Category Archives: Discussion

FREE Class on Facebook Live + FREE Worksheets!

FREE Class on Facebook Live + FREE Worksheet Pack!

FREE Class on Facebook Live + FREE Worksheet Pack!

Wednesday 3rd October – 20:15 CEST

Facebook Live

Click below to sign up now!

ESOL Discussion Activities – 40 People from the Bible

We’ll be discussing the following material:

Direct download: https://purlandtraining.com/wp-content/uploads/2018/10/40-famous-people-from-the-bible-discussion-words-complete-pack.pdf

ESOL Discussion Activities – 40 People from the Bible
Ideas for a Fun Discussion Class - Video Class

Ideas for a Fun Discussion Class – Video Class

Watch our latest free live class about using an object in a discussion class:

FREE English Class Live on Facebook - Tonight!

FREE English Class Live on Facebook – Tonight!

Join me tonight for a free English class live on Facebook – on the following topic:

Using an Object for Discussion Practice in an English or ESOL Class

Sign up here!

https://www.facebook.com/events/713789082297219/

Download the free materials here:

Ideas for a Fun Discussion Class – FREE Worksheet

Join us Live on Facebook on the Purland Training channel from 20:15 CEST (Warsaw time).

Hope to see you there! Any questions? You can contact me here.

Ideas for a Fun Discussion Class - Video Class

Ideas for a Fun Discussion Class – FREE Worksheet

** Join Matt for a free Facebook Live class on this topic on 29th August at 8.15pm CET! **

Using an Object for Discussion Practice:

Work with a partner or small group. Both of you choose a different object that you would like to discuss.

Download and print the free worksheet below and get 20+ great ideas for using an object in a discussion class. Let’s get our students talking!

Direct download: https://purlandtraining.com/wp-content/uploads/2018/08/using-an-object-for-discussion-practice-1.pdf

Ideas for a Fun Discussion Class - FREE Worksheet (Update)

Image: rawpixel

Selfish People - FREE Discussion Worksheets for ESOL Classes

Selfish People – FREE Discussion Worksheets for ESOL Classes

Selfish people really are a uniquely gifted kind of human being. It takes a lot of skill to do what they do – i.e. to do whatever they want to do, without worrying about how their actions affect the rest of us!

Discuss the interesting topic of selfish people with a partner or small group with these brand new FREE discussion worksheets:

Direct download link: https://purlandtraining.com/wp-content/uploads/2018/08/selfish-people-discussion-part-1.pdf

Selfish People - FREE Discussion Worksheets for ESOL Classes - Part 1

Direct download link: https://purlandtraining.com/wp-content/uploads/2018/08/selfish-people-discussion-part-2.pdf

Selfish People - FREE Discussion Worksheets for ESOL Classes - Part 2

Image: https://pixabay.com/

20 Great Football Idioms in English to discuss the World Cup!

20 Great Football Idioms in English to Discuss the World Cup!

 

via GIPHY

Harry Kane, England (2018)

Match the football idioms below with their literal meanings:

IDIOMS –

1. the Beautiful Game
2. it’s a funny old game
3. to be a game of two halves
4. a potential banana skin
5. to be honest
6. to play the ball, not the man
7. to be over the moon
8. to be as sick as a parrot
9. to be on a winning streak
10. at the end of the day
11. to go down to the wire
12. to be a big ask
13. to be held to a draw
14. by the skin of your teeth
15. to be a two-horse race
16. to play your heart out
17. to give 110%
18. to be strong on paper
19. to throw in the towel
20. back of the net!

via GIPHY

Bobby Moore, England (1966)

LITERAL MEANINGS –

a) to feel very disappointed
b) to be a competition between two teams or groups only
c) fantastic!
d) to win several times in a row
e) more can happen later
f) the outcome is decided at the last moment
g) to be forced to end a competition with equal points
h) to quit
i) don’t make contact with another player
j) unpredictable things can happen
k) narrowly; only just
l) football
m) to compete with a lot of passion
n) to be a good idea in theory
o) in my opinion
p) an opportunity for something to go wrong
q) ultimately
r) to try as hard as you possibly can
s) to feel very happy
t) to be a difficult thing to ask somebody to do

via GIPHY

Taken from Talk a Lot Intermediate Book 1, which you can download for FREE here.

Answers:

1. l)
2. j)
3. e)
4. p)
5. o)
6. i)
7. s)
8. a)
9. d)
10. q)
11. f)
12. t)
13. g)
14. k)
15. b)
16. m)
17. r)
18. n)
19. h)
20. c)

via GIPHY

FIFA World Cup 2018 - Discussion Questions for ESOL Classes!

The 2018 FIFA World Cup – Discussion Questions for ESOL Classes!

The 2018 FIFA World Cup – Discussion Questions for ESOL Classes!

Are your ESOL and EFL students keen to discuss the 2018 FIFA World Cup in Russia, which begins today? You could use these FREE discussion questions to get the conversation going!

(Click to enlarge)

World Cup 2018 – Discussion Questions for ESOL Classes!

  1. Tell me about the World Cup.
  2. What do you like / dislike about it?
  3. Do you agree that there is too much sport on TV?
  4. What are the advantages / disadvantages of big events like this?
  5. Compare four teams.
  6. Rank four players.
  7. Invent your own World Cup song.
  8. Have you ever been to a major sporting event?
  9. What would happen if the World Cup was cancelled?
  10. What is the future for world football?

 

Title image: https://pixabay.com/

Teaching Blog: Discussion Practice - Who Gives Way?

Teaching Blog: Discussion Practice – Who Gives Way?

Teaching Blog: Discussion Practice - Who Gives Way?
Picture the scene. You are walking on the pavement when you notice there is somebody coming towards you. If one of you does not move, you will bump into each other. There is room on your left (and their right) for somebody to move to (see picture above). But who moves?

  1. Do you move for the other person? Why?
  2. Do you keep going and when they also refuse to move you stop and wait for them to walk around you – if, in fact, they do?
  3. Do you keep your course and try to force them to move?

This is a fairly light-hearted discussion-based lesson about status, empathy for people we don’t know, etiquette, and personal prejudices.

You will need a set of cards for each group or pair. You can download these worksheets (PDF) below:

Picture the scene. You are walking on the pavement when you notice there is somebody coming towards you. If one of you does not move, you will bump into each other. There is room on your left (and their right) for somebody to move to (see picture above). But who moves? 1. Do you move for the other person? Why? 2. Do you keep going and when they also refuse to move you stop and wait for them to walk around you – if, in fact, they do? 3. Do you keep your course and try to force them to move? This is a fairly light-hearted discussion-based lesson about status, empathy for people we don’t know, etiquette, and personal prejudices. You will need a set of cards for each group or pair:

  • ‘People’ cards (pink)
  • ‘Appearance’ cards (blue)
  • ‘Activity’ cards – two different sets (yellow)
  • ‘Path’ cards (green)
  • Blank cards (white)

(Note: using card is not essential – you could also print the worksheets on normal paper. Card would be better if possible, and the different colours make them easily distinguishable!)

Activities:

  1. SS (students) could begin with discussion questions in pairs or small groups. Establish the proposition:
  • How often do you walk around your town?
  • Are you a confident walker or a nervous walker?
  • How often do you face the situation mentioned above during a normal walk?
  • What do you tend to do? Do you keep walking, stop, or give way? Why?
  • What factors influence your decision? For example: type of person, their appearance, their activity (what they are doing), and the kind of path you are on?
  • Have you ever been involved in an awkward ‘dance’ with somebody walking towards you, because both of you try to move out of the way in the same direction at the same time – and you keep doing it until one person finally stops?
  • Have you ever had an argument with somebody who bumped into you, or who wouldn’t get out of your way? What happened? How did you resolve it?

2. SS work in pairs or small groups. One person selects a random card from each of the four piles (blank cards are optional) and put them in a row. For example:

Teaching Blog: Discussion Practice - Who Gives Way?

They ask the other person: ‘What would you do in this situation – move, stop, or keep going?’ Discussion ensues. The student should state the main factor that influenced their decision (e.g. they give way because the person was elderly) and the next factor too (e.g. the person was carrying something large). Then the next student picks the cards for the next person and the discussion continues. Here are some more sample scenarios:
Teaching Blog: Discussion Practice - Who Gives Way?

SS can combine more than one person, appearance and/or activity. For example, there could be more than one person doing more than one activity. SS could add their own factors on the blank cards. Of course some of the scenarios may be absurd, e.g. you might select:

boy        heavily pregnant        throwing snowballs        beach

In that kind of situation SS could pick other cards to replace the absurd element(s). SS could talk about what happens if you swap around factors, e.g. swap the places in scenario one and three. SS could add ‘conditions’ (e.g. weather: too hot, too cold; raining, etc.) and ‘time’ (e.g. early morning, 11pm, etc.) to each scenario using the blank cards.

3. When SS have discussed 4, 6, or 8 different people and situations, they pick two of them and decide what would happen if those two people met on a path. SS discuss which factors are stronger and weaker. Which person trumps the other person in terms of not having to move out of the way? Why?

4. SS look at a number of different factors in an imaginary person coming towards you and rank them from strongest (you definitely have to move) to weakest (the other person definitely has to move.) SS should justify their reasons. Which factors are dead certs meaning you would have to move, e.g. young people may feel they have to move when faced with an elderly person coming towards them, while somebody else may decide they will not move when a cyclist is coming towards them, since the onus is on the person who is moving fastest to exercise move care. A man may decide that he must always move for a woman, and so on. Which single factor is the strongest? This could lead into a whole group discussion. As a twist, SS could discuss different scenarios when walking behind one or more person and trying to get past them – e.g. trying to pass a family group with a pushchair, dog, etc.

5. SS create and write a dialogue based on one or more of the scenarios and act it out for the rest of the group. Some of the combinations may well suggest dramatic scenes, for example: ‘an ugly boy pushing an empty shopping trolley down a hospital corridor…’ could suggest a heart-breaking situation.

6. SS practise writing and saying questions and answers with 2nd conditional, for example:

A: ‘What would you do if…?’
B: ‘I would…’

7. SS go out into the street in pairs or small groups with their notebooks and write down what happens when they get into different situations with different kinds of people walking towards them. What are their natural inclinations? Who do they give way (defer) to? Who do they expect to move? What happens if they change their normal walking behaviour? SS could interview members of the public or other students/staff members at about what they usually do. (Of course, I’m not in any way suggesting that SS should walk into other members of the public on purpose and write down what occurs! Care may need to be exercised.)

8. SS write an essay about the little-discussed ethics of walking around in public without bumping into each other. How has this lesson related to their lives and touched on their habits and prejudices? What will they take away from it? What will they do differently as a result of studying this discussion topic? Why? If nothing, why not?

9. SS stand in a group in the middle of the classroom; T (teacher) says a factor; SS move to one or other side of the class to vote for either ‘move’ or ‘keep going’. T has the definitive answer for each factor. SS who are wrong go out and sit down and the game continues until one person wins.

I hope you will enjoy using this original lesson plan from PurlandTraining.com! If you do use it, please let me know how it goes by contacting me (Matt Purland) here, or leave a comment below!


Teaching Blog: Discussion Practice - Who Gives Way?

Printable Worksheets (PDF):

‘People’ cards:

people-cards

‘Appearance’ cards:

appearance-cards

‘Activity’ cards – Page 1:

activity-gerund-cards-page-1

‘Activity’ cards – Page 2:

activity-gerund-cards-page-2

‘Path’ cards:

path-cards

Blank cards:

blank-cards

Title image: https://pixabay.com/