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First, show students a successful small talk script to read as an example. Allow students to write a script and read aloud for the class before partnering them randomly and asking them to create dialogues organically.

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Partner students randomly. Students should interview each other over the week and share what they learned about their new friend with the class.

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Present proper structure of a paragraph and provide examples. Split students into groups and give them out of order paragraphs. Students’ task is to successfully re-order paragraphs according to the “topic sentence, supporting sentence, concluding sentence” structure. Finally, encourage students to write their own paragraphs with a prompt and share with the class. 

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LibGuides: Writing strong paragraphs: Paragraph Structure

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Using transition words to link ideas, sentences and paragraphs

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Visualizing text is a proven way to improve reading comprehension. It is a technique that can be taught using this simple, step-by-step strategy from literacy consultant Cathy Puett Miller. Included: Tips and resources for developing students' comprehension skills.

"Proficient readers spontaneously and purposely create mental images while and after they read. The images emerge from all five senses as well as the emotions and are anchored in a reader's prior knowledge."
-- Keene and Zimmerman, Mosaic of Thought

Each day, our students are bombarded with the visual images of TV and video games. In contrast, most students view reading as a passive activity. But a simple technique -- visualization -- can transform students of all ages from passive to active readers; visualization can help students cross the boundary to improved comprehension.

Your students will be able to grasp the visualization technique by following a simple, step-by-step plan:

Modeling the Technique

Direct modeling of the active thought processes involved in visualizing text is the first step. Begin with a familiar fiction read-aloud. As you read a short passage, describe images you see in your mind. For example, you might use the following quote from Where the Wild Things Are:

"That very night in Max's room a forest grew and grew and grew until his ceiling hung with vines and the walls became the world all around."

After reading that quote, share with students the images you visualized as you read it.

As I read that passage, I thought about the words and I imagined what the characters looked like, what they were doing, and what their surroundings were like. I shared with students that I imagined a window with a moon shining through it. Saplings began to sprout and quickly grew leaves and stems. (The scene was like those time-lapse photography images you see on the Discovery Channel.) I saw little vines spreading their tendrils down the walls and across the ceiling. Before I knew it, the entire room was green and leafy, and much darker than before.

Students Practice Visualizing

When you finish sharing your thoughts, let students try the same technique on their own. Share a highly descriptive reading selection appropriate for students' listening vocabulary level (up to two years above their reading vocabulary). If necessary, before reading share a vocabulary mini-lesson to introduce unfamiliar terms. Depending on the ages of your students, you might choose from the following titles or use a title of your choice that provides excellent descriptive passages.

Danny Schnitzlein's The Monster Who Ate My Peas (ages 4-8, Peachtree Publishers, 2001)

Roald Dahl's Charlie and the Chocolate Factory (ages 9-12, Puffin, 1998)

Charles Dickens' A Tale of Two Cities (ages 12-18, Dover Publications, 1999)

Before reading aloud to students, offer the suggestions below.

While I read, close your eyes and listen carefully. Stay alert and think about what happens in the story. See if you can imagine the scene the words describe. Pretend you are making a movie; what would you see from behind the camera?
As you listen, when you hear describing words (adjectives) -- such as hot, red, musty, or quiet -- use those words to help paint pictures in your head.

For students identified as "at-risk", you might discuss what it feels like to be hot, or what shade of red a tomato might be, or how musty gym socks smell when they've been in a locker for three days. Give them concrete ideas and connect to prior knowledge. In other words, turn on the thought processes and you will prime students to do the same when they read. Remind them to think about what characters smell, taste, feel, hear, and think. Good readers do that. Also, point out to students that this technique will help them remember what the story is about.

Sharing Visualizations

After reading the selection, direct a class discussion in which students share their images. Emphasize that everyone's visualizations will differ. Be sure to acknowledge and value all students' ideas.

If students create images that do not fit the words, help them question their images and adjust them. (This is another effective comprehension strategy.)

If they create images that reflect the words, praise them and encourage comparison/contrast discussions.

If students have difficulty creating an image, try another short read-aloud session and practice modeling again. Ask questions to lead them to create images on their own -- questions such as Does this remind you of anything in your life? or What do you think the dog looked like? or Do you have a dog? How do you think this dog is the same as yours? Different?

Using Drawing to Help Students Visualize

Next, use a different selection from the same or another text. Tell students you will share part of a story (show no illustrations). Ask them to draw their own illustrations as they listen. The physical act of creating a picture can help students grasp the concept of visualization.

To connect this image building with comprehension and to reinforce the concept of visualization, make time to share and discuss students' images. That might be done in small groups first, then as a class.

Integrating Visualization Into Everyday Learning

After students begin to grasp the concept of visualization, be sure to reinforce it frequently. Make visualization a part of class every day. Those who have more difficulty with the concept will learn from peers' expressions imagination. Encourage those who struggle to ask other students how they came up with their ideas and to learn from one another.

Integrate this exercise into daily class read-alouds and silent reading. Incorporate not only physical images, but also ideas about feelings the characters might experience. (That will exercise students' critical thinking skills, especially their skill at making inferences.) Use the combination of drawings and mental image-making that works best for your students. As you progress, you can move from descriptive texts into expository texts.

By using visualization, you open the door for life-long reading. Most of all, you help develop in students the habit of actively thinking about what they read -- which leads to greater retention and understanding.

Encourage students to practice the ideas outlined in this article as they read at home.
Assign homework that includes a reading from an assigned text. Ask parents to read the selection -- or part of it -- with their children and discuss the possible images. You might need to provide some direction for parents, because some adults don't have the skill either.

Have students read a pre-printed passage and use the visualization strategies taught in class.
Before duplicating the passage, insert a dot or asterisk every 3-4 sentences. Each mark represents a "pause-for-reflection" point -- a point at which students should stop and think about the words they have just read (and reread as necessary). Before they proceed, ask students to create a mental picture (think about what they read) and circle the words that helped them create their images. Have them select one "pause" and draw an illustration or use a visual organizer to hone in on the ideas and images the author describes.

When reading in a content area, encourage students to use these visualization techniques to understand more of what they read.
Expository text is full of images -- maps, charts, text boxes, sidebars, and more -- that aid in comprehension.

Mosaic of Thought: Teaching Comprehension in a Reader's Workshop by Susan Zimmerman and Ellin Oliver Keene (Heinemann, 1997).

Cathy Puett Miller is a passionate advocate for early literacy. Known widely as "The Literacy Ambassador," Miller connects children, families, and teachers with resources to create positive early reading experiences.

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Teaching Students to Use Visualization to Improve Comprehension

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Visualizing text is a proven way to improve reading comprehension. It is a technique that can be taught using this simple, step-by-step strategy from literacy consultant Cathy Puett Miller. Included: Tips and resources for developing students' comprehension skills. "Proficient readers spontaneously and purposely create mental images while and after they read.

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Video-based ESL worksheets for adults which include listening for details and tackle some up-to-date topics that will grab the attention of your students

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Are you looking for an interesting, engaging way to have your students to get some practice with ESL small talk? It's an important, but often overlooked skill because it's hard to design interesting activities and games that practice this. Read on for the top 5 small talk ESL activities and games.

Small Talk Games and Activities: Top 7 Recommendations

Want to find out some of my favourite small talk games for English learners? Then you're in the right place! Keep on reading for all the details you need to know about these English small talk activities for ESL students.

#1: Small Talk Game

This small talk ESL activity is the perfect way to get your students speaking English. It's ideal for a warm-up activity to start the class, or as a way to finish off a lesson on small talk. You can use it for beginners to advanced students, but you'll have to adjust the length of the conversations to suit the level of students.

Small talk is an important, but often overlooked skill. This is because it's not that easy to practice it in a natural way in a very artificial classroom. Of course, the best practice happens outside the class, but this isn't possible. This game is perhaps the next best thing.

Check out this small talk ESL activity below for a fun way to do it with your students. There's an element of competition to it so your students will be having fun, while practicing their small talk skills.

Small Talk ESL Activity: How to do it

Print off this grid, one per every 4 students.
Small Talk Activity
Put students into pairs, with 2 pairs in one group (4 students total). The first pair chooses a topic such as "this morning" and must talk about it for 2 minutes (advanced), 1 minute (intermediate) or 30 seconds (beginner). The other team is the "timer" and can use their cell-phones to do this.

If the team can keep up a conversation about this topic for the full time, they get to mark that topic on the board with either an "X" or "O," with the goal being three in a row, which equals one point. If they couldn't do it, there is no penalty but they don't get to mark that square off on the board. The game is essentially S-O-S/Tic-Tac-Toe.

Then, the next team chooses a topic and the game continues.

For a short activity, the winner can be the first team with one row of three. For a longer game, continue for a certain amount of time (10 minutes is good) and the winner is the team with the most rows.

It's quite a versatile speaking activity and can lend itself well to almost any level of student, apart from total beginners. You can also use it for a quick warmer, or a longer activity that takes up much of a class.

#2: The Cocktail Party ESL Small Talk Activity

Small talk is a vital, but often overlooked English speaking skill. I think it's mostly because it's not that easy to design activities to work on this. However, of the activities out there, this one that I've designed is one of my favourites.

Keep on reading for all the details you need to know about this ESL Small Talk activity.

Small talk is a necessary skill, but this can be a difficult skill for non-native speakers to master. This is especially true for those from countries where such conversation is not common.

You can use this small talk ESL activity to help your students practice small talk. The best part about it is that it replicates real life. A party is a very normal place to meet people for the first time and engage in small talk.

What this Cocktail Party Small Talk Activity is all About

Explain to the students that they are at a cocktail party being thrown by their spouse/partner's company. They must engage in small talk with a group of 3-4 others for 2-3 minutes.

You may need to scaffold the activity with common cocktail party conversation: current events, sports, even the weather, if they must. Let them know certain topics are NOT appropriate at a cocktail party: political opinions, religious discussions, salary, or any other controversial topics.

Additionally, demonstrate how to ask follow-up questions. Go over who/what/when/where/why/how. Students usually already know this, but it's good for them to have them to have it fresh in their heads.

The main points of the activity are to practice speaking with relative strangers about inconsequential topics and asking follow-up questions. Wrap up the activity by asking each group what topics they discussed and give feedback.

Small Talk ESL Speaking Activity Teaching Tip:

Depending on the level of your students, when you demonstrate the activity, you may need to bring to their attention that you are making follow up questions, based on your partner's answers. Otherwise, your students may end up asking each other a list of unrelated questions without really listening to the answers.

Emphasize that it's not just a speaking activity. Good listening skills are very important as well. It's the case for any conversation activity actually. Good conversation requires good listening and appropriate follow-up questions.

Procedure for this ESL Speaking Activity:

1. Explain to your class that they will be attending a cocktail party for their spouse/partner's company. Their spouse/partner is called away (to answer a call, talk to the boss, whatever), so they must mingle alone.

2. Elicit from students typical topics of cocktail party conversation. Add to the list, as necessary: current events, sports, favourite TV shows (particularly very popular ones that the other guests are likely to be familiar with), etc.

3. Elicit from students topics of conversation which would NOT be appropriate, such as salary, age, religion, etc. If necessary, explain that these topics would be considered personal or controversial.

4. Have students stand and begin to mingle.

5. After 2-3 minutes, have students change groups. You could require students to talk 1-1, or you could allow some bigger groups of 3-4. It's up to you. Time allowing, have them chat with three groups for 2-3 minutes each.

#3: ESL Surveys

Surveys are one of my favourite things to do in class. They get the students up out of their seats, moving around the class and having short, 1-2 minute conversations with their classmates.

This helps them feel comfortable talking to just about anybody. They also get lots of chances to practice asking follow-up questions, which is another oft-neglected, but vitally important skill that students needs help with.

Check out the link below to see six surveys that I use in my own ESL classes for adults.
ESL Surveys-An ESL Activity to Practice Small Talk
#4: The Expert English Conversation Activity

Another ESL small talk speaking activity that you may want to try out with your students is The Expert. The way it works is that students have 5 minute conversations with a few other students in the class about topics that they know a lot about. Just be sure to give your students a bit of a primer on what are good small talk conversation topics and what are not.

I love this activity because people love to talk about themselves, and in particular things that they are knowledge about! No more silence here and students are really able to get to know each other on a deeper level. It's an excellent first day of class activity for higher-level students as well.

Find out more about it here:
The Expert ESL Speaking Activity
#5: Partner Conversation Starters

Try out these partner conversation starters if you teach very low-level students that can't just speak freely with a partner. It will give them confidence and show them that they really can speak with a partner and have a simple conversation.

You can start with only a few blanks at the beginning of the course and then progress to more open spaces in the conversation as your students increase their confidence.

Check them out here:
Partner Conversation Starters for English Beginners
#6: Tips for Keeping the Conversation Going

If you're doing a small talk ESL lesson, then you might want to consider sharing with them some of these tips for keeping the conversation going. They include:

Referring back to an earlier topic

Giving some details

Giving some examples

Summarizing the main points

Want to find out more? Check this out:

How to Keep the Conversation Going.

#7: Show & Tell Small Talk Activity

You may want to consider adapting "Show and Tell" to make it into a small talk ESL activity. Tell students to bring a small object or picture or something from home that is meaningful to them. Then, on the day, they can move around the class, mingling with other students talking about their object or pictures.

Before you get started with this, give students some tips for how to open the conversation, transition from talking about one thing to the next one and then about how to close the conversation and find a new person to talk with.

Want to give it a try with your students? Find out all the details right here:

ESL Show and Tell Activity.

Need More Ideas for the ESL Classroom?

If you found these ESL activities for practicing small talk useful, then you'll need this resource. It's filled with 101 engaging, interesting and fun ESL activities and games. 101 ESL Activities: For Teenagers and Adults is the book that belongs on every English teacher's personal bookshelf. It'll help you plan awesome lessons in no time.

101 ESL Activities is available on Amazon in both digital and print formats. The digital copy can read on any device by downloading the free Kindle reading app. Top-quality ESL games and activities for adults available at your fingertips? We love it. And we're sure you will too.

Keep a copy on the bookshelf in your office as a handy reference guide. Or, take the digital version with you to your favourite coffee shop for lesson planning on the go. It really is that easy.

Check out this book on Amazon today, but only if you want to get yourself a serious dose of ESL awesome in your life.
->101 ESL Activities: For Teenagers and Adults<-
What about Small Talk for Beginner Students?

If you have students who are just beginners at speaking English, please for the love of ALL things good, do not use these small talk activities. They are going to be a total bust in your classes, and you'll likely be met with almost dead silence.

Your students will need a whole lot more structure than an activity like this can offer you. Instead, you'll want to try out something like role-plays. They'll work better for beginners because:

They give students some thinking time

They're a nice mix of creativity, along with structure

You can use them to encourage students to memorize some key conversational phrases, which can help with fluency later

They help to prevent embarrassment in front of the other teacher or students when just starting out.

Check out this video below for more details:

Small talk does require a decent amount of vocabulary and a firm grasp of basic grammatical structures. Beginners often don't have the required skills to engage in small talk in a meaningful way so give them more structured activities and things will go more smoothly.

Small Talk Questions List

Do you students need some ideas for questions they can use to start a small talk conversation with? Here are some random discussion questions to give them some ideas:

What brought you here tonight?

How do you know______ (the host of the event)?

What do you think about the _____ (event, weather, something in the news, etc.)

How's your day going today?

What do you like to do in your free time?

Do you like the food here tonight?

What do you think about this restaurant?

Have you seen any movies/read any books lately?

Do you have any hobbies that you love to do?

Do you have any basic conversation questions that you'd like to add to this list that you teach your students? Leave a comment below and let us know. We'll add them to this list for our teachers to use. Thank you!

What are some Good Small Talk Topics in English?

There are certainly some common small talk topics that people talk about while there are others to avoid. Some good ones in most countries are the weather, local sports teams, current events around the world or past/upcoming vacations. Some things to avoid include religion, politics and money. Here's some more solid advice for small talk conversation topics:

Why Consider Focusing on Small Talk in English Classes?

I taught in Korean universities for 10 years. Something that I've noticed during that time is that my students are often really, really bad at engaging in small talk, even the more advanced level students. They usually know how to put together complex sentences and the intricacies of vocabulary usage.

Reason #1: Basics Conversations, Not So Easy for Many Students

However, when it comes to having a basic conversation with something they don't know, they're often at a bit of a loss. This makes my students sometimes very awkward, shy and uncomfortable. This results in that my students seem like they don't know English! However, many of them are quite capable and near fluent.

Reason #2: Help your Students Out in the Real World

I like to help out my students by going back to basics. Even though I teach mostly third and fourth year English majors at a big university here in Korea, I like to have them practice small-talk. These activities that I do with my students in class give them confidence that they can go out into the real world and have a conversation with someone that they don't know.

Even though the grammar and vocabulary seems quite basic, don't assume that your students are good at this kind of thing-they often aren't! Working on small talk in class as well can help students avoid some of the big no-no conversation topics like politics or religion.

Reason #3: They're Student-Centred

Whenever possible, I like to have my students doing the hard work in class, not me. After all, I speak English really well and don't really need more practice, right?

To this end, small talk classes are filled with students talking to each other about a variety of interesting things and personally, I consider this a success when teaching English.

Small Talk ESL Lesson Plans

Ready made lesson plans can be a real time-saver for many teachers. It's so easy to just print them and go and seriously, why do all the hard work if other teachers have done it for you? Here are some of the best small talk ESL lessons to consider using with your students:
One Stop English Lingua House
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Have your Say about this Small Talk ESL Activity

What activities do you like to do in your classes to get your students working on small talk? Or, did you try out this activity? Leave a comment below and let us know what you think. We'd love to hear from you.

Also be sure to give this article a share on Facebook, Twitter, or Pinterest. It'll help other teachers, like yourself find this useful English teaching resource.

Last update on 2020-04-15 / Affiliate links / Images from Amazon Product Advertising API

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Small Talk ESL Activity | Small Talk Conversation Topics

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Are you looking for an interesting, engaging way to have your students to get some practice with ESL small talk? It's an important, but often overlooked skill because it's hard to design interesting activities and games that practice this. Read on for the top 5 small talk ESL activities and games.

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Introduction

A tag question is a small question that is attached , or "tagged", to the end of a sentence. Rather than repeat the main verb, a form of "be" or other auxiliary verb or modal is used in the tag. Below are a few examples.

You came by train, didn't you?
It's very windy today, isn't it?
You can meet me at the station, can't you?
You couldn't give me a ride, could you?

Sentence Pattern

If the sentence is negative, the tag is usually positive, as in the example below.

You didn't tell him, did you?

Note: Sentences with negative words are considered to be negative. Therefore, they require positive tag question endings, as in these examples:

He never drinks alcohol, does he?
Nobody left a message, did they?

If the sentence is positive, the tag is usually negative, as in the next example.

You told him, didn't you?

Twelve Rules for Tag Questions

2. Use "aren't I" in tags to mean "I am not".

4. Use "will" or "would" with imperative sentences (commands).

Wait here until I return, will you?
Wait here until I return, would you?

6. Two endings are possible when "have" is the main verb of the sentence.

You have enough money, haven't you? (British English)
You have enough money, don't you? (North American English)

7. Use pronouns for people, not proper names, in question tags.

Paul is a good tennis player, isn't he?
Betty has a good job, hasn't she?

11. Use "they" in a question tag when the sentence includes indefinite pronouns
(nobody, no one, someone, somebody, everyone, everybody).

Everyone is here now, aren't they?
Nobody has eaten yet, have they?

Using Tag Questions

Tag questions are used to ask for agreement or to ask for things, favours, or new information. To determine which, listen to the speaker's tone. A rising tone at the end of a tag question indicates that it is a real question. The speaker wants to know something or wants someone to do something. Falling tone however, means that the speaker is looking for agreement.

Rising tone -
asking for a favour

You couldn't lend me some money, could you?

Rising tone -
asking for information

You don't happen to know if the No. 50 bus has already passed here, do you?

Falling tone -
asking for agreement

The boss wasn't in a good mood today, was he?
That dress looks great on her, doesn't it?

Note: We usually use a negative sentence with a positive tag to request things or information, as in the preceding examples.

When you are sure that you understand the lesson, you can continue with the exercises.

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A tag question is a small question that is attached , or "tagged", to the end of a sentence. Rather than repeat the main verb, a form of "be" or other auxiliary verb or modal is used in the tag. Below are a few examples. You came by train, didn't you?