Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
Students are presented with images of some different aspects of life as a homeless person.
Students then discuss & debate some conversation questions relating to the images and homelessness in general.
An engaging, fun & interactive pairwork speaking activity.
Full teacher’s instructions and gamification alternatives are provided.
The activity can be used for a 1-1 speaking class or as a pairwork activity in a larger class.
The material is ideal for adults & teenagers, but can also be used for children 11+.
Level: Intermediate to Advanced.
Part 1: Photo description & comparison
Students describe photos and compare differences.
Encourages use of linking terms, connectors and cohesive devices
(En primer lugar, Sin embargo, Además etc…)
Facilitates active vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
FULL INSTRUCTIONS
Increase vocabulary retention with active engagement with new words.
A communicative approach to learning new vocabulary.
Gamification options and full instructions provided.
INSTRUCTIONS
Increase vocabulary retention with active engagement with new words.
A communicative approach to learning new vocabulary.
Gamification options and full instructions provided.
INSTRUCTIONS
2 x fun, non-prep, interactive, communicative, pairwork activities.
Target Language: FIRST CONDITIONAL
PART 1:
Student A asks Student B the question at the top of picture a.
Student B looks at the picture and answers the question using the 1st conditional.
Student B has the answers and corrects Student A if necessary.
PART 2: Discussion questions
Conversation questions encouraging use of the 1st conditional
Full instructions and gamification options provided.
No prep pair-work speaking activity.
Topic of conversation: BUSINESS
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: CITIES
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: CRIME
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: TRAVEL & HOLIDAYS
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: SHOPPING
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
16 x ESL Conversation Activity Worksheets
No prep pair-work speaking activities.
Topics:
1) Advertising
2) Animals
3) Art
4) Buildings
5) Business
6) Celebrations
7) Childhood
8) Cities
9) Colour
10) Countryside
11) Crime
12) Education
13) Entertainment
14) Environment
15) Fame
16) Family
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: L’art
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: Vecinos
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using German
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Erstens, Zweitens, Zusammengefasst
Aber, Andererseits, Während
Darüber hinaus, Des weiteren, Außerdem
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using German
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Erstens, Zweitens, Zusammengefasst
Aber, Andererseits, Während
Darüber hinaus, Des weiteren, Außerdem
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using German
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Erstens, Zweitens, Zusammengefasst
Aber, Andererseits, Während
Darüber hinaus, Des weiteren, Außerdem
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Portuguese
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Primeiro, Em segundo lugar, Finalmente
Entretanto, Por outro lado, Enquanto isso
Além disso, Adicionalmente, Também
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: ENTERTAINMENT
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: RELIGION & FAITH
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: SCIENCE
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using English
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Firstly, Secondly, Finally
However, On the other hand , Whereas
Furthermore, In addition, Moreover
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
