
Current bedside reading material? <br />
Where will you go when you die? <br />
What do you admire most about yourself? <br />
One of your main faults? <br />
A small crime you once committed? (anything at all) <br />
Music you would like played at your funeral? <br />
<h3>
My Town</h3>
<b>Level:</b> Any<br />
Activity A <br />
Do you like the town/city you live in? Why? Why not? <br />
Activity B <br />
Teacher makes a list of the positive points mentioned by the pupils. Discuss common and original comments. <br />
Activity C <br />
Teacher makes a list of negative comments about towns/cities mentioned <br />
Activity D <br />
THE PERFECT TOWN/CITY: <br />
The class now makes a list of the characteristics of a perfect town/city. For example, these could include: <br />
Bicycle paths<br />
No smoke<br />
No cars<br />
Sports facilities<br />
No violence<br />
Beautiful buildings<br />
Culture <br />
Activity E <br />
Compare your town/city with another one you know, and make a list of the comments. Some examples: <br />
My town is noisier than X, because ...<br />
My city is more boring than Y, because ... <br />
You can go on to mention aspects such as<br />
Pollution<br />
Poverty/Wealth<br />
Green areas<br />
Amenities<br />
Transport<br />
Health<br />
Crowding<br />
Cost of living<br />
Selfishness ... <br />
Activity F <br />
The best town/city you have ever been to/seen? <br />
<h3>
Class Mixer</h3>
<b>Level:</b> Any<br />
This game can be played with a range of different levels. It can be used purely as a mixer/ice breaker or can be adapted to reinforce target gambits, grammar or vocabulary by directing the 'chat' portion of the game. This game is essentially an adaption of the old 'Who am I?' game. Start with a 'chat' either in rotating groups or in an interview format. This portion sets the level and focus of the game. For example a low intermediate class might be instructed to ask all of their classmates a series of "Have you ever...?" questions. A more advanced group might be told to talk to all their classmates about a certain topic, leaving the specific questions up to them. With a lower level group I find a note taking form to be useful. After the chat portion, do the 'who am I' game using your students' names. They must use the same target language to ask yes/no questions and find out who they are. <br />
<h3>
Add a Word</h3>
<b>Level:</b> Any Level<br />
Rationale: Students practise grammar and syntax. <br />
Materials: None. <br />
Levels: All levels, though better for more advanced students, because the game is more fun at a quick pace. <br />
Method: One student begins a sentence by saying only one word. A second student must say a word which continues the sentence. A third must continue, and so on, until someone says a word that does not fit syntactically or grammatically. If the sentence comes to a logical end without error, the next student may say "period" and begin a new sentence with a new word. <br />
The teacher may suggest a topic to get things started. What the students say may also be recorded and played back, so the class can discuss the error that stopped the sentence. <br />
Example: <br />
Teacher: The topic is 'pets'.<br />
First student: "My . . ."<br />
Second student: ". . . dog"<br />
Third student: ". . . has . . ."<br />
Fourth student: ". . . spots . . ."<br />
Fifth student: ". . . brown . . ." <br />
<h3>
Time Indicators</h3>
<b>Level:</b> Any<br />
Rationale: Students practise using different subject pronouns, verb tenses, and the time words and phrases that go with them. They must also be able to recognize different forms of the same verb, especially irregular verbs. <br />
Materials: None. <br />
Levels: All. Beginners can play using only four verb tenses (present, past, future, and present progressive). More advanced can play using all the tenses. <br />
Method: One student says a time word or phrase (e.g. next year, a few days ago). A second student must complete a sentence using the proper verb tense. That student then says a different time word or phrase. A third student uses it to form a sentence, but may not use the same verb or subject pronoun the second student used. <br />
Verb tenses may be repeated if necessary, but verbs may not, and subject pronouns may be repeated only after they have all been used once. <br />
The game can continue as long as the teacher wants, though two runs through all the subject pronouns is an appropriate length. The teacher may write the full sentences on the board, but should at least keep track of which subject pronouns and verbs have been used. <br />
Example: <br />
First student: "At the moment . . ."<br />
Second student: ". . . I am sitting in a classroom."<br />
Second student: "Last year . . ."<br />
Third student: ". . . they went to Europe."<br />
Third student: "Every day . . ."<br />
Fourth student: ". . . she takes the bus to work." <br />
<h3>
Flip a Card</h3>
<b>Level:</b> Any Level<br />
Rationale: Students develop vocabulary and, at higher levels, practise proper word order by forming sentences. <br />
Materials: Standard deck of playing cards. <br />
Method: For each card from ace to king, assign two letters of the alphabet, and write these on the board. Assigning letters can be done at random, but it is logical to have some sort of order, e.g.: <br />
<pre>A 2 3 4 5 6 7 8 9 10 J Q K
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z</pre>
<br />
For beginners: Flip a card. The student must think of a word beginning with one of the letters that card represents. If, for example, the card is a 3, the student must say a word beginning with C or P. Variation: The word must fit a category, e.g. animals, occupations, etc.<br />
<br />
For higher beginners and intermediate: Flip a certain number of cards-say, seven. Each student must write down a sentence using words beginning with the given letters, in order. If the teacher so wishes, the students can work in small groups. Students then read their sentences aloud.<br />
<br />
For advanced: Taking turns with each card flipped, students orally form grammatically and syntactically correct sentences. For example: <br />
<pre> Cards: A, Q, K, Q, K, 6, 8, 7, 5, 4, 4, 10, 2, K, 2, 2, 8, 9, A, 7.
Sample sentence: A lovely monkey laughed merrily, for his green
elephant drank quickly while orange zebras brought over hungry,
intelligent, naughty giraffes.</pre>
<h3>
Bingo with Irregular Verbs</h3>
<b>Level:</b> Easy<br />
<br />
The teacher prepares a 5x5 grid with 25 irregular verbs in the past tense in each square. Make enough variations of these grids so each student has one that is slightly (or very) different.<br />
<br />
The teacher then calls out the verbs in their present tense form until a student gets five in a diagonal or horizontal row. Bingo!<br />
<br />
While it may seem time-consuming to make the grids, they can be used over and over. This game is received very enthusiastically because often, students are already familiar with it. It is great as a warmup activity and can have many variations (past-participle, time of day, vocabulary) <br />
<h3>
"Jeopardy"</h3>
<b>Level:</b> Medium to Difficult Select 4 or 5 categories - either general (I normally use countries, sports, animals, food and drink and names) or areas from the textbook that is in use - and then divide the board into three - assigning each area with a point score (100, 200, 300 - etc...). Divide the class into teams, or get them to work individually and ask them to select a category and a score.<br />
<br />
<br />
Countries Sports Animals F&D Names<br />
____________________________________________<br />
<br />
1<br />
0<br />
0<br />
<br />
____________________________________________<br />
<br />
2<br />
0<br />
0<br />
<br />
____________________________________________<br />
<br />
3<br />
0<br />
0<br />
<br />
____________________________________________<br />
<br />
<br />
During your preparation time, think about the easiest and hardest answers for each category and the level of the students and consider how many possible answers there are for each letter of the alphabet (in the case of sports: Archery, Basketball, Cricket, Diving, Equestrian, etc).<br />
<br />
If a team or individual is unable to answer or gives a incorrect reply, then that letter remains in that point range until someone answers correctly. If a stalemate situation ever occurs - give correct answers and encourage the students to repeat them a few times, so as they will remember them.<br />
<br />
This game is lots of fun, and my students always want to play.<br />
<br />
For variation, you can draw a soccer park or basketball court on the board and assign areas in the same way.<br />
<h3>
Adverbial Charades</h3>
<b>Level:</b> Any<br />
Each student is given a card with a familiar adverb on it--i.e. quickly, angrily, loudly, happily. Then the class tells the student to do something so they can guess what adverb is on the card. They can tell the student to do things in pantomime, like drink a bowl of soup, or really do it in class, like open a door or take a book from the teacher. (Can't recall where I read this idea, but it is fun and can be played in teams.)<br />
<h3>
Who Am I?</h3>
<b>Level:</b> Any<br />
You can use use this with any subject. Write the names of famous people (mixed nationalities) on small pieces of paper. Tape a name on the forehead of each student. The individual student should not see his or her paper, but the others should. Then, like with 20 questions, only yes or no questions should be asked. Perhaps start with yourself and ask "Am I am man?" If the answer is yes, I can ask again, but if the answer is no, it's the next person's turn. Play until everyone has guessed who he or she is! This can be played with nationalities, countries, household objects, anything and it's a gas, especially for adult students!! <br />
<h3>
Guess the Object</h3>
<b>Level:</b> Any Level<br />
The teacher prepares cutout pictures that are pasted or taped to index cards. One student selects a card and must describe it in English until another student can guess the object. This is very much like "20 Questions" but instead of the challenge being to ask questions, the bonus is on the cardholder to verbalize the description. <br />
The teacher should be careful to select pictures that reflect the vocabulary level of the students. Simple objects, like "baby", "door" or "car" are good for beginners. Later on, more complicated pictures that suggest actions, scenes and relationships could be used, like: "mother bathing child". <br />
<h3>
"Tic Tac Toe" or "Noughts and Crosses"</h3>
<b>Level:</b> Any<br />
This is a good game for a revision or for a reader's discussion. Divide the class into two groups. Draw a grid of nine squares on the board and write a number on each square (from 1 to 9). Prepare nine questions and set one question for each number. The groups call out the numbers and if they answer the question correctly, they get the point. The goal of the game is to make a line (either horizontal, vertical or diagonal). <br />
<h3>
Question and Answer Game Activity</h3>
<b>Level:</b> Any<br />
Usually students answer comprehension questions after a reading. Why not have students create their own comprehension questions? I have and it works well, especially if this activity is turned into a game. I do this by having students in small groups work together to write questions about the text. Only questions which can be answered by the text are allowed. Opinion questions are not allowed. After groups finish writing their questions, they ask their questions to another group which must answer within a specified amount of time (the teacher decides the time according the class level). If the answer is correct and given within the time period, the answering team receives a point. If the answer is incorrect or not found within the time period, the questioning group receives a point, but they must inform the other group of the answer. Each group takes turns asking and answering questions. <br />
<h3>
Kim's Game on Video</h3>
<b>Level:</b> Any Level<br />
The traditional "Kim's Game" uses a tray full of objects to stretch the memory and vocabulary of the players. This version uses moving pictures. Therefore, a larger range of vocabulary, word classes, and phrases can be elicited.<br />
<br />
To Play<br />
1. Select any sequence that scans over a large number of objects, people or includes many actions.<br />
<br />
Examples:<br />
<ul>
<li>The opening of "Masterpiece Theatre" </li>
<li>The opening of "Miami Vice" </li>
<li>The toy store in "Home Alone II" </li>
<li>A display of quiz game prizes </li>
</ul>
2. Allow players to view the segment once. They are not allowed to take notes.<br />
<br />
3.Individually or in groups, form a list of as many of the objects, people or actions in the scene as can be remembered.<br />
<br />
4. Play the scene again using still frames to check off the things on the list. Score one point for each correct item but minus one for any item on the list that is not in the scene.<br />
<br />
Variation<br />
Narrow the range of things allowable on the list.<br />
<br />
Examples:<br />
<ul>
<li>Things that start with (pick a letter of the alphabet). </li>
<li>Things that are (pick a color or quality). </li>
<li>Things made of (pick a material). </li>
<li>Things used for (pick an action). </li>
</ul>
<h3>
Video Scavenger Hunt</h3>
<b>Level:</b> Any Level<br />
Choose a movie, a series of TV commericals or any other video-taped resource that you like or that learners are familiar with and compile lists of things for viewers or listeners to find. It is also possible to prepare a library of films and allow the players to search the tapes.<br />
<br />
Each team gets a different list. If only one machine is available, a time limit may be set and the team that finds the most in the alloted time wins. It is also possible to assign this as a week long hunt (on student's own time). In such a case, one tape or many tapes can be used.<br />
<br />
Here are some suggested categories:<br />
<br />
Information: Ask players to find specific facts or figures. These facts may be verbal or visual. Information found on charts, graphs and in the closing credits of a film are good sources.<br />
<br />
Counts: Count the number of times a certain word is said in a clip. Count the number of people or objects of a certain quality (eg. people who are male, or people wearing blue, or objects made of wood). Count the number of people doing a particular activity (eg. people who talk to a particular character, people sleeping in class, people boarding a train). Count the number of times a particular action is performed (eg. number of times a character goes up and down stairs, crosses a bridge, lights a cigarette).<br />
<br />
Scenes: Find a particular scene (eg. a love scene), location (eg. a river, Paris), view or social activity (eg. a picnic, a speech).<br />
<br />
Speech Acts: Find an example of a speech act. (eg. inviting, refusing, requesting, making an introduction, apologizing). <br />
<h3>
Concentration Using an Overhead Projector</h3>
<b>Level:</b> Any Level<br />
This is a game for the overhead projector. It is a version of the game "Concentration" in which students flip over cards of items to find matching pairs. For the overhead projector you will need to make a grid of squares on a transparency. Five squares across by four down. I make the square about 1.25 inches on a side. At the top of the grid write the letters THINK, one letter over each column. Down the left side of the grid write the numbers 1234, one number to each row. Make a transparency of your grid. Next, cut out cardboard or heavy paper "tents": small rectangular pieces just large enough to cover each space. I call them tents because they have a little flap which I use to pick them up. Prepare the game in advance. You have to think of ten pairs of any item. For example, ten pairs of opposites, ten pairs of irregular past tense forms (get,got) or ten pairs of a picture and a word. Write (or draw) one word or picture in each space in a random fashion. Place the transparency on the OHP (with the light off) and cover each space. When you turn the light on, the students will see the grid but each image or word will be dark. (You will be able to see the words and images illuminated through the paper) <br />
TO PLAY: Instruct the students (and model of course the first time) that they are to pick two squares by calling out a number and a letter for each square. For example T2 and N4. You uncover the spaces as a students calls out the letter. If the two spaces uncovered are a match write the student's name in the spaces with a marker and toss them a prize (a piece of candy serves nicely). If the two spaces are not a match, cover them back up and call a different student. As spaces are uncovered, excitement builds in the classroom until the last two spaces. Since these are obvious winners, you can take the opportunity for teacher inspired humor and call on either the class "comic" making a big display of "Are you sure?" or any other individual who maybe had repeated incorrect answers.<br />
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An individual game usually takes between 15 and 20 minutes to complete.<br />
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If you keep several transparencies of the grid handy, you can prepare a game pretty fast for the last part of the class. If you are doing a unit on irregular past tense, you can prepare a grid using the specific verbs that you reviewed in the lesson. <br />
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Prove It</h3>
<b>Level:</b> Easy to Medium<br />
Give your students one or more statements to prove or disprove. The statements can tie in with the topic or the grammar point of the class. Examples: Nobody in this class likes winter. Everyone here can draw a Volkswagen Beetle car.<br />
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Students talk to as many other students as possible to prove/disprove the statements. Then they give feedback to the class: 'This statement is not true. There are at least 5 people in this class who like winter. <br />
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What's the Word?</h3>
<b>Level:</b> Medium to Difficult<br />
On an index card, write a word (example: school) and write 4 or 5 key words that cannot be used to describe that particular word. (Example: teachers, blackboards, students, desks, tests) Any other words can be used except for the words written on the index card. A sample card would look like this:<br />
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SCHOOL<br />
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teachers<br />
blackboards<br />
students<br />
desks<br />
tests <br />
<h3>
What's Your Name?</h3>
<b>Level: </b>very easy<br />
One student sits at the front of the classroom (usually in the teacher's chair) with their back to the other students. The teacher then points to students in the class and asks "What's your name?" The student indicated must respond "My name is__________" with either his own name or the name of someone in the class. The student in the front cannot see who is speaking. The teacher says to him, "Is it___________?" and he must say "Yes, it is" or "No, it isn't". If the student in front is correct, he gets to stay there, but if he's mistaken, he changes place with the student who fooled him. <br />
To make the game more interesting, the students are encouraged to disguise their voices. <br />
I always do this with my beginners at the beginning of the year, but always at the end of the class, and for not more than 5 to 10 minutes.<br />
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Whispering Game</h3>
<b>Level:</b> Easy<br />
Divide the class into two teams. Line up the players. If there's an odd number of players, one can be the teacher's "helper". The teacher or his helper whispers a message to the first person of both group A and group B. The game only starts when both players know the message. Then each player whispers the message to the next player in his group sucessively until the last player gets the message. The team which can repeat the message first and correctly receives a point. Start the game over with the second student of each group becoming the first ones in line. <br />
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Who Am I?</h3>
<b>Level:</b> Any<br />
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You can use use this with any subject. Write the names of famous people (mixed nationalities) on small pieces of paper. Tape a name on the forehead of each student. The individual student should not see his or her paper, but the others should. Then, like with 20 questions, only yes or no questions should be asked. Perhaps start with yourself and ask "Am I am man?" If the answer is yes, I can ask again, but if the answer is no, it's the next person's turn. Play until everyone has guessed who he or she is! This can be played with nationalities, countries, household objects, anything and it's a gas, especially for adult students!!<br />
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<h3>
Words Beginning with a Given Letter</h3>
<b>Level: </b> Medium to Difficult <br />
The teacher chooses a letter from the alphabet. Then each student must say a word that begins with that letter. If a student repeats a word that has already been said, then he/she is out of the game. The game ends when only one student remains. That student is the winner. In high level classes students lose if they say a past form of the verb. Example:see-saw. You can increase the difficulty by adding a timer. Only allow each student 5 seconds to think of a word.<br />
<h3>
Word Grab with Songs</h3>
<b>Level:</b> Any<br />
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This is a wonderful activity if you think your class needs waking up a little.<br />
Choose a song that the students have or have not heard before. Choose 10-15 pieces of vocabulary from the song and write them on separate pieces of paper. With lower level groups you may want to pronounce the words with the students first. Stick each word to the board with putty (blue tack). Put the students into 2 teams each one in a line before the board. Play the song. When the 2 students at the front of their line hear a word in the song that is on the board they must race each other to grab that word from the board (this can get quite violent!). They then go to the back of the line and it's up to the next pair. The team with the most words wins.<br />
I don't usually stop the tape so don't choose words that come one after the other. If you want to make it more difficult you can put red herrings up. You can usually play the song a couple of times until they get all the words.<br />
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<span style="font-size: 78%;">A list of simple and quick games and activities that can be used in the ESL classroom when teaching English as a second / foreign language.</span><br />
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<a href="http://tigertesl.blogspot.com/">Copyright</a><a href="http://tigertesl.blogspot.com/"> (C) 1999 by </a><a href="http://tigertesl.blogspot.com/">The Internet TESL Journal</a>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-51625036777761118192022-05-18T05:39:00.001-07:002022-05-23T09:57:37.597-07:00ESL TEFL TESL Conversation questions & topics - Super-heros<span style="font-family: arial;"><br /><br />Who would win a fight Batman or Superman?<br /><br />Which super-hero is most like you?<br /><br />What qualities do you need to be a super-hero?<br /><br />Who is the the most popular super-hero in your country?<br /><br />What super-hero should have a movie made about him/her?<br /><br />Who is the most popular comic book hero in your country?<br /><br />What real life person could be a super-hero?<br /><br />If you could make your own super-hero what would his or her name be?<br /><br />What would his superpower be?<br /><br />Do we need more super-heroes?<br /><br />If you could have one superpower what would it be?<br /><br />What is the best superpower to have?<br /><br />What are some complaints that some parents have about comic books?<br /><br />Why do people like to read comic books?<br />
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What is your favourite super-hero movie?<br />
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Do you prefer Marvel or DC movies?<br /></span>
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<a href="http://tigertesl.blogspot.com/">Back Home</a><br /><strong><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </strong><a href="http://tigertesl.blogspot.com/2008/03/b.html"><strong>B</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><strong>C</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><strong>D</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><strong>E</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><strong>F</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><strong>G</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><strong>H</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><strong>I</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><strong>J</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><strong>K</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><strong>L</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><strong>M</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><strong>N</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><strong>O</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><strong>P</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><strong>Q</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><strong>R</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><strong>S</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><strong>T</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><strong>U</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><strong>V</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><strong>W</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><strong>X</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><strong>Y</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><strong>Z</strong></a><br /><!--google_ad_section_start--><span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Super Heroes<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span> </center>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-67365988222000239712022-05-18T01:45:00.001-07:002022-05-23T09:56:07.163-07:00ESL TEFL Conversation Topics and Questions - Creativity<span style="font-family: arial;">What is creativity?<br />
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Do you consider yourself a creative person? Why?<br />
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What is something creative that you have done?<br />
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Is creativity a good thing? Why or why not?<br />
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What are some ways that a person can be creative?<br />
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Is taking a risk part of creativity?<br />
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Do you often question the way things work?<br />
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Do you like to improve things?<br />
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What are some creative ways to entertain children?<br />
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Can you think of a device that would make people's life easier?<br />
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<span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Creativity<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></span>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-29395263027515016742022-05-17T16:29:00.001-07:002022-05-23T09:25:16.274-07:00ESL, TEFL and CELTA Conversation Topics and Questions about Harry Potter<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">Do you like the Harry Potter series?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think the Harry Potter series is a literary classic?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you read any of the Harry Potter books in English?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Are you surprised that the Harry Potter author J.K. Rowling is the highest-earning novelist in history?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What would you do if you were a witch or wizard?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Religious groups say the Harry Potter books are dangerous as they promote witchcraft among children. What do you think of this?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think J.K. Rowling should write an eighth Potter book?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Why do you think the Harry Potter books are so popular?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What do you know about the author of Harry Potter?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Which is better, the Harry potter books or the movies?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever been caught up in Pottermania?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Did you buy the Harry Potter books the day they went on sale?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Who is your favourite Harry Potter character?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What is the best book?</span><br /><span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">Would you like to study at Hogwart’s School of Witchcraft and Wizardry?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever bought any Potter merchandise?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">British Prime Minister Gordon Brown said, "I think JK Rowling has done more for literacy around the world than any single human being." What do you think of this?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What impact has Potter made in your country?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">The Harry Potter books took 17 years to write. Can you imagine spending so long on a creative project?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What questions would you like to ask J.K. Rowling, the Harry Potter creator?</span></span><br />
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<a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a><br />
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<span style="font-family: arial;"><span style="font-size: 78%;">ESL CELTA EFL TEFL questions and discussion topics on Harry Potter for use when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.</span><br /></span>
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Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-71013468116320928822022-05-17T03:24:00.001-07:002022-05-23T09:09:07.420-07:00ESL CELTA TEFL Conversation Topics and Questions about Stress and Stressful Situations <span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif"><b>Recognising Stress</b></span><br />
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<span face="Arial,Helvetica,sans-serif">What is stress?</span></span><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What causes stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How do you recognise stress in your life?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Have you been under stress recently?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How does stress affect you?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you have a kind of red warning flag that indicates too much stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">When you are stressful, how do you feel physically?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you feel tired during the day?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you sleep well at night?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Does your stomach hurt?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How do you feel emotionally?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you feel nervous or worried about the stressful situation?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you get angry easily?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif"><b>Helping Others</b></span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Have you ever helped someone who was feeling stressful?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What did you do?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Did you give them advice?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Did you listen to them?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Did you do most of the talking?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Did you take some action to help them?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Have you ever helped someone that you didn't know?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What are characteristics of a good counsellor?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Is it necessary to have shared the same experience?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Is it important to be an expert?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Is it important to be patient?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif"><b>Healthy Stress</b></span></span></div><div><span style="font-family: arial;"><b><br /></b>
<span face="Arial,Helvetica,sans-serif">Do you think stress is ever good, useful, or necessary? </span><span face="Arial,Helvetica,sans-serif">Why or why not?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you play games or sports that are sometimes stressful?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">When can stress be a good thing?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">If you are playing a sport and your team is losing, does it give you extra energy?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Does stress make you feel more alive?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Is your home life stressful?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Are you busy at home?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you relax at home?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you enjoy having discussions about politics with other people who have different opinions?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you like to argue about different ways to do things at work or at home?</span><br />
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<span face="Arial,Helvetica,sans-serif"><b>Personal Stress</b></span><br />
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<span face="Arial,Helvetica,sans-serif">Have you felt stress recently?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Did the stressful feeling last a long time or a short time?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Had the cause of the stress happened to you before or was this a new situation?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How often do you think you feel too much stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you feel too busy sometimes?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">In what way does a too full schedule lead to stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you like being busy?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">If you are very busy at work or at school, do you have ways to balance your life?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">If you have nothing to do, do you enjoy yourself or do you get bored?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Does stress make it hard for you to think or act?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How can you judge what is the right amount of stress for you?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Is your stress caused by relationships with other people?</span></span></div><div><span style="font-family: arial;"><br /><ul style="text-align: left;"><li><span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif">At work? At school?</span></span></li><li><span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif">At home?</span></span></li><li><span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif">With best friends?</span></span></li><li><span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif">With partners?</span></span></li></ul>
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<span face="Arial,Helvetica,sans-serif">Can you think of some examples?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Does stress come when you worry about your life?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you keep your worries a secret from other people?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you have anyone you can talk to when you are worried?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">When did we start talking about stress as a psychological condition?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What do you do when you have stress?</span><br />
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<b><span face="Arial,Helvetica,sans-serif">Stressful Situations</span></b><br />
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<span face="Arial,Helvetica,sans-serif">Are there situations that you find stressful?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you feel tense when you meet someone for the first time?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you get nervous if you have to make a speech?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you suffer from stress when you have too much work to do?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you work or study for long hours under stressful conditions?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Does the place you live have a low-stress environment?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you be alone as much as you like?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you be with friends as often as you like?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Is it easy for you to make decisions about important things?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you relax when you are sleeping away from home?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">In what kinds of situations do you observe other people feeling stressed?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What are some situations that you enjoy?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What are some situations that make you feel stressful?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How can you eliminate stressful situations?</span></span></div><div><div><span style="font-family: arial;"><br /></span></div><div><b><span style="font-family: arial;">Controlling Stress</span></b></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><span style="font-size: 16px;">How do you relieve stress?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">What stresses you out?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">Do you have a stressful lifestyle?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">How can you eliminate stressful situations?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">How do you get control of a stressful situation that is getting too tough?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">What is the "fight or flight" response? How does it relate to stress?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">Do you enjoy the feeling of being stressed?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">If you are feeling stressed, what do you do?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">Do you like to relax or be active when stressful?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">Are you capable of relieving your stress or do you need help?</span></span></div><div><span style="font-family: arial;"><br /><span style="font-size: 16px;">Can alcohol cure stress temporarily?</span><br />
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<b><span face="Arial,Helvetica,sans-serif">Living Stress Free</span></b><br />
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<span face="Arial,Helvetica,sans-serif">How can you live a stress free life?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you give five suggestions that would be inexpensive?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you give five suggestions for children?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Can you give five suggestions for the wintertime?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Give us suggestions for making school life less stressful.</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">When stressful do you like to listen to a certain kind of music?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Does it help to go shopping or take a long walk?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you like to be alone or be with other people?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you eat more or eat less?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do certain colours make you feel happier?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you always follow the same pattern to relieve stress or do you try different things?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What are some positive ways people deal with stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What are some negative ways people deal with stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">How do you deal with stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What is the most stressful experience you have ever had?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">When was the most stressful time of your life? Did you learn anything from that experience?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What do you think is the greatest cause of stress for most people?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What is your greatest cause of stress?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you deal with stress differently that your parents do/did? If so, how?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Do you know of anyone who likes to break things or become violent when they are stressed?</span></span></div><div><span style="font-family: arial;"><br /></span></div><div><br /></div><div><span style="font-family: arial;">
<span face="Arial,Helvetica,sans-serif">What is the most stressful job you can think of?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">What is the least stressful job you can think of?</span></span></div><div><span style="font-family: arial;"><br />
<span face="Arial,Helvetica,sans-serif">Which would you choose: A stressful job with very high pay or a relaxing job with considerably low pay? Why?</span></span></div><div><span style="font-family: arial;"><br /><br />
<span face="Arial,Helvetica,sans-serif">How do you reduce stress in your life? Do you think they would be considered good or bad ways of dealing with stress?</span></span><br />
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<div style="text-align: center;">
<a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a><br />
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<span style="font-size: 78%;">ESL CELTA EFL TEFL questions and discussion topics about stress and its effects,
for use when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more. Also contained in this section are questions and discussion points about how to recognise, combat and live stress free.</span><br />
<br /></div>
</div></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-1506397914908763952022-05-16T01:38:00.008-07:002022-05-23T09:29:19.323-07:00ESL TEFL CELTA TOIEC Conversation Topics and Questions - Beach<span style="font-family: arial;"><br />
Where is the closest beach to where you live?</span><div><span face="Arial, Helvetica, sans-serif" style="font-family: arial; font-size: 16px;"><br /></span></div><div><span face="Arial, Helvetica, sans-serif" style="font-family: arial;">Which is your favourite beach?</span></div><div><span face="Arial, Helvetica, sans-serif" style="font-family: arial; font-size: 16px;"><br /></span></div><div><span face="Arial, Helvetica, sans-serif" style="font-family: arial; font-size: 16px;">Are there life guards at the beaches in your country?</span></div><div><span face="Arial, Helvetica, sans-serif" style="font-family: arial; font-size: 16px;"><br /></span></div><div><span face="Arial, Helvetica, sans-serif" style="font-family: arial; font-size: 16px;">Do you think people should be allowed to drink beer or other drinks with alcohol on the beach?</span></div><div><span style="font-family: arial;">
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Have you ever heard the term "Landlocked Country"? What does this mean?<br />
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When was the last time you went to the beach? Where did you go?<br />
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What do people do at the beach?<br />
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Can you swim? When did you learn to swim? Who taught you to swim?<br />
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Have you ever been night-swimming?<br />
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Are there any problems with jellyfish, sharks or stonefish at your local beach?<br />
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Have you ever played sports on the beach? Which sports? How are they different from non-beach versions of the sport?<br />
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Have you ever collected seashells?<br />
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Can you describe a shell or other interesting item you have found on a beach?<br />
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What did you do with the shells you collected?<br />
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What sort of animals live on the beach?<br />
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Have you ever been fishing from the beach? What did you catch? What did you use as bait?<br />
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What is the "tide"?<br />
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Why is there a tide?<br />
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What is a "rip tide"?<br />
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Have you ever been on a sail boat or a row boat?<br />
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Have you ever used a surf board or body board?<br />
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Do you like to sunbathe?<br />
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Do you think sun cream is important?<br />
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Have you ever been to a famous beach?<br />
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What do you wear to the beach?<br />
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How do you keep your wallet safe while you are swimming?<br />
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Is erosion a problem at your local beach?<br />
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Is pollution a problem at your local beach?<br />
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Should people be able to own a beach or part of a beach?<br />
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Why is beachfront land so expensive? Why do so many people want to live there?<br />
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Do you prefer a calm sea or do you prefer big waves?<br />
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Should dogs be allowed on the beach?<br />
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Should dogs have to be on a lead at the beach?<br />
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Should cars be allowed on the beach? Or on some beaches?<br />
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What do you think of people who swim in the nude?<br />
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Is there a nude beach near where you live?<br />
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Have you ever gone to a nude beach?<br />
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What do you think of topless swimming?</span></div><div><span style="font-family: arial;"><br />What is the best thing about the beach?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is the worst thing about the beach?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is your favourite thing to do on the beach?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Can you name any famous beaches?</span></div><div><span style="font-family: arial;"><br /></span></div><div><center><a href="http://tigertesl.blogspot.com/">Back Home</a></center>
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<br /><b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center>
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<span style="font-size: 78%;">ESL EFL TEFL CELTA questions and discussion topics on The Beach and beaches including holidays at the coast or seasid,
for use when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons,
and more.</span></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-51580497931998311522022-05-14T06:36:00.003-07:002022-05-23T09:31:50.709-07:00Conversation Topics and Questions - Dating ESL TEFL CELTA EFL<span style="font-family: arial;">Describe a perfect date.</span><div><span style="font-family: arial;"><br />
Describe the appearance of the person you would like to date?</span></div><div><span style="font-family: arial;"><br />
Describe the character of the person you would like to date?</span></div><div><span style="font-family: arial;"><br />
Do you "go Dutch" when dating?</span></div><div><span style="font-family: arial;"><br />
Do you know what it means to 'go Dutch'?</span></div><div><span style="font-family: arial;"><br />
Is it usual for people in your country to 'go Dutch' if you go out together?</span></div><div><span style="font-family: arial;"><br />
Do older girls/boys have a problem dating younger girls/boys?</span></div><div><span style="font-family: arial;"><br />
Do younger girls/boys have a problem dating older girls/boys?</span></div><div><span style="font-family: arial;"><br />
Do you believe in love at first sight?</span></div><div><span style="font-family: arial;"><br />
Do you think some people know that they will fall in love with someone the first time they meet?</span></div><div><span style="font-family: arial;"><br />
Do you know what a 'blind date' is?</span></div><div><span style="font-family: arial;"><br />
Have you ever been on a blind date?</span></div><div><span style="font-family: arial;"><br />
Did you ever arrange a blind date?</span></div><div><span style="font-family: arial;"><br />
Do you drive or take the train when dating?</span></div><div><span style="font-family: arial;"><br />
Do you have a boyfriend/girlfriend?</span></div><div><span style="font-family: arial;"><br />
Where did you meet your him/her?</span></div><div><span style="font-family: arial;"><br />
What does he/she look like?</span></div><div><span style="font-family: arial;"><br />
Do you think fairy tales influence our choice of a partner?</span></div><div><span style="font-family: arial;"><br />
Have you ever had a crush on someone?</span></div><div><span style="font-family: arial;"><br />
Have you ever hated loving someone?</span></div><div><span style="font-family: arial;"><br />
Have your parents ever disapproved of any of your relationships?</span></div><div><span style="font-family: arial;"><br />
How often would you like to go out on dates?</span></div><div><span style="font-family: arial;"><br />
How old were you when you had your first boyfriend or girlfriend?</span></div><div><span style="font-family: arial;"><br />
How old were you when you went on your first date?</span></div><div><span style="font-family: arial;"><br />
Where did you go?</span></div><div><span style="font-family: arial;"><br />
What did you do?</span></div><div><span style="font-family: arial;"><br />
Who did you go with?</span></div><div><span style="font-family: arial;"><br />
Is going out on dates important for you?</span></div><div><span style="font-family: arial;"><br />
Is there a such thing as a perfect relationship for you?</span></div><div><span style="font-family: arial;"><br />
If you could go out with anyone, who would it be?</span></div><div><span style="font-family: arial;"><br />
If you are a man, and a woman asks you for a date, do you feel you should pay, or that the woman should pay?</span></div><div><span style="font-family: arial;"><br />
What are some popular places to go on a date?</span></div><div><span style="font-family: arial;"><br />
What characteristics do you look for in a girlfriend or boyfriend?</span></div><div><span style="font-family: arial;"><br />
What do you consider cheating in a dating relationship?</span></div><div><span style="font-family: arial;"><br />
What do you like to talk about when on a date?</span></div><div><span style="font-family: arial;"><br />
What do you look for in a girlfriend or a boyfriend?</span></div><div><span style="font-family: arial;"><br />
What do you think most people talk about when dating?</span></div><div><span style="font-family: arial;"><br />
What kind of clothes do you wear on a date?</span></div><div><span style="font-family: arial;"><br />
What qualities are important to you in a boyfriend or girlfriend?</span></div><div><span style="font-family: arial;"><br />
What was the most boring date you've ever been on?</span></div><div><span style="font-family: arial;"><br />
What was the most interesting date you've ever been on?</span></div><div><span style="font-family: arial;"><br />
What would you consider "the perfect date" for you?</span></div><div><span style="font-family: arial;"><br />
Where is a good pace to go on a date in this town?</span></div><div><span style="font-family: arial;"><br />
Where would you like to go on a date?</span></div><div><span style="font-family: arial;"><br />
Would you mind if your boyfriend/girlfriend went out to party without you?</span></div><div><br /></div><div><span style="font-family: arial;">
Would you prefer to go out with a quiet or a talkative person?</span></div><div><span style="font-family: arial;"><br />
At what age do you think that dating should begin?</span></div><div><span style="font-family: arial;"><br />
Do you think there is any age when a person is too old to date?</span></div><div><span style="font-family: arial;"><br />
Does your first love still hold a special place in your heart? Do you believe that he or she will always have a special place in your heart?</span></div><div><span style="font-family: arial;"><br />
What is your definition of love?</span></div><div><span style="font-family: arial;"><br />
Would you wait on a person you were dating for a long time if they joined the army?</span></div><div><span style="font-family: arial;"><br />
How about if they went to prison?</span></div><div><span style="font-family: arial;"><br />
What do you think about dating a friend's ex-girlfriend or ex-boyfriend?</span></div><div><span style="font-family: arial;"><br />
Are there any superstitions on making someone fall in love with you?</span></div><div><span style="font-family: arial;"><br />
Have you heard of any successful "love potions?"</span></div><div><span style="font-family: arial;"><br />
Can you control your partner by playing games?</span></div><div><span style="font-family: arial;"><br />
When should you introduce your boyfriend/girlfriend to your parents? (when you begin dating, after you have been together for a while, only when the relationship is serious) Why?</span></div><div><span style="font-family: arial;"><br />
Do you like to have boy friend or girl friend in your school or in your classes?</span></div><div><span style="font-family: arial;"><br />
Do you think it is right to continue seeing a person if he has not introduced you to his family yet?</span></div><div><span style="font-family: arial;"><br />
How long does it take for dating to become a relationship?</span></div><div><span style="font-family: arial;"><br />
Is it important to be punctual in your first date? Why?</span></div><div><span style="font-family: arial;"><br />
Would you dress up for a first date? What clothes would you wear?</span></div><div><span style="font-family: arial;"><br />
What kind of place do you think is the ideal for a first date? Why do you think so?</span></div><div><span style="font-family: arial;"><br />
Do you think that age difference is important when dating?</span></div><div><span style="font-family: arial;"><br />
Would you date someone much older or younger than you? Why or why not?</span></div><div><span style="font-family: arial;"><br />
Would your parents have a problem if you married someone much older or younger than you? Would it make a difference if that person were rich?</span></div><div><span style="font-family: arial;"><br />
Do you like to flirt? If so, what do you usually do? Where? With whom? Why?</span></div><div><span style="font-family: arial;"><br />
Do you ever set your friends up on blind dates? If so, have you had much success?</span></div><div><span style="font-family: arial;"><br />
Do you think blind dates are a good way to meet someone special? Why or why not?</span></div><div><span style="font-family: arial;"><br />
What is an intimate relationship for you?</span></div><div><span style="font-family: arial;"><br />
How do you know you are in a relationship?</span></div><div><span style="font-family: arial;"><br />
Do you have any expectations for your partner?<br /></span><br />
<center><a href="http://tigertesl.blogspot.com/">Back Home</a></center><center><br /><b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center><div><br /></div>
<span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Dating<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-32391464586309706492022-05-13T07:30:00.008-07:002022-05-23T09:15:18.498-07:00Conversation Topics and Questions - What if............? ESL TEFL CELTA <span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">What would you do if you found the wallet of your next door neighbour who you hated? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could have any car you wanted, which car would you choose? Would it be practical or flashy? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If your car broke down on the motorway, what would you do? Would you try to fix it yourself? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could solve the problem of hunger in the third world or repair the ozone, which would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could stop a bad habit that you have, what would you stop? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could go back to any moment in history, where would you go? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could be famous (a household name), what would you like to be famous for? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were on holiday and you lost your passport, would you know what to do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were offered a job in another part of the country, would
you be willing to take the job, assuming that the pay is very good? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If your partner were offered a job in another part of the country, which was well paid, would you be willing to change places? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were in the bank and somebody started to hold up the bank, what would you do? How would you react? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had one wish, what would you wish for? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could only listen to one song for the rest of your life, which song would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If only one book existed, which book would you like it to be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could do any job, what would you like to do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could move anywhere, where would you like to live? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you found a suitcase full of $1,000,000, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you found a wallet with $1,000 in it, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had 25-hour days (while everyone else continued to have 24-hour days), what would you do with the extra time? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had the opportunity to be different, what would you change? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had time machine, where would you go and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had to choose between a wonderful romantic relationship
that would end after only a year, or a so-so relationship that would
last your entire life, which one would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had to choose between love and no money or money and no love for the rest of your life, which would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had to choose, would you give up your sight or your hearing? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you received lottery tickets as a gift at the office party,
and you won USD$30,000.00, would you share the winnings with the person
that gave you the gift? </span><br />
<br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you saw a robbery, would you report it? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you saw your zip was down and people had noticed, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you speak two languages and your spouse (husband or wife) speaks only one, will you raise your children to be bilingual? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were candy, what candy would you be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were a monster, what monster would you be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were a toy, what toy would you be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were abducted by aliens, would you tell anybody? Why or why not? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were American/Chinese/Mexican, how would your life be different? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were asked to choose which time period you would like to live in, which century would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were asked to speak to a graduating class, what would you say? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given a chance to go to the moon, would you go? Why or why not? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given a choice between being given great wisdom or great wealth, which would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given an opportunity to be born again, in which country would you like to be born? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given an opportunity to be born again, what kind of person would you choose to be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given one million dollars, what would you buy? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given the opportunity to be born again, how would you change how you lived? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given the opportunity to mould your partner the way you wanted, how would you mould your partner? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given three wishes, what would you wish for? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were God, how would you transmit or let people know your message? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were going to a deserted island and could only take three things with you, what would you take? Why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were marooned on a desert island with one other person how would you survive? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were invited to have tea with the Queen of England, what would say? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were the leader of your country, what would you change? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were the President of the United States, what problem or concern would you work on first? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were told that you were going to die tomorrow, what would you do today? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were walking through the forest and you suddenly saw a tiger, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you woke up suddenly because your house was on fire, which three things would you save as you ran outside? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you worked for a store and you saw another employee steal something, would you tell the manager?
<br />If your friend could not have a child, would you carry her child for her? </span><br />
<br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you saw someone in public with toilet paper stuck to their shoe, would you tell them? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could change one thing that you did that was bad,
perhaps a crime or some wrong you did to another person, what would it
be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were told you had a terminal illness and had six months to live. What three things would be most important for you to do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If your doctor has just told you that you have a month to live, what would you do in that time?</span><br />
<br />
<span face=""arial" , "helvetica" , sans-serif">
What if you have to sacrifice yourself for the sake of saving your mother? What would you do?
<br />If you could live perfectly well without sleeping, if you had no need to sleep at all, how would you spend all your nights? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could be married to a foreign (man/woman), how do you think your life would change? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had a chance to choose a poor (man/woman) as a
(husband/wife) from your culture or a rich (man/woman) from another
culture, which one would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you got into traffic accident, what would you do first? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could be God, what would you do for humanity? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could receive praise from a person, what person would it be?</span><br />
</span><ul>
<li><span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">What kind of praise would you like to receive</span></li>
</ul>
<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">
If you were a colour, what colour would you be and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were a fruit, what fruit would you be and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had a time machine and you could be transported to any time, the past or the future. What time would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could ask an All-Knowing Being one question about life, what would it be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could have dinner with anyone (dead or alive), who would you choose, and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could live forever on earth as it is now, would you? Why or why not? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could have a free chip put in your brain so that you
would automatically be able to speak and understand another language
besides English, which language would it be and why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were the Queen or King of Britain for a day, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were the President of the USA for a day, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had to spend 100 days on a desert island, what five things would you take with you and why?
<br />If you were down on your luck, would you seek the advice of a palm reader, </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If the U.S. attacked North Korea, what would happen? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you lost your bathing suit while you were swimming, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you woke up one morning to find you had switched bodies with someone you know. what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could have any one supernatural power (flying, being invisible), which would you choose and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could say a sentence which the whole world could hear, what would you say? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were a loin would you like to eat a man? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could choose to live anywhere in the world where would you prefer to live? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If your spouse cheated on you, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given a choice to live as long as you want, how long would you like to live? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If we could live for 300 years, what would the life be like? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could change sexes for a day, would you? What would you do if you did swap? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were a famous film star, what crazy things would you ask for in your dressing room? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you you could stop time, what would you do and why? </span><br />
<br />
<span face=""arial" , "helvetica" , sans-serif"><br />If tomorrow morning when you get up, you can't find people on
the streets, in the city, or in the country and later you discover you
are the only human being on the earth. What would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you would have a chance would you change something in the
history, risking that, your parents never will meet with each other and
you never will be born? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could relive any moment in your life which moment would it be and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were given choice to live as long as you like, how long would you like to live?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could change one thing about your life what would it be and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />What if you could relive any moment in your life which moment would it be and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could be a character from a movie, who would you be and why ? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could only see three people for the rest of your life who would it be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were an English teacher, what would you do to improve your students' English? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could be famous throughout history for one thing, what would it be? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you had to lose an arm or a leg, which would you choose. Why?
</span><br />
<br />
<br />
<span face=""arial" , "helvetica" , sans-serif">If you won a million pounds, what would you do with it? How much would you give to family and friends?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were told that you were going to die tomorrow, what would you do today?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were asked to give a speech in front of two thousand people, would you do it?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you worked in a bank and a bank robber came in with a gun? What if he only had a baseball bat?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you went skinny dipping and a stranger saw you, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If your son stole your car, would you report it to the police?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you saw a colleague stealing at work, would you report them?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could go to the moon, would you go?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were walking through the forest and you saw a tiger, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">You were invited to friends house for dinner and they served your least favourite food?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you found a wallet with one thousand dollars in it and an I.D. card?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could live anywhere in the world, where would you live?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could go anywhere in the world for a holiday, where would you go?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you bumped your car into another persons and nobody saw you do it, would you leave your contact details or just drive off?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you had the chance to ask god a single question, what would you ask him?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were president, what would you change about your country?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span><span face=""arial" , "helvetica" , sans-serif">If you were lost in the jungle with no way to call for help?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If a stranger came up to you in the street and told you that their child was very sick and needed a thousand pounds for the operation, would you give it to them?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If your doctor had just told you that you had a month to live, how would you use the time left?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If your mobile phone fell into the toilet?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If someone's underwear was showing, would you tell them?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If a classmate asked you for the answer to a question during an exam while the teacher was not looking, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could be invisible for a day, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif"></span><br />
<span face=""arial" , "helvetica" , sans-serif">If you could eliminate one weakness or limitation in your life, what would it be?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could change anything about your relationship with your parents, what would</span><br />
<span face=""arial" , "helvetica" , sans-serif">it be?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could switch job responsibilities with your boss, would you do it? Why or</span><br />
<span face=""arial" , "helvetica" , sans-serif">why not?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were able to retrieve only one item on the way out of your burning home, what</span><br />
<span face=""arial" , "helvetica" , sans-serif">would that be? Explain.</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could go back in time, what year would you visit? Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could go anywhere for a one-day visit, where would you go? Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could spend one hour doing absolutely anything, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<br />
<span face=""arial" , "helvetica" , sans-serif">If you had the opportunity to travel into space, would you go? Why or why not?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you had an unlimited shopping spree at only one store, which one would you choose?</span><br />
<span face=""arial" , "helvetica" , sans-serif">Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could play any instrument, what would you choose? Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could talk with only one person for the rest of your life, who would it be and</span><br />
<span face=""arial" , "helvetica" , sans-serif">why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could visit with any person in history, who would it be and why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could do something very daring without fear, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could take an early retirement, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you had the chance to go anywhere for dinner tomorrow, where would you go?</span><br />
<span face=""arial" , "helvetica" , sans-serif">Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<br />
<span face=""arial" , "helvetica" , sans-serif">If you were assured you would not fail, what endeavour would you attempt?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could be any celebrity, who would you want to become? Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you won a million pounds on the lottery, how would you spend it?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could learn to speak a foreign language, which one would you choose</span><br />
<span face=""arial" , "helvetica" , sans-serif">and why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could change one thing about your appearance, what would it be?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could change one thing about your personality, how would you be different?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were stranded on a deserted island, what three luxury items would you most</span><br />
<span face=""arial" , "helvetica" , sans-serif">want to have with you?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<br />
<span face=""arial" , "helvetica" , sans-serif">If you could rule the world for one day, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could change your occupation, what would you do?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could give one gift to your children, what would it be?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could live anywhere in the world, where would it be?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were able to listen to only one CD ever again, what would it be</span><br />
<span face=""arial" , "helvetica" , sans-serif">and why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were to write a book about your life, what would it be called?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were sent to prison and were allowed only one book to read, what would you</span><br />
<span face=""arial" , "helvetica" , sans-serif">choose and why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could restore a broken relationship, which one would you choose?</span><br />
<span face=""arial" , "helvetica" , sans-serif">Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<br />
</span><div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you could bring one person back from the dead, who would you bring back? Why?</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you could live your life all over again, would you? Explain.</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you could possess it, what superhero’s super power would you want to have and why?</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you had to change your first name, what name would you choose?</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you had the opportunity to start your own business, what would you start? Why?</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you could cure a disease or heal a sickness, which one would you choose? Why?</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you could bring peace to one country, which one would you select? Why?</span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;"><br /></span></div>
<div>
<span face=""arial" , "helvetica" , sans-serif" style="font-family: arial;">If you could look into the future to find out one thing, what would you want to know?</span></div>
<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif"><br class="Apple-interchange-newline" /></span>
<br />
<span face=""arial" , "helvetica" , sans-serif">If you could relive any year, what year would you choose? Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif"></span><br />
<span face=""arial" , "helvetica" , sans-serif">If you could have invented one thing, what would it have been?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could develop something that’s not been invented yet, what would you invent?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were a WWE Smackdown champion wrestler, what would be your name and</span><br />
<span face=""arial" , "helvetica" , sans-serif">calling card?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If there were no animals in our world, what would we be missing?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were a master sculptor for a day, what would you sculpt?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you were offered free cosmetic surgery by the best plastic surgeons in the world, would</span><br />
<span face=""arial" , "helvetica" , sans-serif">you take it? Explain.</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could rob from the rich and give to the poor and get away with it, would you do it?</span><br />
<span face=""arial" , "helvetica" , sans-serif">Why?</span><br />
<span face=""arial" , "helvetica" , sans-serif"><br /></span>
<span face=""arial" , "helvetica" , sans-serif">If you could rid the world of one evil, which one would it be? Why?</span><br />
<br />
<span face=""arial" , "helvetica" , sans-serif">If you could know every language in the world, but you would never be able to use your native language again, would you? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you woke up one morning in another country surrounded by
people who spoke no English and with only the clothes you slept in, what
would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could have the chance to re-choose your spouse, what kind would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were a hotdog and you were starving, would you eat yourself? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If electricity weren't invented yet, how would your life be different? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could neglect one personal hygiene routine (shaving,
brushing your teeth, cutting your nails, etc.) without any adverse
effect to your image or health, what would you choose? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you were to be killed, what part of your body would you donate and why? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you went to the toilet and then discovered that there was no paper, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you woke up in bed and saw a huge spider walking over you, what would you do? </span><br />
<span face=""arial" , "helvetica" , sans-serif"><br />If you could have a party and invite anyone (dead or alive), which people would you invite? </span><br />
<br /><span face=""arial" , "helvetica" , sans-serif"><span class="mw-headline" id="The_Big_Question"><span face=""arial" , "helvetica" , sans-serif"><span style="font-size: xx-small;"></span></span></span></span><span face=""arial" , "helvetica" , sans-serif"><span class="mw-headline" id="The_Big_Question"><span face=""arial" , "helvetica" , sans-serif"><span style="font-size: xx-small;"></span></span></span></span>
<br />
<span face=""arial" , "helvetica" , sans-serif"><span class="mw-headline" id="The_Big_Question"><span face=""arial" , "helvetica" , sans-serif"><span style="font-size: xx-small;"><b style="color: black;"> </b></span></span></span>If you could be famous, but poor forever would you do it?
<br /><br />What if your mobile phone fell in the toilet, what would you do? </span><br /></span>
<br />
<br />
<div class="widget-content">
<center>
<strong><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </strong><a href="http://tigertesl.blogspot.com/2008/03/b.html"><strong>B</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><strong>C</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><strong>D</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><strong>E</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><strong>F</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><strong>G</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><strong>H</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><strong>I</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><strong>J</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><strong>K</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><strong>L</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><strong>M</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><strong>N</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><strong>O</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><strong>P</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><strong>Q</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><strong>R</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><strong>S</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><strong>T</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><strong>U</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><strong>V</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><strong>W</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><strong>X</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><strong>Y</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><strong>Z</strong></a></center>
</div>
<br />
<span style="font-size: 78%;">What if...? questions conversations discussion topics for ESL CELTA conversation discussion lessons lesson plan.</span><br />
<br />
<center>
<a href="http://tigertesl.blogspot.com/">Back Home</a></center>
<center>
<br />
<span style="font-size: 78%;">ESL TEFL CELTA questions and discussion topics on what if questions for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL CELTA TEFL lessons, speaking practice, debate clubs, lesson add-ons, and more. </span></center>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-55767193490872105142022-05-12T04:04:00.002-07:002022-05-23T09:36:56.310-07:00ESL TEFL Conversation Topics and Questions - Diets<span style="font-family: arial;">Have you ever been on a diet?<br />
<br />
How do you know if you are fat?<br />
<br />
What is the best way to diet?<br />
<br />
Do you think dieting can be dangerous?<br />
<br />
Do you think fibre is important in your diet?<br />
<br />
What kind of fibre is the best when you are trying to loose weight?<br />
<br />
Do you think protein is important in a balanced diet?<br />
<br />
What is a good source of protein?<br />
<br />
Do you think people who are fat can be happy?<br />
<br />
Do you think people are in general are gaining weight or loosing weight?<br />
<br />
Have you ever been on a diet?<br />
<br />
What kind of diet would you recommend to your friend?<br />
<br />
What kind of diet would recommended for an older person(40's) and a younger person(teens)?<br />
<br />
What is the difference between diet and a healthy diet?</span><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Is there a difference between being thin and being healthy? Which one is better?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do you think being slim equals beautiful?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do you think there is more pressure now for teens to look slimmer?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">In what way can diet influence our appearance and personality?</span></div><div><span style="font-family: arial;">
<br />
</span><center><a href="http://tigertesl.blogspot.com/"><span style="font-family: arial;">Back Home</span></a></center><span style="font-family: arial;"><br /></span><center><span style="font-family: arial;"><br /><b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></span></center><div><span style="font-family: arial;"><br /></span></div>
<span style="font-family: arial; font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Diets<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-280983470130952942022-05-11T20:26:00.001-07:002022-05-23T09:28:01.091-07:00ESL TEFL Conversation Topics and Questions - Annoyances<span style="font-family: arial;">What annoys you about living where you live now? </span><div><span style="font-family: arial;"><br /></span><div><span style="font-family: arial;"> What annoys you about taking trains to work? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What annoys you about driving a car? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What annoys you most about living at home with your family? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Do you think you have habits that annoy other people? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Does it annoy you when people kiss in public? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Do you get annoyed when someone cuts in front of you when you are waiting in line? </span></div><div><span style="font-family: arial;"> What are some new pet peeves you have as a result of recent technology (i.e. cell phone use)? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What annoying habits does your best friend have? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Does smoking bother you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Do you get annoyed when other people display bad manners? Give some examples. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is the most annoying thing for you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What is the most annoying thing about your partner? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Do you annoy people with some of your habits? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What is something that your parents do that annoy you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Can annoying someone be a good thing? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> If something is annoying you, what do you usually do? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What are some things that annoy you that don't annoy your best friend? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> How do you change annoying habits? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What are some things that car drivers do that annoy you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Can you think of some things children do that annoy adults around them? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What does pet peeve mean? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What is your pet peeve? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Does it annoy you when people don't use the right punctuation? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What kind of people annoy you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Who is the most annoying person you know? Why? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> How do you inform someone they are being annoying? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Do you think other people find you annoying? Why? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Who is the most annoying celebrity? Why? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Which is more annoying, being caught in the rain without an umbrella, or finding out you don't have enough money to pay for something you really need?</span></div><div><span style="font-family: arial;"> </span></div><div><span style="font-family: arial;"> Is there anything about your teacher that annoys you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What will you do about it? </span></div><div><br /></div><div><span style="font-family: arial;">
<span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Annoyances, things that annoy you<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span>
Free adult ESL lesson questions on the topic of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">annoyances</span>.</span></div></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-70187689245886773042022-05-11T11:00:00.002-07:002022-05-23T09:35:00.958-07:00ESL CELTA TEFL Conversation and Debate Topics and Questions about Crime, Criminality and its Causes<span style="font-family: arial;"><span face=""arial" , "helvetica" , sans-serif">Are some parts of this city considered more dangerous than others? Which parts?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Are there any places you are afraid to visit because of the high crime rate? If so, where?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Are there problems with drugs where you live?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Are you apprehensive about walking outside after dark?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you always lock your house? How about your car?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you believe that public executions would deter crime? If so, how?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you drink and drive?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you know anyone who has been mugged?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you know someone who has been a victim of a violent crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think abortion is a crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think gun control is a good idea? Explain.</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think people who use illegal drugs should be put in jail?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think police TV dramas are realistic?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think policeman should be allowed to carry guns?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think that capital punishment is a good idea? Why or why not?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think that punishment for violent crimes should be the same for juveniles and adults? Why/why not?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think that the death penalty would prevent crime in your country? Why (not)?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think that the legalization of narcotics would decrease the crime rate?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think there are any legal drugs that should be illegal?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think there is a link between drugs and crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think prostitution is a crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think there will be more or less crime in the future?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think your country is a safe place to live? Why or why not?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you walk alone at night in your home city?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Does prison help rehabilitate criminals? (Should it?)</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever been the victim of a crime? How about others in your family?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever done anything illegal? If so, what did you do?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever had anything stolen?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever had something stolen from you?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever seen a crime?</span><br />
<br />
<span face=""arial" , "helvetica" , sans-serif">Have you ever witnessed a crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Have you ever stolen anything?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">How can you prevent things from being stolen?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">How can you avoid having things stolen from you?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">If a person steals a loaf of bread because he needs to feed his starving family, should he be punished?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is child abuse a problem in your country?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is drunk driving a crime where you live? If so, what is the punishment?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is it ever O.K. to break the law? If so, when?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is prison an effective punishment? (Why? or Why not?)</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is there a problem with organized crime and/or gangs where you live?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is your hometown considered safe?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Under what situations would you think of committing a crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What are some things people can do to protect themselves from crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What are some things that are legal that you personally think should be illegal?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What crimes do you think will decrease in the future?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What crimes do you think will increase in the future?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What crimes have you heard about recently in the news?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What do you think is the worst crime a person could commit? Why?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What do you think of the death penalty?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What is a gang?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What gangs exist in this country and in your home country?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What are the characteristics of these gangs?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What is the punishment for murder in your country?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What is the punishment for stealing in your country?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What kinds of crime are most common in your country? What are the penalties for these crimes?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What kinds of crimes are increasing?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What kinds of crimes do you think can be prevented? How?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What makes some people become criminals? Is it poverty, upbringing, lack of education, unemployment or something else?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What weapons do police carry in this country? How about your home country?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What would you do if you heard a burglar in your house?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">What's your opinion about the death penalty?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Why do you think crime is more prevalent in some societies than in others?</span><br />
<span face=""arial" , "helvetica" , sans-serif"> (Why is there more crime in some countries?)</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Why do you think people steal things?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think corporal punishment is necessary?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Who decides what is and isn't a crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think that "corporate criminals" are sufficiently punished for their crimes?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Do you think that police dramas can teach people how serious certain actions can be?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Is a person born as a blank page or does he have some things predetermined like vulnerability to crime?</span><br />
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<span face=""arial" , "helvetica" , sans-serif">Should adultery be considered a crime?</span></span><br />
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<a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a><br />
<span style="font-family: arial;"><br />
<span style="font-size: 78%;">ESL
CELTA EFL TEFL questions and discussion topics about crime, criminality and its effects for use
when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL TOEIC CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.</span><br /></span>
<br /></div>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-11357173706245585532022-05-11T10:59:00.001-07:002022-05-23T09:19:45.366-07:00ESL TEFL CELTA Conversation Topics and Questions about India<br /><span style="font-family: arial;">On which continent is India?<br /><br />Roughly what is the population of India?<br /><br />What is India famous for?<br /><br />Have you heard of the brain drain effect? What effect do you think this has on India?<br /><br />What are some of the most widely spoken languages in India?<br /><br />What are some of the major religions in India?<br /><br />What famous Indian people can you name?<br /><br />Would you like to Visit or live in India?<br /><br />Do you know of any Indian products or companies?<br /><br />- What do you think of these?<br /><br />Can you think of any famous Indian foods?<br /><br />Do you enjoy Indian foods?<br />What images do you conjure up when you think of India?<br /><br />Does your country have good relations with India?<br /><br />What cities can you name in India?<br /><br />Which countries border India?<br /><br />What do you think of the political situation in India?<br /><br />What problems has India faced in the past?</span><br /><br />
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<a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a><br />
<br />
<span style="font-family: arial;"><span style="font-size: 78%;">ESL CELTA EFL TEFL questions and discussion topics on the country of India
for use when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.</span><br /></span>
<br /></div>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-75716330327368753042022-05-11T09:20:00.000-07:002022-05-23T09:45:36.245-07:00ESL CELTA EFL TEFL Conversation Topics and Questions about Advertising and Marketing<span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif"><br />What is the most shocking advertisement you have seen?<br /><br />What is the funniest advertisement you have seen? Describe it.<br /><br />What makes an ad memorable?<br /><br />What are the different types of advertising? (Eg. TV)<br /><br />What types of companies choose each type?<br /><br />Do you buy products because of advertising?<br /><br />Do you find advertising persuasive?<br /><br />Why do you buy one product over another?<br /><br />Should advertisers be allowed to advertise to children?<br /><br />Should alcohol or tobacco companies be allowed to advertise? Why or why not?<br /><br />What do you think of celebrity endorsements?<br /><br />Which celebrities advertise which products?<br /><br />Do favourite or annoying celebrities make you want or not want to buy a product?<br /><br />Should there be advertisement-free zones?<br /><br />Is there truth in advertising?<br /><br />What kind of advertisements attract your attention?<br /><br />Why is it necessary to advertise?<br /><br />Do you think advertising should be allowed to interrupt TV or radio programmes? What are the alternatives?<br /><br />What is the best way to advertise to children? Adults? Seniors? etc..<br /><br />Do you think advertising is too expensive?<br /><br />What are some effective adverts you have seen lately (on TV, newspaper, etc)?<br /><br />What are some ineffective adverts you have seen lately?<br /><br />Can you remember an advertising campaign that caught your attention?<br /><br />What are the different methods of advertising?<br /><br />What is the most popular way of advertising?<br /><br />Do you think that the Internet and cable/satellite TV have become more important than national TV for advertising products?<br /><br />What do you think is the best way of discovering the tastes and interests of teenage consumers?</span><br />
<span face="Arial,Helvetica,sans-serif"><br />Can TV advertising be a force for good?<br /><br />How easy do you think it is to influence children with advertising?<br /><br />Do you agree with anti-consumerism organisations that a child will have watched 350,000 commercials by the time they graduate from high school?</span></span><div><span style="font-family: arial;"><br />
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<span style="font-family: arial;"><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></span></div>
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<span style="font-family: arial; font-size: 78%;">ESL
CELTA EFL TEFL questions and discussion topics about advertising and marketing , for use
when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL TOEIC CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.</span></div>
</div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-80916292402475932672022-05-11T03:38:00.001-07:002022-05-23T09:55:33.829-07:00 Conversation Topics and Questions - Thanksgiving ESL TEFL EFL CELTADo you celebrate Thanksgiving in your country? If so, how? <div><br /></div><div>What do you know about Thanksgiving? </div><div><br /></div><div>What foods are associated with Thanksgiving? </div><div><br /></div><div>What is your favourite Thanksgiving food? </div><div><br /></div><div>What are some Thanksgiving traditions? </div><div><br /></div><div>What are some Thanksgiving traditions in your family?</div><div><br /></div><div>Do you think Thanksgiving is a family holiday? Why? </div><div><br /></div><div>What does "Thanksgiving" mean to you? </div><div><br /></div><div>What day is Thanksgiving celebrated in the United States? Canada? Your Country? </div><div><br /></div><div>What is your favourite Thanksgiving memory? </div><div><br /></div><div> What is your worst Thanksgiving memory? </div><div><br /></div><div> Why is football often associated with American Thanksgiving? </div><div><br /></div><div> If you had to list your favourite holidays, what number would Thanksgiving be? Why? </div><div><br /></div><div>What did you do on Thanksgiving this year? </div><div><br /></div><div>What did you do last year? </div><div><br /></div><div> Who cooks Thanksgiving dinner in your home? </div><div><br /></div><div> How do you cook the turkey? </div><div><br /></div><div> What time do you start eating? </div><div><br /></div><div> Why do you think people celebrate Thanksgiving Day? </div><div><br /></div><div> What time of day does your family typically sit down to eat Thanksgiving dinner? </div><div><br /></div><div> What are some of the things you are thankful for?</div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-14474058596530374582022-05-10T20:52:00.000-07:002022-05-23T09:53:32.695-07:00Easy (lower intermediate) quiz questions for the ESL classroom<br />
<span style="color: black;"><b>A collection of quiz questions for use when teaching English as a foreign language. Please submit your own using the comments link at the bottom of the page.</b></span><br />
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<b style="color: #333333;"><span style="color: red;">ANIMALS</span></b> <span style="font-size: 78%;">(easy ESL TEFL quiz questions about animals)</span><br />
<span style="font-size: 78%;"><br /></span><span style="color: black;">1. What is the fastest land animal? Cheetah<br />2. What is the largest land animal? African Elephant<br />3. What is the largest animal? Blue whale </span><br />
4. How many legs does a butterfly have? Six<br />
5. Does a zebra have spots or stripes? Stripes<br />
6. Does a leopard have spots or stripes? Spots<br />
7. How many legs does an octopus have? 8<br />
8. What is the lightest bird in the world? Humming bird<br />
9. What is the biggest snake? Anaconda<br />
10. What animal has four legs, eats grass, makes the noise Moo and makes milk? A Cow<br />
11. How many legs do 2 spiders have? 16<br />
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<span style="color: red; font-weight: bold;">FOOD</span> <span style="color: red;"><b></b></span><span style="color: black; font-size: 78%;">(easy ESL TEFL quiz questions about food)</span><br />
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1. What are French Fries made from? Potatoes<br />
<b></b>2. What is cheese made from? Milk<br />
3. What can you buy at a butchers shop? Meat<br />
4. In what room of your house would you cook food? Kitchen<br />
5. What does a baker bake? Bread<br />
6. Which country does pizza and pasta come from? Italy<br />
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<span style="color: red;"><b>GEOGRAPHY </b></span><span style="color: black; font-size: 78%;">(easy ESL TEFL quiz questions about geography)</span><br />
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<span style="color: black;">1. Which is bigger, a lake or an ocean? an ocean </span><br />
<span style="color: black;">2. Which country has the most people? China </span><br />
<span style="color: black;">3. What is the capital city of Norway? Oslo </span><br />
<span style="color: black;">4. What is the biggest state in the U.S.A.? Alaska </span><br />
<span style="color: black;">5. Which country has the biggest land area? Russia </span><br />
<span style="color: black;">6. In which ocean is Hawaii? the Pacific Ocean</span><br />
7. What is the capital of England? London<br />
8. In which country is the Eiffel Tower? France<br />
9. Name a country beginning with the letter R. Russia, Rwanda, Romania<br />
10. What is bigger, a hill or a mountain? mountain<br />
11. Which country has the longest wall? China (The Great Wall)<br />
12. Where are the great pyramids? Egypt<br />
13. Which is larger, a river or a stream? A River<br />
14. In what country do people speak German? Germany<br />
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<b style="color: red;"><span style="color: red;">GENERAL</span></b> <span style="font-size: 78%;">(easy general knowledge EFL TEFL English as a foreign language quiz questions)</span><br />
<span style="font-size: 78%;"><br /></span><span style="color: black;">1. Who flies an airplane? a pilot</span><br />
2. How many letters are there in the English Alphabet? 26<br />
3. In what room of a house would you sleep? Bedroom<br />
4. If Mike came first in a race and Jane came second, who won the race? Mike<br />
5. What does a singer sing? Songs<br />
6. What do reporters report? News<br />
7. Which Q is a kings wife? Queen<br />
8. Which word beginning with U is useful in the rain? Umbrella<br />
9. If the time is 7.00AM, what time will it be in four hours? 11.00AM<br />
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<span style="color: red;"><b>MUSIC </b></span><span style="font-size: 78%;"><span style="color: black;">(easy ESL TEFL quiz questions about music)</span></span><br />
<span style="font-size: 78%;"><span style="color: black;"><br /></span></span>1. How many strings does a violin have? Four<br />
2. What do you use to listen to music? Ears<br />
3. What colours are the keys on a piano? Black and White<br />
4. Which singer usually sings rap music, Mariah Carey or Eminem? Eminem<br />
5. Which instrument is often used in jazz music, a saxophone or a tuba? a saxophone<br />
6. What nationality is Robbie Williams? English or British<br />
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<span style="color: red;"><b style="color: red;">SCIENCE</b> <span style="font-weight: bold;">AND MATHS</span> </span><span style="color: black; font-size: 78%;">(easy ESL TEFL science quiz questions)</span><br />
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1. What does your heart pump? Blood<br />
2. Which is the nearest star? the Sun<br />
3. Which is heavier, gold or silver? Gold<br />
4. How many sides does a triangle have? Three<br />
5. What is H20? Water<br />
6. What is the furthest anybody has been from America? The moon<br />
7. Which is the biggest planet (in our solar system)? Jupiter<br />
8. How many sides does a cube have? 6<br />
9. Where does paper come from? Trees<br />
10. Fire needs two things, fuel and what gas? Oxygen<br />
11. If you mix together the colours yellow and blue, what colour do you make? Green<br />
12. If you have 12 Chocolate bars and you eat half of them, how many do you have left? 6<br />
13. What would you use to ring somebody? A telephone<br />
14. If you have £5.00 and you buy 3 apples for £0.50 each and a bannana for £1.00, How much money do you have left? £2.50<br />
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<span style="color: red;"><b style="color: red;">SPORTS</b> </span><span style="color: black;"><span style="font-size: 78%;">(Easy sports ESL TEFL quiz questions)</span></span><br />
<span style="color: black;"><span style="font-size: 78%;"><br /></span></span>1. What sport is played at Wimbledon, England? Tennis<br />
2. Name 3 sports that have the word ball in the title. Basketball, Baseball , Football, Netball etc.<br />
3. In which country was the 2008 Olympic Games be held? China<br />
4. What country does the football player Rivaldo come from? Brazil<br />
5. What is the most popular indoor sport in the U.S.A.? Basketball<br />
6. In which sport was Muhammad Ali the world champion? Boxing<br />
7. What sport uses rackets, shuttlecocks, a net and a court? Badminton<br />
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<span style="color: red; font-weight: bold;">TV and Film </span><span style="color: black;"><span style="font-size: 78%;">(Easy TV and Film ESL TEFL quiz questions)</span></span><br />
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1.<span style="font-size: 100%;">What children's television show are the following names from: Donatello, Michaelangelo, Leonardo, and Raphael? The teenage mutant ninja (hero) turtles<br />2. Who is Homer Simpson's boss? Mr Burns<br /><br /><br /><span style="font-size: 78%;">Easy ( beginners ) trivia and quiz questions for use in ESL classrooms. Teaching English as a second language/ TEFL / TOIC Trivia and quiz questions.</span></span><br />
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<b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center>
<span style="font-size: 100%;"><br /><span style="color: white; font-family: "arial"; font-size: 78%;">english quiz questions easy</span></span><span style="font-family: "arial"; font-size: 78%;"><span style="color: white;">.</span></span>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-2230234913169847302022-05-10T15:30:00.000-07:002022-05-23T09:18:20.168-07:00ESL TEFL CELTA Conversation Topics and Questions about the United Nations<span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif">What comes to mind when you hear the words ‘United Nations’?</span><br />
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<span face="Arial,Helvetica,sans-serif">Are the nations united?</span><br />
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<span face="Arial,Helvetica,sans-serif">Does the United Nations work?</span><br />
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<span face="Arial,Helvetica,sans-serif">Does your country respect the United Nations and follow all of its decisions and resolutions?</span><br />
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<span face="Arial,Helvetica,sans-serif">What should happen to countries that ignore UN decisions and resolutions?</span><br />
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<span face="Arial,Helvetica,sans-serif">What is the alternative to the United Nations?</span><br />
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<span face="Arial,Helvetica,sans-serif">What are the good things and bad things about the United Nations?</span><br />
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<span face="Arial,Helvetica,sans-serif">What makes you angry about the United Nations?</span><br />
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<span face="Arial,Helvetica,sans-serif">How has the United Nations changed the world?</span><br />
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<span face="Arial,Helvetica,sans-serif">Former General Secretary Kofi Annan said: "More than ever before in human history, we share a common destiny. We can master it only if we face it together. And that, my friends, is why we have the United Nations." Do you think all nations will master this common destiny?</span><br />
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<span face="Arial,Helvetica,sans-serif">How has the United Nations changed the world?</span><br />
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<span face="Arial,Helvetica,sans-serif">Do the big nations have too much power in the United Nations?</span><br />
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<span face="Arial,Helvetica,sans-serif">Would you like to work for the United Nations?</span><br />
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<span face="Arial,Helvetica,sans-serif">Is the Secretary General of the United Nations the world’s most powerful and important person?</span><br />
<span face="Arial,Helvetica,sans-serif">In which countries should the United Nations do more right now?</span><br />
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<span face="Arial,Helvetica,sans-serif">Do you think the headquarters of the UN should be in New York?</span><br />
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<span face="Arial,Helvetica,sans-serif">What do you know about the different parts of the UN?</span><br />
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<span face="Arial,Helvetica,sans-serif">Is the United Nations the world’s most international organization?</span><br />
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<span face="Arial,Helvetica,sans-serif">Would you like to be the next UN Secretary General?</span><br />
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<span face="Arial,Helvetica,sans-serif">The 33rd US President Harry Truman said: "The United Nations is designed to make possible lasting freedom and independence for all its members." Do you think these will come one day?</span></span><br />
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<br /><b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center>
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<b> </b><br /><!--google_ad_section_start--><span style="font-family: arial; font-size: 78%;">ESL CELTA TEFL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->United Nations<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL CELTA English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span> </center>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-67696220065988227332022-05-10T09:39:00.003-07:002022-05-23T09:48:06.429-07:00Conversation Topics and Questions about Family ESL EFL CELTA TEFL <span face="Arial,Helvetica,sans-serif"><br /><span style="font-family: arial;">Are friends more important than family? What do you think?<br /><br />Are chores assigned to children in your family?<br /><br />Are you married?<br /><br />Are you pressured by your family to act in a certain way?<br /><br />Are you the oldest among your brothers and sisters?<br /><br />Are your parents strict?<br /><br />Did you ever meet any of your great grandparents?<br /><br />Do you get along well with your family?<br /><br />Do you get along well with your brothers and sisters?<br /><br />Do you get along well with your in-laws?<br /><br />Do you have any brothers or sisters? If so, how old are they?<br /><br />Do you have any children? If yes, what are their names and ages?<br /><br />Do you have to clean your own room?<br /><br />Does your mother make you clean your room?<br /><br />Do you like your family? Why or why not?<br /><br />Do you live with any of your grandparents?<br /><br />Do you live with your parents?<br /><br />Do you look more like your mother or your father?<br /><br />Do you often argue with your mother or father? What about?<br /><br />Do you often visit your grandparents?<br /><br />Do you think people should adopt children from other countries?<br /><br />Do you usually have any influence on family matters?<br /><br />Do your parents let you stay out late?<br /><br />What time do you have to be home?<br /><br />Do you have a curfew?<br /><br />How did you get your name?<br /><br />For whom are you named?<br /><br />Who are you named after?<br /><br />How big is your family?<br /><br />How many (first) cousins do you have?<br /><br />How many aunts and uncles do you have?<br /><br />How many brothers and sisters do you have?<br /><br />How many children do you have?<br /><br />How many members do you have in your family altogether?<br /><br />How many people are in your (immediate) family?<br /><br />How many people are in your family?<br /><br />How often do you see your cousins?<br /><br />How often do you see your grandparents?<br /><br />How often is your entire family together?<br /><br />How old are your brothers and sisters?<br /><br />How old are your children?<br /><br />How old are your grandparents?<br /><br />How old are your parents?<br /><br />Is spanking a good way to discipline children?<br /><br />Should people follow the religion of their parents, or should they have the liberty to choose another?<br /><br />What are some of your fondest memories of childhood?<br /><br />What are your parents like?<br /><br />What do you and your family like to do together?<br /><br />What do you think of married couples who decide not to have any child?<br /><br />What do your mother and father look like? How about your grandparents?<br /><br />What do your parents do in their free time?<br /><br />What are the occupations of your family members?<br /><br />What does your father do? What's his job?<br /><br />What does your mother do?<br /><br />What is the best memory you have of your family doing something together?<br /><br />What kind of things do you do with your family?<br /><br />What will you teach your children? (what values, beliefs, hobbies, skills, etc.)<br /><br />What would you change about your childhood?<br /><br />Where do your grandparents live?<br /><br />Where does your father's father live?<br /><br />Where does your mother's mother live?<br /><br />Who do you get along better with, your mother or your father?<br /><br />Who is the black sheep (odd ball) in your family?<br /><br />Would you get involved in your in-laws' family problems?<br /><br />Would you live with your parents after you get married?<br /><br />Should children help with the housework?<br /><br />How much or how often should they help?<br /><br />What kinds of housework is not appropriate for children to do?<br /><br />Do you live in a nuclear family or an extended family?<br /><br />What are the advantages and disadvantages of these types of family?<br /><br />What impact has divorce and/or modern day living had on the family?<br /><br />Is the nanny and/or the day-care centre the third parent?<br /><br />Where is the best place to raise a family?<br /><br />Where do you think the best place to raise a family is? Why?<br /><br />What can make you happy in the long term/ short term? Consider the following: job satisfaction, a loving family, good health, plenty of money, strong religious believes, ...<br /><br />Do you think your parents understand you? Why or why not?<br /><br />Who does the household work, your father or your mother or both of them?<br /><br />Have you ever seen your mother (or father) cry? When was that and why?<br /><br />What do you think of your mother and your father?<br /><br />Which do you think is more important: following the dreams your parents want for you or following your own dreams?<br /><br />What's the hardest thing you ever had to do?<br /><br />What was the most important thing your parents taught you?<br /><br />What's the best thing about your mom?<br /><br />If you could have a different number of siblings, what would it be?<br /><br />Who should take care of old people?<br /><br />What is the perfect number of children to have?<br /><br />What's the best thing about your grandparents?<br /><br />Should parents give their children an allowance?<br /><br />How often does your family eat dinner together?<br /><br />How should parents discipline their children?<br /><br />After you're married, should your parents make decisions for you?<br /><br />What's the best thing about your dad?<br /><br />Who is the breadwinner in your family?<br /><br />How is nudity regarded in your family?<br /><br />Describe the perfect family.<br /><br />Do your parents get along with each other?<br /><br />Do your parents trust you?<br /><br />If you were offered an excellent job opportunity abroad, would you consider leaving your family for an indefinite period of time?<br /><br />Describe a typical family unit and the importance of family in your country.</span></span><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Can you describe a typical family in your country</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Who is the head of the household in a typical family in your country?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do many wives work in your country? If so, w</span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">hat kinds of jobs do they have?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">If parents are both working, does this cause more or less stress in a family?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">If a wife works outside the home, should the husband help with the housework inside the home? Why or why not?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Are there many divorces in your country?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What impact does divorce have on a family in your country? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What happens to the divorced people?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What happens to their children?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Are there many single-parent families in your country?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Are they usually headed by men or women?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What do you think of married couples who decide not to have any children?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do single women in your country ever decide to have a baby and raise the child by themselves? What do you think about this kind of decision?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Where do grandparents live in your country?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do grandparents help to look after their grandchildren?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Who should take care of old people?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do unmarried couples live together in your country these days?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What do people in your society think about this kind of arrangement?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do people in your country ever decide to remain single and not create a family?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">If so, what does the rest of your society think?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Is it necessary to get married to have a good life?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do people who are not related by blood ever live communally in your country?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Is polygamy allowed in your culture? </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Is it OK to have more than one spouse?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Would you like this lifestyle?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What countries allow this?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What religions allow it?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What do you think of people who get married many times?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Do children in your country ask for their parents' approval before they get married? Why or why not?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Does the whole family discuss important decisions?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">When do children leave their parents' home in your country?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">When do parents' stop giving financial support to their children?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">Who in your family would you turn to if you had an emotional problem? Why?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">If you had a financial problem, would you expect your family to help?</span></div><div><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 16px;">What is a perfect family or alternative lifestyle for you?</span><br /><span style="font-family: arial;"><br /><!--google_ad_section_start--><br />
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<span style="font-family: arial; font-size: 78%;">ESL
CELTA EFL TEFL questions and discussion topics about family and families, for use
when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL TOEIC CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.<br /></span></div>
<!--google_ad_section_end--></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-82466718312840847022022-05-10T09:23:00.001-07:002022-05-23T09:51:50.725-07:00ESL TEFL Conversation Topics and Questions - Education<span style="font-family: arial;">Are college tuitions reasonable? </span><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are foreign languages part of the curriculum? If so, which languages? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are most schools coeducational in your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are there any subjects/classes you wanted to study but they weren't available at your school/college?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are there good colleges in your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are women encouraged to pursue education? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you have difficulty with school work? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you know anyone who does not know how to read or write? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think teachers are paid enough? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think your school is a good one? Why/why not? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think your teachers give too much homework? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think it is easier to learn as a child or as an adult? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think public speaking can improve your English? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">How can we improve our classroom? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why English is hard to learn at university level? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">How do you travel to school? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">How long must you go to college to get a degree? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">How much is too much homework? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">How should the homework load be managed? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">If you have not attended college, do you plan on doing so?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> Is it difficult for people without a college education to get good jobs where you live?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"> What are some good ways to learn English? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What are some important factors in determining which college to attend? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What are the qualities of a good student? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What are the qualities of a good teacher? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What classes would you take? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you study? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What's your major? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is the average age of a high school graduate? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is your favourite class? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What was (or is) your favourite subject? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why do you like it? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Who selects the college you will attend -- you or your parents? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why are you studying a foreign language? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why do you think people become teachers? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why is it helpful to learn a second language ? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why is it sometimes very difficult to speak another language? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Would you consider studying abroad? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">How much free time does a high school student in your country have? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do parents home-school their children in your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you think of home-schooling? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you know anyone who was home-schooled? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think that most parents influence what university their child will attend? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Once you graduate from a university should you stop learning? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What are some ways a person can continue to learn? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Does education guarantee a good job? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Which is more important, the essential skills in life you've learned to develop on your own or the artificial structure in college about the "real" life? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Which high schools and colleges are the best in your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Which high schools and colleges are not so good in your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">We should not just prepare for life, but live it. Do you agree? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What kind of world do you think this would be if people never went to school? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Should education be free? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do the elite in your country attend only one or two universities? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do elite universities help or harm your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Does your country provide a good public school system? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do your children attend US schools? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">If so, how do their schools differ from those your children attended back home? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Does your country have good public universities? If not, why do you think there is a lack of funding for education in your country? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What realistic changes would you make to your country's attitude toward education? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What role do you think human capital plays in the development of countries? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Why do students cheat during tests and exams?
How do they cheat? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is your attitude towards cheating? What are the dangers of cheating? How should parents react? How should teachers react? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is the role of school and decision makers? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Where do we learn the skills necessary to become a good student - in elementary, middle or high school? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What skills separate good students from bad students? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you think about a gap year, is this something you would consider? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Should people go straight from school to university, or do something different? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you wish your teachers understood about you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is a "genius"? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think a person can become a genius, or are they just born that way? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you consider to be a "smart" or "slow" person? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are things that your school teaches you that you think are not important? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are there things your school does not teach that you think it should? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Are school uniforms good to have? Why/why not? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do prefer school uniforms or casuals clothes better? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Would you ever want to learn a third language? [To be "trilingual"] </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you consider "hardworking" or 'lazy"?</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">
<span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Education<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad.Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></span></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-16103178515635978472022-05-09T06:38:00.002-07:002022-05-23T09:37:32.654-07:00ESL TEFL CELTA Conversation and Debate Topics and Questions about Earthquakes<span style="font-family: arial;"><span face="Arial,Helvetica,sans-serif"><b>Earthquakes</b></span><br />
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<span face="Arial,Helvetica,sans-serif">Have you ever experienced an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">When was the last earthquake that you remember?</span><br />
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<span face="Arial,Helvetica,sans-serif">Has your house been damaged by an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">What preparations should you make before the earthquake hits?</span><br />
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<span face="Arial,Helvetica,sans-serif">What happens during an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">Were you frightened the first time you experience an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">What areas of the world have many earthquakes?</span><br />
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<span face="Arial,Helvetica,sans-serif">What preparations should you make before the earthquake hits?</span><br />
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<span face="Arial,Helvetica,sans-serif">What kind of injuries are caused by earthquakes?</span><br />
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<span face="Arial,Helvetica,sans-serif">How do you treat these injuries?</span><br />
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<span face="Arial,Helvetica,sans-serif">What frightens people most after an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">How can you prepare for a possible earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">How can you deal with post traumatic stress resulting from an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">Where is the best place to go during an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">Is it possible to know in advance that an earthquake is coming?</span><br />
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<span face="Arial,Helvetica,sans-serif">What kind of strange phenomenon occurred just prior to the Great Hanshin earthquake in Kobe, Japan?</span><br />
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<span face="Arial,Helvetica,sans-serif">Is an earthquake always followed by a tsunami?</span><br />
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<span face="Arial,Helvetica,sans-serif">What causes a tsunami after an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">How do you measure earthquakes?</span><br />
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<span face="Arial,Helvetica,sans-serif">Is your home built to withstand earthquakes?</span><br />
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<span face="Arial,Helvetica,sans-serif">Where in your house would you hide if there were an earthquake?</span><br />
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<span face="Arial,Helvetica,sans-serif">What causes aftershocks?</span><br />
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<span face="Arial,Helvetica,sans-serif">Do you live in an area that has earthquakes?</span><br />
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<span face="Arial,Helvetica,sans-serif">Are you afraid to be living in an earthquake prone place?</span><br />
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<span face="Arial,Helvetica,sans-serif">Have you thought about moving?</span><br /></span>
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<a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></div>
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<span style="font-size: 78%;">ESL
CELTA EFL TEFL questions and discussion topics about earthquakes, tsunami and seismic activity within tectonic plates, for use
when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL TOEIC CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.</span></div>
Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-16125423276520801092022-05-06T09:26:00.000-07:002022-05-23T08:56:46.915-07:00ESL TEFL Conversation Topics and Questions - Moral Dilemas<br />
<b>The Overcrowded Lifeboat</b><br />
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In 1842, a ship struck an iceberg and more than 30 survivors were crowded into a lifeboat intended to hold 7. As a storm threatened, it became obvious that the lifeboat would have to be lightened if anyone were to survive. The captain reasoned that the right thing to do in this situation was to force some individuals to go over the side and drown. Such an action, he reasoned, was not unjust to those thrown overboard, for they would have drowned anyway. If he did nothing, however, he would be responsible for the deaths of those whom he could have saved. Some people opposed the captain's decision. They claimed that if nothing were done and everyone died as a result, no one would be responsible for these deaths. On the other hand, if the captain attempted to save some, he could do so only by killing others and their deaths would be his responsibility; this would be worse than doing nothing and letting all die. The captain rejected this reasoning. Since the only possibility for rescue required great efforts of rowing, the captain decided that the weakest would have to be sacrificed. In this situation it would be absurd, he thought, to decide by drawing lots who should be thrown overboard. As it turned out, after days of hard rowing, the survivors were rescued and the captain was tried for his action. If you had been on the jury, how would you have decided?<br />
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<a href="https://www.blogger.com/null" name="2"><b>A Father's Agonizing Choice</b></a><br />
You are an inmate in a concentration camp. A sadistic guard is about to hang your son who tried to escape and wants you to pull the chair from underneath him. He says that if you don't he will not only kill your son but some other innocent inmate as well. You don't have any doubt that he means what he says. What should you do?<br />
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<a href="https://www.blogger.com/null" name="3"><b>Sophie's Choice, not in Grassian.</b></a><br />
In the novel Sophie's Choice, by William Styron (Vintage Books, 1976 -- the 1982 movie starred Meryl Streep & Kevin Kline), a Polish woman, Sophie Zawistowska, is arrested by the Nazis and sent to the Auschwitz death camp. On arrival, she is "honored" for not being a Jew by being allowed a choice: One of her children will be spared the gas chamber if she chooses which one. In an agony of indecision, as both children are being taken away, she suddenly does choose. They can take her daughter, who is younger and smaller. Sophie hopes that her older and stronger son will be better able to survive, but she loses track of him and never does learn of his fate. Did she do the right thing? Years later, haunted by the guilt of having chosen between her children, Sophie commits suicide. Should she have felt guilty?<br />
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<a href="https://www.blogger.com/null" name="4"><b>The Fat Man and the Impending Doom, with parts cut out in the 2nd edition; they seem to have gotten removed to avoid unintentionally humorous overtones.</b></a><br />
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A fat man leading a group of people out of a cave on a coast is stuck in the mouth of that cave. In a short time high tide will be upon them, and unless he is unstuck, they will all be drowned except the fat man, whose head is out of the cave. [But, fortunately, or unfortunately, someone has with him a stick of dynamite.] There seems no way to get the fat man loose without using [that] dynamite which will inevitably kill him; but if they do not use it everyone will drown. What should they do?<br />
Since the fat man is said to be "leading" the group, he is responsible for their predicament and reasonably should volunteer to be blown up. The dilemma becomes more acute if we substitute a pregnant woman for the fat man. She would have been urged by the others to go first out of the cave.<br />
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<a href="https://www.blogger.com/null" name="6"><b>Jean Valjean's Conscience, with some comments; see the 1998 movie, Les Miserables, with Liam Neeson, Uma Thurman, and Geoffrey Rush.</b></a><br />
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In Victor Hugo's Les Miserables, the hero, Jean Valjean, is an ex-convict, living illegally under an assumed name and wanted for a robbery he committed many years ago. [Actually, no -- he is only wanted for breaking parole.] Although he will be returned to the galleys -- probably [in fact, actually] for life -- if he is caught, he is a good man who does not deserve to be punished. He has established himself in a town, becoming mayor and a public benefactor. One day, Jean learns that another man, a vagabond, has been arrested for a minor crime and identified as Jean Valjean. Jean is first tempted to remain quiet, reasoning to himself that since he had nothing to do with the false identification of this hapless vagabond, he has no obligation to save him. Perhaps this man's false identification, Jean reflects, is "an act of Providence meant to save me." Upon reflection, however, Jean judges such reasoning "monstrous and hypocritical." He now feels certain that it is his duty to reveal his identity, regardless of the disastrous personal consequences. His resolve is disturbed, however, as he reflects on the irreparable harm his return to the galleys will mean to so many people who depend upon him for their livelihood -- especially troubling in the case of a helpless woman and her small child to whom he feels a special obligation. He now reproaches himself for being too selfish, for thinking only of his own conscience and not of others. The right thing to do, he now claims to himself, is to remain quiet, to continue making money and using it to help others. The vagabond, he comforts himself, is not a worthy person, anyway. Still unconvinced and tormented by the need to decide, Jean goes to the trial and confesses. Did he do the right thing?<br />
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<a href="https://www.blogger.com/null" name="7"><b>A Callous Passerby</b></a><br />
Roger Smith, a quite competent swimmer, is out for a leisurely stroll. During the course of his walk he passes by a deserted pier from which a teenage boy who apparently cannot swim has fallen into the water. The boy is screaming for help. Smith recognizes that there is absolutely no danger to himself if he jumps in to save the boy; he could easily succeed if he tried. Nevertheless, he chooses to ignore the boy's cries. The water is cold and he is afraid of catching a cold -- he doesn't want to get his good clothes wet either. "Why should I inconvenience myself for this kid," Smith says to himself, and passes on. Does Smith have a moral obligation to save the boy? If so, should he have a legal obligation ["Good Samaritan" laws] as well?<br />
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<strong><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </strong><a href="http://tigertesl.blogspot.com/2008/03/b.html"><strong>B</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><strong>C</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><strong>D</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><strong>E</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><strong>F</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><strong>G</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><strong>H</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><strong>I</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><strong>J</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><strong>K</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><strong>L</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><strong>M</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><strong>N</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><strong>O</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><strong>P</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><strong>Q</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><strong>R</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><strong>S</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><strong>T</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><strong>U</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><strong>V</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><strong>W</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><strong>X</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><strong>Y</strong></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><strong>Z</strong></a></center>
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<!-- google_ad_section_start -->Ideas for ESL conversation classes and private lessons. <span style="font-size: 78%;">ESL, TEFL CELTA TESOL questions and discussion topics posing moral dilemas to be considered debated, discussed, argued about and provide food for thought, <!-- google_ad_section_start -->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad.Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.Ideas for ESL conversation class</span><!-- google_ad_section_end -->Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-36297193131355355552022-05-06T01:53:00.001-07:002022-05-23T09:53:15.600-07:00Conversation Topics and Questions - Happiness ESL TEFL <span style="font-family: arial;">Are you a happy person? </span><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What is happiness for you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What do you think is the colour for happiness? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Do you think that happiness lies within you? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Or does it depend upon other people and external things? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Can money buy happiness? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Is happiness a state of mind? </span></div><div><br /></div><div><span style="font-family: arial;">What makes you feel happy? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">What are the three most important things for you to be happy? </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Is happiness relative, that is, does it have a different meaning for each person?</span></div><div><span style="font-family: arial;"><br /></span><center><center><a href="http://tigertesl.blogspot.com/"><span style="font-family: arial;">Back Home</span></a></center><center></center><center></center><center></center><span style="font-family: arial;"><br style="text-align: left;" /></span><div><span style="font-family: arial;"><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></span></div><div><span style="font-family: arial;"><br /></span></div></center>
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<span style="font-family: arial;"><!--google_ad_section_start--><span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Happiness<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></span><!--google_ad_section_end--></p></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-30930509870173127762022-05-05T10:00:00.000-07:002022-05-23T08:55:23.447-07:00ESL TEFL TESL CELTA Conversation questions and discussion topics about New York<br />
What images spring to mind when you hear ‘New York’?<br />
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What are the good things and bad things about New York?<br />
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What is New York famous for?<br />
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What do you know about New York’s history?<br />
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What images of New York do you have that are exciting?<br />
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What do you think about New York?<br />
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Why is New York described as a world city?<br />
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Would you like to visit New York, or live there?<br />
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What do you think of New Yorkers?<br />
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What adjectives would you use to describe New York and why?<br />
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How different is New York from other American cities?<br />
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What would you do if you could spend one day in New York?<br />
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What movies do you know that are set in New York?<br />
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What do you think New York will be like 50 years from now?<br />
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What do you know or remember about 9/11?<br />
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What do you think about New York’s nickname, the ‘Big Apple’?<br />
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Do you know how New York got the Nickname the Big Apple?<br />
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What is your idea of a typical New Yorker?<br />
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What things about New York do you think New Yorkers are proud of?<br />
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What news stories do you know of that are about New York?<br />
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What would you like to ask a New Yorker about New York?<div><br /></div><div>What things have changed in New York during the past 20 years?</div><div><br /></div><div>If you visited New York, what would you like to see?</div><div><br /></div><div>Is New York the capital of the USA?</div><div><br /></div><div>How much do you think a penthouse apartment might cost in New York?</div><div><br /></div><div>How do you think Covid-19 affected New York?</div><div><br /></div><div>Which famous foods do you associate with New York?</div><div><br />What is the most famous food from New York?</div><div><br /></div><div>How many people live in New York?</div><div><br /></div><div>
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<a href="http://tigertesl.blogspot.com/2008/03/blog-post.html"><b>A</b></a><b> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a><br />
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<span style="font-size: 78%;">ESL CELTA EFL TEFL questions and discussion on the topic of the city of New York in America,
for use when teaching English as a foreign or second language.
Discussion topics questions and ideas for teaching Adult ESL English as a
foreign language / teaching abroad. Discussion topics questions and
ideas for teaching Adult ESL English as a foreign language / teaching
abroad, ESL EFL CELTA TEFL lessons, speaking practice, debate clubs,
lesson add-ons, and more.</span><br />
<br /></div>
</div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.comtag:blogger.com,1999:blog-8661705663354685290.post-7580217904514267242022-05-05T09:23:00.003-07:002022-05-23T08:41:50.598-07:00ESL TEFL CELTA Conversation Topics and Questions - CountriesWhat country would you like to visit?<br />
What country would you like to live in and why?<br />
What country would you like to work in?<br />
What country has the most interesting customs?<br />
What country would be fun to work in?<br />
Would you like to work in a tropical country?<br />
Would you like to work in Antartica?<br />
Would you like to live where there is always snow?<br />
Would you like to live where there is desert and hot weather?<br />
What countries in Europe have you visited?<br />
What countries would you not like to visit and why?<br />
What country in Asia would be a great place to live?<br />
Is your country the best place for you to live?<br />
What is special about your country?<br />
What festivals and feasts does your country have?<br />
Would you like to go and live in another country?<br />
What countries would you like to travel to for a holiday / vacation?<div>What country would you like to study in?<br />
How would you travel to see your country?<br />
How would you travel the world?<br />
What countries would you travel to if you were to do a world trip?<div>Which countries do you think it is not safe to travel to?</div><div>Are there any countries it is not possible to travel to?</div><div>Which country do you think has the longest coastline?</div><div>Which country has the largest population? <br />
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<center><a href="http://tigertesl.blogspot.com/">Back Home</a></center><br /><br /><br /><br /><center><br /><b><a href="http://tigertesl.blogspot.com/2008/03/blog-post.html">A</a> </b><a href="http://tigertesl.blogspot.com/2008/03/b.html"><b>B</b></a> <a href="http://tigertesl.blogspot.com/2008/03/c.html"><b>C</b></a> <a href="http://tigertesl.blogspot.com/2008/03/d.html"><b>D</b></a> <a href="http://tigertesl.blogspot.com/2008/03/e.html"><b>E</b></a> <a href="http://tigertesl.blogspot.com/2008/03/f.html"><b>F</b></a> <a href="http://tigertesl.blogspot.com/2008/03/g.html"><b>G</b></a> <a href="http://tigertesl.blogspot.com/2008/03/h.html"><b>H</b></a> <a href="http://tigertesl.blogspot.com/2008/03/i.html"><b>I</b></a> <a href="http://tigertesl.blogspot.com/2008/03/j.html"><b>J</b></a> <a href="http://tigertesl.blogspot.com/2008/03/k.html"><b>K</b></a> <a href="http://tigertesl.blogspot.com/2008/03/l.html"><b>L</b></a> <a href="http://tigertesl.blogspot.com/2008/03/m.html"><b>M</b></a> <a href="http://tigertesl.blogspot.com/2008/03/n.html"><b>N</b></a> <a href="http://tigertesl.blogspot.com/2008/03/o.html"><b>O</b></a> <a href="http://tigertesl.blogspot.com/2008/03/p.html"><b>P</b></a> <a href="http://tigertesl.blogspot.com/2008/03/q.html"><b>Q</b></a> <a href="http://tigertesl.blogspot.com/2008/03/r.html"><b>R</b></a> <a href="http://tigertesl.blogspot.com/2008/03/s.html"><b>S</b></a> <a href="http://tigertesl.blogspot.com/2008/03/t.html"><b>T</b></a> <a href="http://tigertesl.blogspot.com/2008/03/u.html"><b>U</b></a> <a href="http://tigertesl.blogspot.com/2008/03/v.html"><b>V</b></a> <a href="http://tigertesl.blogspot.com/2008/03/w.html"><b>W</b></a> <a href="http://tigertesl.blogspot.com/2008/03/x.html"><b>X</b></a> <a href="http://tigertesl.blogspot.com/2008/03/y.html"><b>Y</b></a> <a href="http://tigertesl.blogspot.com/2008/03/z.html"><b>Z</b></a></center><div><br /></div>
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<span style="font-size: 78%;">ESL questions and discussion topics on<!--google_ad_section_end--> <!--google_ad_section_start(weight=ignore)-->Countries<!--google_ad_section_end--> <!--google_ad_section_start-->for use when teaching English as a foreign or second language. Discussion topics questions and ideas regarding countries and travel, for use whilst teaching ESL CELTA English as a foreign language / teaching abroad. Discussion topics questions and ideas for teaching Adult ESL English as a foreign language / teaching abroad, ESL lessons, speaking practice, debate clubs, lesson add-ons, and more.</span></div></div>Chttp://www.blogger.com/profile/05171029685261986908noreply@blogger.com