15 Easy Science Conversations ESL Students Love to Practice

If you’re looking for science conversations that actually work in the ESL classroom, you’re in the right place. This post gives you 20 real-life, easy-to-use dialogues that your students will enjoy and understand. Each conversation is designed to help learners talk about science in a natural, friendly way.

These conversations are not just for reading—they’re full of useful vocabulary, questions, and real topics that people talk about every day. They are long enough to build fluency but simple enough for beginners and intermediates to follow. Your students will feel more confident using English when they talk about science.

You can also turn these into fun role-plays, classroom debates, and listening or speaking activities. These dialogues include common expressions, beginner-friendly idioms, and topics that will help your students learn how science fits into everyday life. This post helps you map out your lessons without needing extra planning time.

So if you’re teaching science in your ESL class—or just want to include interesting topics that build speaking skills—this is the go-to resource. Scroll down and see how easy and engaging science conversations can be for your students.

Why Science Conversations Matter in ESL

Talking about science helps students use English in real life. Science is not just for scientists—it’s part of our daily lives. We hear about health, the weather, new technology, and even space in the news. So, learning how to talk about science in English is important.

Many ESL learners want to study or work in places where science is part of the job. These conversations help them learn the right vocabulary and expressions to speak clearly and with confidence. They can explain ideas, ask questions, and share opinions.

Science conversations also build strong critical thinking skills. Students learn how to support ideas, give reasons, and listen to different views. This helps them in school, work, and everyday life.

This topic is also great for classroom interaction. Learners can do pair work, practice asking questions, or take part in fun role-plays and debates. Talking about science brings energy and new ideas into your ESL lessons.

By using science conversations, teachers can make lessons more real, more useful, and more fun.

1. Discovering Dinosaurs

Level: A1 (Beginner)

Context: Two friends are talking at a science museum while looking at dinosaur bones.

Liam: Wow! Look at that big dinosaur.

Maya: Yes! It’s so tall. What is it called?

Liam: I think it’s a Tyrannosaurus rex.

Maya: Tyrannosaurus rex? That’s a long name!

Liam: People call it T. rex. It had big teeth.

Maya: How big was it?

Liam: Maybe around 12 meters long.

Maya: That’s huge! Did it eat plants?

Liam: No, it ate meat. It was a predator.

Maya: Oh, like a lion today.

Liam: Yes, but much bigger.

Maya: Did it live in Africa?

Liam: No, I think it lived in North America.

Maya: How old are these bones?

Liam: Millions of years old!

Maya: I can’t believe it. They look new.

Liam: The museum keeps them safe.

Maya: I want to learn more about dinosaurs.

Liam: Let’s go to the next room!

2. The Science Class

Level: A1 (Beginner)

Context: Two students are talking after their science class.

Ava: Today’s class was fun!

Noah: Yes! I liked the part about the planets.

Ava: Me too. How many planets are there?

Noah: There are eight planets.

Ava: Is Earth the third one?

Noah: Yes, it goes Mercury, Venus, Earth.

Ava: And Mars is next, right?

Noah: Yes! Mars is red.

Ava: I want to go to Mars one day.

Noah: Me too. But it’s very far.

Ava: The teacher said it takes months.

Noah: Maybe we can go in the future.

Ava: That would be so cool!

Noah: What was your favorite planet?

Ava: I liked Saturn. It has rings!

Noah: Yeah, Saturn is beautiful.

Ava: I want to learn more. Let’s read later.

3. Mixing Things in the Kitchen

Level: A1 (Beginner)

Context: A brother and sister are making lemonade and talking about mixing.

Leo: Can I help you make lemonade?

Ella: Sure! First, we need lemons.

Leo: How many lemons do we need?

Ella: Let’s use three. Cut them in half.

Leo: Done! Now what?

Ella: We squeeze the juice.

Leo: Okay. Now it smells fresh!

Ella: Add sugar and water.

Leo: How much sugar?

Ella: Three spoons. Not too much.

Leo: Is this science?

Ella: Yes! Mixing is part of science.

Leo: Like in chemistry?

Ella: Yes, just easier and tastier!

Leo: Let’s taste it now.

Ella: Mmm, it’s sweet and sour!

Leo: I like kitchen science!

4. Watching the Weather

Level: A1 (Beginner)

Context: Two neighbors talk about the weather and clouds.

Sofia: Look at the sky. So many clouds!

Ben: Yes, they look dark.

Sofia: Will it rain soon?

Ben: Maybe. Dark clouds mean rain.

Sofia: What kind of clouds are those?

Ben: I think they are storm clouds.

Sofia: Are clouds part of science?

Ben: Yes, weather is science.

Sofia: I like learning about the sky.

Ben: Me too. The sky changes a lot.

Sofia: Look! A rainbow!

Ben: Wow! That’s beautiful.

Sofia: How do rainbows happen?

Ben: Sunlight hits rain, and colors appear.

Sofia: Science is full of magic.

Ben: Yes, real magic!

5. Planting a Seed

Level: A1 (Beginner)

Context: A child and their grandparent are planting a seed in the garden.

Zara: What are we doing today?

Grandpa: We are planting a seed.

Zara: What kind of seed is it?

Grandpa: It’s a tomato seed.

Zara: What do we need first?

Grandpa: We need soil and a pot.

Zara: Okay, soil is ready.

Grandpa: Now we put in the seed.

Zara: What next?

Grandpa: Water it gently.

Zara: Will it grow fast?

Grandpa: It takes time. Plants grow slowly.

Zara: What helps it grow?

Grandpa: Water, sunlight, and care.

Zara: I will take care of it.

Grandpa: Good! You are a young scientist.

6. The Science of Shadows

Level: A1 (Beginner)

Context: Two kids are playing outside and noticing their shadows.

Nina: Look! My shadow is so long!

Jayden: Mine too! Why is it long now?

Nina: Maybe because it’s afternoon.

Jayden: Does the sun make the shadow?

Nina: Yes! The sun is behind us.

Jayden: So when I move, my shadow moves.

Nina: Try jumping!

Jayden: Whoa! My shadow jumps too!

Nina: That’s fun!

Jayden: What happens at night?

Nina: No sun, no shadow!

Jayden: What if I use a light?

Nina: You still get a shadow!

Jayden: Shadows are cool science.

Nina: Yes, let’s make shadow puppets!

Jayden: Great idea, science and fun!

7. At the Doctor’s Clinic

Level: A1 (Beginner)

Context: A child is visiting the doctor and asking questions about the body.

Doctor: Hello, Sam. How are you today?

Sam: I have a sore throat.

Doctor: Let me check. Say “ahhh.”

Sam: Ahhh.

Doctor: Your throat is a little red.

Sam: Why does it hurt?

Doctor: Germs can make your throat sore.

Sam: Are germs tiny?

Doctor: Yes, we can’t see them without a microscope.

Sam: Wow! That’s like science class.

Doctor: Exactly! Your body fights the germs.

Sam: How?

Doctor: Your body has white blood cells.

Sam: Are they like soldiers?

Doctor: Yes, they protect you.

Sam: Will I feel better soon?

Doctor: Yes, with rest and water.

Sam: Thank you, Doctor.

Doctor: Stay strong, young scientist!

8. Floating and Sinking

Level: A1 (Beginner)

Context: Two friends are playing with toys in a bathtub.

Emily: I put my rubber duck in the water.

Luca: It floats!

Emily: Why does it float?

Luca: It’s light and full of air.

Emily: I will try this spoon.

Luca: It sinks!

Emily: So heavy things sink?

Luca: Not always. Shape matters too.

Emily: Like boats?

Luca: Yes! Big boats float even if they’re heavy.

Emily: What about this plastic ball?

Luca: Let’s try. It floats!

Emily: Yay! Science is fun.

Luca: Let’s test more things.

Emily: I’ll get a rock.

Luca: It sinks fast!

Emily: Floating and sinking is cool science.

9. Looking at the Moon

Level: A1 (Beginner)

Context: Two cousins are sitting outside at night, looking at the moon.

Ariana: The moon is so bright tonight.

Ethan: Yes, it looks full.

Ariana: Why does it shine?

Ethan: It reflects light from the sun.

Ariana: But the sun is not here.

Ethan: It’s on the other side.

Ariana: So the moon borrows its light?

Ethan: That’s right!

Ariana: Can people go to the moon?

Ethan: Yes, astronauts went in 1969.

Ariana: That’s long ago!

Ethan: They used a rocket.

Ariana: I want to be an astronaut.

Ethan: Me too. We can go together!

Ariana: Let’s learn more about space.

Ethan: Yes! Science dreams start small.

10. Cleaning with Bubbles

Level: A1 (Beginner)

Context: A child helps a parent wash dishes and learns about soap.

Mila: I like the bubbles!

Dad: Bubbles mean the soap is working.

Mila: Why do we need soap?

Dad: Soap helps remove dirt and oil.

Mila: Just water is not enough?

Dad: No, soap breaks the grease.

Mila: Is that science too?

Dad: Yes! It’s chemistry.

Mila: The bubbles feel soft.

Dad: Bubbles trap air in soap.

Mila: I made a big one!

Dad: Good job, scientist!

Mila: Can we wash more things?

Dad: Sure! Let’s clean the cups.

Mila: Science is in everything!

Dad: Yes, even dishwashing!

11. The Volcano Talk

Level: B1 (Intermediate)

Context: Two students are preparing a school presentation about volcanoes.

Rafi: Did you finish the volcano slides?

Lina: Almost. I added the types of volcanoes.

Rafi: Great! Did you include how eruptions happen?

Lina: Yes. I explained pressure builds up inside the Earth.

Rafi: And then it explodes like a soda can!

Lina: Kind of! But it’s magma turning into lava.

Rafi: Right, magma is underground, lava is on the surface.

Lina: Exactly. I also added photos of famous volcanoes.

Rafi: Did you add Mount Vesuvius?

Lina: Yes, and Mount Fuji too.

Rafi: Cool! Should we talk about safety during eruptions?

Lina: Good idea. Like staying away from lava flows.

Rafi: And covering your nose because of the ash.

Lina: I’ll add that. What about volcano shapes?

Rafi: Oh yes! Shield, cone, and composite, right?

Lina: Yes, different shapes have different eruption styles.

Rafi: Science is so wild sometimes.

Lina: I know! Nature is full of surprises.

12. Saving Energy at Home

Level: B1 (Intermediate)

Context: Two siblings are discussing ways to save electricity at home after their science homework.

Sami: I read we waste a lot of energy every day.

Rina: I know. Leaving lights on is a big problem.

Sami: And charging phones all night uses extra power.

Rina: We should unplug things when we’re not using them.

Sami: That’s called “phantom energy,” right?

Rina: Yes, devices still use energy when off.

Sami: What else can we do?

Rina: Use LED bulbs. They last longer and use less power.

Sami: We should also open windows instead of fans sometimes.

Rina: True. Natural light helps too.

Sami: What about washing clothes in cold water?

Rina: That saves energy because heating water takes power.

Sami: I never thought of that.

Rina: Science class really opens our eyes.

Sami: Let’s tell Mom and Dad. Maybe we can save money too.

Rina: Science helping at home—who knew?

13. Talking About Recycling

Level: B1 (Intermediate)

Context: Two classmates are working on a group project about recycling.

Elina: Recycling helps the planet, right?

Jamal: Yes, it reduces waste in landfills.

Elina: What happens when we recycle plastic?

Jamal: It gets cleaned, melted, and made into new products.

Elina: Like bottles and bags?

Jamal: Exactly! But not all plastics are recyclable.

Elina: We need to check the numbers on them, right?

Jamal: Yes. Number 1 and 2 are usually okay.

Elina: What about glass and metal?

Jamal: They’re easier to recycle and don’t lose quality.

Elina: And paper can be recycled too, but not forever.

Jamal: True. After a few times, paper fibers become weak.

Elina: So reducing waste is just as important.

Jamal: And reusing things helps too.

Elina: I’m going to bring my own bottle from now on.

Jamal: Me too. Small actions can lead to big changes.

Elina: Science with a purpose—I love that.

14. The Human Body Project

Level: B1 (Intermediate)

Context: Two students are building a model of the human body for science fair.

Anika: I finished the skeleton part of the model.

Rayan: Nice! I’m working on the organs now.

Anika: Did you add the lungs and heart?

Rayan: Yes. The lungs are made with balloons.

Anika: That’s smart! How did you do the heart?

Rayan: I used red clay and added tubes for veins.

Anika: Did you label them all?

Rayan: Almost. I need help with the digestive system.

Anika: Start with the mouth, then esophagus, then stomach.

Rayan: And the small intestine and large intestine.

Anika: Don’t forget the liver and pancreas.

Rayan: Right! There are so many organs.

Anika: The human body is really complex.

Rayan: It’s like a machine that never stops.

Anika: Science makes us appreciate it more.

Rayan: I hope we win the science fair!

15. Exploring the Solar System

Level: B1 (Intermediate)

Context: Two friends are watching a space documentary and talking about the planets.

Meera: Did you see that? Jupiter is so big!

Ishaan: Yes, it’s the largest planet in our system.

Meera: And it has storms! The Great Red Spot is huge.

Ishaan: It’s a storm that’s been active for centuries.

Meera: That’s crazy. Earth’s storms last only days.

Ishaan: Each planet is so different.

Meera: I liked Neptune too. It’s so blue.

Ishaan: That color comes from methane gas.

Meera: I never knew that!

Ishaan: Did you notice how Saturn’s rings are made of ice?

Meera: Yes, they look magical.

Ishaan: Pluto isn’t a planet anymore, right?

Meera: Yeah, it’s now a dwarf planet.

Ishaan: Space science is full of new discoveries.

Meera: I want to visit a planet one day.

Ishaan: Let’s become scientists or astronauts!

16. Talking About Germs and Hygiene

Level: B1 (Intermediate)

Context: Two roommates are discussing staying healthy during flu season.

Nina: I keep using hand sanitizer all day.

Maya: Same! Germs spread so easily.

Nina: Especially on doorknobs and phones.

Maya: I read that bacteria can live for hours on surfaces.

Nina: That’s scary. I didn’t clean my phone in weeks.

Maya: You should! Germs love warm, dirty places.

Nina: What’s the difference between bacteria and viruses?

Maya: Bacteria are living cells, viruses are not.

Nina: So antibiotics don’t work on viruses?

Maya: Right, they only kill bacteria.

Nina: Then how do we fight viruses?

Maya: Our immune system, and sometimes vaccines.

Nina: Like the flu shot?

Maya: Exactly. It trains the body to recognize the virus.

Nina: Science really protects us.

Maya: If we follow it! Wash hands, stay clean, and get rest.

Nina: I’ll wipe my phone now, thanks!

17. Climate Change Concerns

Level: B1 (Intermediate)

Context: Two teenagers are discussing a news report on global warming.

Adib: Did you see the news about the Arctic ice melting?

Tina: Yeah. The sea levels are rising faster than expected.

Adib: That can flood coastal cities in the future.

Tina: It’s already affecting people near the ocean.

Adib: The report said carbon dioxide is the biggest cause.

Tina: It traps heat in the atmosphere like a blanket.

Adib: That’s the greenhouse effect, right?

Tina: Yes. And we make it worse by burning fossil fuels.

Adib: Cars, factories, even power plants.

Tina: We need more clean energy, like wind and solar.

Adib: And maybe use bikes or walk more.

Tina: Even small actions matter.

Adib: I’ll start with turning off lights when not needed.

Tina: And I’ll carry a reusable bag.

Adib: Science teaches us the problem—and the solution.

18. Why the Sky is Blue

Level: B1 (Intermediate)

Context: Two cousins are walking outside on a sunny day and talking about nature.

Zoya: The sky is so blue today!

Rehan: Do you know why it’s blue?

Zoya: No idea. I always wondered.

Rehan: It’s because of something called Rayleigh scattering.

Zoya: Sounds fancy. What is that?

Rehan: The sunlight has many colors.

Zoya: Like a rainbow?

Rehan: Yes, and blue light scatters more in the air.

Zoya: So the sky looks blue because of that?

Rehan: Exactly! At sunset, red light shows more.

Zoya: That’s why sunsets look orange and pink?

Rehan: Yup. It’s all about how light moves.

Zoya: I love learning science like this.

Rehan: Me too. Nature is full of cool tricks.

Zoya: Next time it rains, we should look for rainbows.

Rehan: Deal! And I’ll explain that too.

19. Learning About Robots

Level: B1 (Intermediate)

Context: Two students visit a science museum and talk about robots.

Liam: That robot arm can pick up blocks!

Sara: Yeah, it’s programmed to do simple tasks.

Liam: How does it know what to do?

Sara: It follows instructions coded into it.

Liam: Like computer programming?

Sara: Exactly. Some robots use sensors too.

Liam: To see or feel things?

Sara: Yes! Sensors help them respond to their surroundings.

Liam: Can robots think like humans?

Sara: Not really. But AI is getting smarter.

Liam: AI means Artificial Intelligence, right?

Sara: Yes, like voice assistants or chatbots.

Liam: So science and technology go hand in hand.

Sara: Totally. Engineers and scientists work together.

Liam: I want to build a robot one day.

Sara: Start learning code—your robot journey begins!

20. Understanding Earthquakes

Level: B1 (Intermediate)

Context: Two friends talk after feeling a small earthquake.

Nora: Did you feel that shaking just now?

Yusuf: Yeah, it was a little scary.

Nora: Was it an earthquake?

Yusuf: I think so. The plates under Earth’s surface moved.

Nora: Tectonic plates, right?

Yusuf: Yes. They sometimes push or slide past each other.

Nora: And that causes the ground to shake.

Yusuf: Exactly. That’s why earthquakes happen near plate edges.

Nora: How do scientists measure them?

Yusuf: With something called a seismograph.

Nora: And the scale?

Yusuf: It’s called the Richter scale.

Nora: Higher numbers mean stronger quakes.

Yusuf: Yes, anything above 5.0 can cause damage.

Nora: I hope today’s one was small.

Yusuf: I think so. Science helps us understand these events.

Nora: And stay prepared for next time.

Conclusion

Science conversations are a powerful tool for ESL teaching. They help students practice real-life speaking, improve their vocabulary, and build confidence. Using these dialogues, learners get to explore interesting topics while practicing useful language skills.

Teachers can use science conversations to create engaging lessons with role-plays, debates, and question activities. This makes learning English both fun and meaningful. If you want your students to speak English naturally and confidently, incorporating science conversations is a great choice.

Try these conversations in your next lesson and see how your students enjoy learning English through science.

FAQs about Using Science Conversations in ESL Class

1. What are science conversations?
Science conversations are dialogues that focus on everyday science topics. They help ESL learners practice talking about science in simple and natural ways.

2. Why should I use science conversations in my ESL class?
They make lessons interesting and practical. Students learn vocabulary and expressions related to science while improving speaking and listening skills.

3. How can I use these conversations in class?
You can use them for reading practice, role-plays, group discussions, and debates. They also work well for building vocabulary and asking questions.

4. Are these conversations suitable for all levels?
This resource includes beginner (A1) and intermediate (B1) level conversations, so you can choose what fits your students best.

5. Can science conversations help with other skills besides speaking?
Yes! They also improve listening, reading, critical thinking, and even writing when students discuss or summarize the dialogues.

6. How do I make science conversations more fun?
Add activities like acting out the dialogues, creating your own endings, or holding debates on the science topics covered.

7. Do these conversations include common expressions and idioms?
Yes, many dialogues use simple idioms and common expressions that learners can use in daily English.

8. Can I use these conversations to prepare students for exams?
Absolutely. They help students practice clear and natural speaking, which is useful for many English tests.

9. What if my students find the science topics difficult?
The conversations use easy language and real-life situations to make science understandable for ESL learners.

10. Where can I find more science conversation resources?
You can explore ESL teaching websites, textbooks, and online forums focused on science and English learning. This post is a great starting point!