The Language Teacher
August 2002
Starting and Ending Conversation Classes with a Conversation
Paul Batten
Kagawa University
QUICK GUIDE
Key Words: Starting classes, conversational structure
Learner English Level: Up to intermediate
Learner Maturity Level: Junior high school and above
Preparation Time: Five to ten minutes once or twice
Activity Time: About five to ten minutes
Materials: None
Procedure
A learner's ability to negotiate themselves in and out of conversations, by selecting and linking appropriate topics successfully, is an essential skill towards developing communicative competence. Learners who fail to develop appropriate cohesion, linkage, and suitable beginning and ending markers can be exposed to a sense of helplessness and may become passive. The method below is one way of helping learners brush up these skills in class.
This methodology can be used in a variety of classes to expand the students` range of possible topics, practice basic question structures, maintain or change topics, and to become familiar with the phrases used in starting and ending conversations. It can also help students become more familiar with each other and feel more relaxed about speaking English in class. It is also a lot of fun!
At the beginning of class, ask the students to stand up. Say you have some questions for them to answer. Tell them that any answer or response is fine, even asking for repetition or saying they don't know the answer are considered appropriate responses. Students voluntarily raise their hands to answer, and after they have answered, they may sit down.
Teacher-centered conversation
Teacher: Hi!
Student 1: Hi! (sits down)
Teacher: How's it going?
Student 2: Not so bad. (sits down)
Teacher: Did you see the soccer on TV last night?
Student 3: Pardon me? (sits down)
Teacher: Did you see the soccer last night?
Student 4: Yes. It was fun. Did you? (sits down)
Teacher: Well, actually, I…
Often at this stage there is a release of giggles. It may be the first time many students have used English and not had their grammar automatically commented upon. The response itself is enough, and students are often surprised that communication in English (even in class) can be this painless.
Tell students that the first questions will be the easiest and that they will progressively become more challenging. You can say there is a special surprise for the last person left standing and get that student to ask you something. Feedback and shadowing are also permissible responses. Generally speaking, students quickly realise it is best to volunteer early. Finally, move to the end of the conversation, saying Good bye or See you later.
Option 1: The teacher starts, but near the end of the conversation, asks the class to be the speaker with students asking the questions. This can start slowly, but gradually the students tend to become more adventurous. Remind students to try and continue with the same topic, or change the topic, using appropriate markers such as Anyway, … or By the way… Students are compelled to pay attention to the flow of the conversation.
Option 2: The next phase is choosing a student to start. He or she leads the conversation. With larger groups, divide the class into two groups and ask two students to be the focus for each group. Students seem to enjoy the freedom of this Win-Win situation, where students are rewarded for any and all contributions.
Student-centered conversation
Student A: Hello!
Student 1: Hi. Nice to see you. How are things? (sits down)
Student A: I'm a little tired. It's so hot today.
Student 2: Yeah. By the way, what are you doing after class? (sits down)
Student A: After class? I'm going to the library.
Student 3: The library? Do you have some homework? (sits down)
Student A: I have to pay some money.
Student 4: Pardon? Some money? (sits down)
Student A: Well, it was nice chatting with you.
Student 25: Yeah, thank you. See you next week. (sits down)
Student A: OK, bye.
Last Student: Bye.(sits down)
This method can be a good way of helping students think about greetings, questions, topics, and feedback. It can also be a fun way to start (or finish) a class, and help students participate more easily, regardless of level. It also encourages student language production.
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