C o n v e r s a t i o n C l a s s F il e

STUDENT A
GAMES
PART 1
PART 2
1.
Describe your photo to your partner for 1 minute Discuss these questions with your partner. Ask for
2.
Listen to your partner’s description more detail if necessary. AGREE or DISAGREE!
3.
Think of 3 differences between the photos
1. What are the benefits of playing computer
games?
2. Do you like board games? Why / why not?
3. Why do people like computer games?
4. How have computer games changed in the
past 20 years?
5. What skills does a game designer need?
6. What is the first board game you can
remember playing?
4. 7. Do you prefer computer games or board
Now look at your photos. Identify 2 or 3
games? Why?
differences each. Use CONNECTORS:
Firstly However Moreover 8. What do you think about eSports?
Secondly On the other hand Furthermore
Finally Whereas In addition

STUDENT B
PART 1 GAMES
PART 2
1.
Listen to your partner’s description Discuss these questions with your partner. Ask for
2.
Describe your photo to your partner for 1 minute more detail if necessary. AGREE or DISAGREE!
3.
Think of 3 differences between the photos
1. What are the drawbacks of playing computer
games?
2. Do you like computer games? Why / why not?
3. Why do people like board games?
4. How has the internet affected computer
games?
5. What is the first computer game you
can remember playing?
6. What skills does a professional gamer need?
4. 7. What is the future of computer games?
Now look at your photos. Identify 2 or 3
differences each. Use CONNECTORS: 8. Do you think computer games are social
Firstly However Moreover or antisocial? Why?
Secondly On the other hand Furthermore
Finally Whereas In addition
reserved.
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Teacher’s Instructions
PART 1: Photo Description

STEP DESCRIPTION TIME

Working with a partner with the same photo (student As with As, Bs with Bs),
students attempt to identify the vocabulary in their photo.
1
Teacher boards new vocabulary. 2-5 minutes
(optional)
(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
Student A describes photo.
3 Encourage Student B to listen carefully. 1 minute
Teacher monitors the pairs and records errors for post-activity error correction
Student B describes photo.
4 Encourage Student A to listen carefully. 1 minute
Teacher monitors the pairs and records errors for post-activity error correction
Still without looking at each other’s photos, students attempt to identify 3
5 differences between their photos. 3 minutes
Teacher monitors the pairs and records errors for post activity error correction
Students may now look at each other’s photos and describe 2-3 differences
6 each. 5 minutes
Encourage use of CONNECTORS
Teacher monitors the pairs and records errors for post activity error correction
CLASS FEEDBACK.
7
Ask each student in turn to report a difference to the 5 minutes
(optional)
class (dependent on class size)

An example of STEP
6:
“Firstly, in your photo the people are outside whereas in my photo the people are inside.
Secondly, in your photo the weather is sunny, however, in my photo the weather is cloudy
Finally, in my photo the people seem happy. On the other hand, the people in yours seem
sad”

“In your photo there are two children whereas in my photo there are five.
Moreover, in your photo there are trees, however, in my photography there are no trees
Furthermore, my photo looks professional. On the other hand, your photo looks amateur”

Gamification Alternative: Before activity, the teacher writes 4 differences between the photos.
Replace STEP 6 with: Students look at the photos and write 6 differences
together.
• 1 point for every difference which matches the teacher’s!

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Teacher’s Instructions
PART 2: Discussion Questions

STEP DESCRIPTION TIME

1 Change pairs (but maintain AB)
Students ask each other the discussion questions. Encourage students to:
• Extend their answers
10-20 minutes
(hugely dependent
2 • Elicit more information on the age/level/
personality of the
• Agree / disagree with their partners
class!)
• Justify their arguments
3 Change pairs (but maintain AB)
1 minute
(optional)
Students try and report to their new partner everything they can
4
remember which their old partner has just told them. 5-10 minutes
(optional)
Encourage students to use the questions to guide their memory.

Optional Homework • Teacher sets one discussion question as a writing activity (e.g.
Task: discursive essay question)
• Students must write a short answer for every discussion question.

Gamification Alternative: Replace STEP 4 with:

Students have 5 minutes to write complete sentences about what their
partner has told them.
• 1 point for correct fact!
• 1 point for correct grammar!

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 C o n ve r s a t i o n C l a s s F il e

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