Activity II–2: Conversation Grid

Activity II–2: Conversation Grid
Highlights: The power of using conversation grid activities is that learners are involved in authentic,
independent, and cooperative conversation without direct teacher involvement. These grids can be used
with any topic as teaching or assessment activities. Learners usually enjoy them greatly.
Objective: Learners practice and increase knowledge of language structures (such as what, when, where,
and why questions and their typical answers), vocabulary (as related to a particular topic such as “on the
job”), and cultural aspects related to a topic. They ask questions, listen to answers, and record
information on the grid.
Context: This activity is suitable for general ESL classes as well as specific classes such as family
literacy or workplace classes.
Estimated time: The time varies (see explanation for Activity II–1, page II–43: Class Survey), but
usually ranges between 20 and 30 minutes.
Materials: Draw a large grid on the board or have an overhead transparency with a sample of the grid to
explain the activity. Learners need conversation grids to record answers. (See examples that follow.
Grids can have complete questions (e.g., What is your job now? What do you like to do in your free
time?) or cue phrases (e.g., job in United States; hobbies).
Procedure:
1. Review language structures and key vocabulary that have been previously taught and are needed to
successfully complete this activity. The review should be verbal and written with plenty of input
from the learners. For example, if one of the questions is going to be about native country, with
learner input, get all the names of countries up on the board or on flip chart paper so it will be easily
accessible when learners begin to work on their own grids.
2. Hand out the grids and explain the task: “Today you’re going to interview five classmates. You will
write their answers to your questions on this form.”
3. Discuss conversation questions, e.g., “What is your job now?” “What do you like to do in your free
time? What else do you like to do?”
4. Talk about possible answers such as construction worker, play soccer, watch soccer on TV.
5. Model the task with one or two learner volunteers. It’s important to model several answers and
questions so that learners know that full sentence answers such as “I am a construction worker” or
short answers such as “construction worker” are both acceptable. Note: As in all activities, modeling
correct answers to issues such as “Her name” vs. “she name” is more effective than giving a big
explanation about the correct grammar. This is especially true with formulaic phrases that use
structures not yet discussed in class.
6. Check comprehension of instructions. For example, ask, “How many questions are you asking each
classmate?” “How many people will you speak with today?”
7. Once learners begin the activity, monitor the process and be ready to assist learners if they ask for
help. Note: Some will finish only one conversation while others may do several. That’s okay;
people process, learn, and interact at different rates.
8. When the general buzz quiets down, it is time to stop the activity. Discuss the information with the
class, for example, “Tell the class something you learned about one of your classmates.” You can
tabulate information on a master grid or have learners work in small groups to do a tabulation of their
grid information.
Evaluation: Evaluation is ongoing and informal. The teacher can participate or just observe the
conversations to note communicative abilities (as well as observe writing abilities from the grid). It is
particularly useful as you can watch individual learners progress from week to week.