Talking about school is an important skill your ESL students must have. They should be able to discuss their academic life confidently in English. And you can certainly help them achieve this goal.
ESL students often struggle with starting school-related conversations in real life. They may make mistakes in grammar, vocabulary, or pronunciation that make it hard to communicate effectively.
How can ESL teachers help students talk about school in English without difficulties?
When you’re teaching talking about school, you want your students to be confident in discussing class schedules, introducing themselves at a new school, asking for directions, seeking homework clarification, having lunchtime conversations, discussing extracurricular activities, talking about class projects, discussing study techniques, discussing future plans, planning a field trip, discussing college applications, discussing academic research, discussing teaching strategies, discussing academic conferences, discussing educational policy, etc.
While teaching ESL students talking about school, using practice conversations on these subtopics can make your job easier. This post offers 15 conversations suited for different English levels. With these resources, students can gain confidence and overcome communication challenges when talking about school in English.
Table of Contents
Discussing Class Schedules (Informal)
Level: Low intermediate
Context: Two high school students comparing their course selections for the semester.
Emily: Hey, Mark, what classes are you taking this semester?
Mark: Oh, hi Emily! I’m taking English, math, and history. What about you?
Emily: Cool! I have English and science.
Mark: Nice! Do you like your English teacher?
Emily: Yeah, she’s really nice. How about yours?
Mark: He’s okay, I guess. Anyway, gotta run to my next class. See you later!
Emily: See ya!
Mark: Oh, by the way, are you free after school?
Emily: Yeah, I’m free. Why?
Mark: Do you want to study together for the math test?
Emily: Sure, that sounds like a good idea.
Introducing at a New School (Informal)
Level: Low intermediate
Context: Two students meeting for the first time in a new school environment.
Sophia: Hi, I’m Sophia. What’s your name?
David: Hi Sophia, I’m David. Nice to meet you.
Sophia: Nice to meet you too! Are you new here?
David: Yeah, I just moved here last week.
Sophia: Cool! Which grade are you in?
David: I’m in tenth grade. How about you?
Sophia: I’m in eleventh grade. Do you like the school so far?
David: Yeah, it’s pretty nice. Everyone’s been friendly.
Sophia: That’s good to hear. If you need any help finding your classes, just let me know.
David: Thanks, I appreciate it.
Asking for Directions (Informal)
Level: Low intermediate
Context: A new student seeking assistance locating a classroom.
Lisa: Excuse me, can you help me? I’m looking for room 210.
Tom: Sure thing! I’m Tom, and I think it’s down this hall, second door on the left.
Lisa: Thanks, Tom! I appreciate it.
Tom: No problem! Are you new here?
Lisa: Yeah, it’s my first day.
Tom: Well, welcome to the school! Hope you find your class okay.
Lisa: Thanks, me too.
Tom: If you need help with anything else, just ask.
Lisa: Will do, thanks again.
Seeking Homework Clarification (Formal)
Level: Low intermediate
Context: A student requesting clarification from the teacher regarding an assignment.
Mrs. Johnson: Good morning, class. Today, we’re going to start our new lesson.
Emily: Excuse me, Mrs. Johnson, can I ask a question?
Mrs. Johnson: Of course, Emily. What do you need?
Emily: I didn’t understand the homework from last night.
Mrs. Johnson: No problem, Emily. Let’s go over it together after class, okay?
Emily: Thank you, Mrs. Johnson.
Mrs. Johnson: You’re welcome, Emily. Don’t hesitate to ask if you need further help.
Emily: Okay, I will.
Lunchtime Conversation (Informal)
Level: Low intermediate
Context: Two friends chatting during their lunch break.
Michael: Hey Sarah, what did you bring for lunch today?
Sarah: Hi Michael! I brought a sandwich and some fruit.
Michael: Sounds yummy! I brought some leftovers from last night.
Sarah: Cool! Did you have a good weekend?
Michael: Yeah, it was fun. I went to the movies with my friends.
Sarah: Nice! I just stayed home and relaxed.
Michael: Did you watch anything interesting?
Sarah: Yeah, I watched a new series on Netflix. It was really good.
Michael: Oh, what’s it about?
Sarah: It’s about a group of friends solving mysteries in their town.
Michael: That sounds exciting. I might check it out.
Discussing Extracurricular Activities (Informal)
Level: High intermediate
Context: Two high school students chatting during lunch break.
Sophie: Hey Alex, have you decided which clubs to join this semester?
Alex: Hi Sophie! Yeah, I’m thinking of joining the drama club and maybe the photography club. How about you?
Sophie: That’s cool! I’m considering joining the debate club and the environmental club.
Alex: Nice choices! What do they do in the environmental club?
Sophie: They organize clean-up events, plant trees, and raise awareness about environmental issues.
Alex: Wow, that sounds meaningful. I might check it out too.
Sophie: Yeah, you should! It’s always good to give back to the community.
Alex: I’ve also heard about the chess club. Do you play chess?
Sophie: Yeah, I used to play with my grandpa. Maybe we can join together and challenge each other!
Alex: That sounds like fun. Let’s give it a try.
Talking about Class Projects (Formal)
Level: High intermediate
Context: Two students discussing a group project in the library.
Mr. Patel: Good morning, Lena. How’s the progress on our science project?
Lena: Good morning, Mr. Patel. We’ve divided the tasks among the group members.
Mr. Patel: Excellent. Have you decided on the topic yet?
Lena: Yes, we’re exploring the effects of pollution on local wildlife.
Mr. Patel: That sounds like a relevant and important topic. How will you conduct your research?
Lena: We plan to interview local conservationists and collect data from environmental agencies.
Mr. Patel: Impressive. Make sure to keep me updated on your progress.
Lena: Will do, Mr. Patel. We’re aiming to present our findings next week.
Mr. Patel: Sounds like a plan. Let me know if you need any assistance along the way.
Discussing Study Techniques (Informal)
Level: High intermediate
Context: Two classmates chatting after school.
Juan: Hey Sophia, do you have any tips for studying for the history exam?
Sophia: Hi Juan! Yeah, I find making flashcards really helpful.
Juan: Flashcards, huh? I’ll give that a try. How do you stay focused while studying?
Sophia: I like to set specific goals for each study session and take short breaks in between.
Juan: That makes sense. Thanks for the advice, Sophia.
Sophia: No problem, Juan. Good luck with your studying!
Juan: Thanks, Sophia. I’ll let you know how it goes.
Discussing Future Plans (Formal)
Level: High intermediate
Context: Two students meeting with their guidance counselor.
Counselor Smith: Good afternoon, Emma and David. How can I assist you today?
Emma: Good afternoon, Mrs. Smith. We’re here to discuss our post-graduation plans.
Counselor Smith: Of course. Have you considered your career goals and college options?
David: Yes, we’ve been researching different universities and career paths.
Counselor Smith: Excellent. Have you taken any aptitude tests to help guide your decisions?
Emma: Yes, we’ve both completed career assessments and are exploring our interests further.
Counselor Smith: That’s a proactive approach. I’m here to support you throughout this process.
David: Thank you, Mrs. Smith. We appreciate your guidance.
Emma: Yes, thank you for all your help.
Planning a Field Trip (Informal)
Level: High intermediate
Context: Two students discussing their upcoming field trip.
Maria: Hey Jack, have you heard about the upcoming field trip to the science museum?
Jack: Hi Maria! Yeah, I heard about it. It sounds like it’ll be fun.
Maria: Definitely! Have you submitted your permission slip yet?
Jack: Not yet, but I plan to do it tomorrow.
Maria: Don’t forget, the deadline is Friday.
Jack: Thanks for the reminder, Maria. I’ll get it done.
Maria: No problem, Jack. It’ll be great to explore the museum together.
Jack: Yeah, I’m looking forward to it. I’ve never been to that museum before.
Maria: Me neither. I heard they have some really cool exhibits.
Discussing College Applications (Formal)
Level: Advanced
Context: A meeting between two high school seniors and their guidance counselor to discuss college applications.
Counselor Ramirez: Good morning, Sophia and Ethan. How are your college applications coming along?
Sophia: Good morning, Ms. Ramirez. We’ve been working on our personal statements and gathering recommendation letters.
Ethan: Yes, we’ve also been researching different universities and their application requirements.
Counselor Ramirez: That’s excellent to hear. Have you considered applying for any scholarships or financial aid?
Sophia: Yes, we’ve been exploring scholarship opportunities and filling out the necessary forms.
Ethan: We’re also planning to schedule campus visits to get a feel for the atmosphere of each university.
Counselor Ramirez: That’s a proactive approach. Remember to submit all your applications before the deadlines.
Sophia: Thank you, Ms. Ramirez. We’ll make sure to stay organized and on track with our applications.
Ethan: Yes, we appreciate all your guidance throughout this process.
Counselor Ramirez: You’re welcome, Sophia and Ethan. I’m here to support you every step of the way.
Sophia: Thank you, Ms. Ramirez. We’ll keep you updated on our progress.
Ethan: Have a great day!
Counselor Ramirez: You too. Good luck with everything!
Discussing Academic Research (Informal)
Level: Advanced
Context: Two graduate students chatting in the university library while working on their research projects.
Emily: Hey Jacob, how’s your research paper on quantum mechanics going?
Jacob: Hey Emily! It’s coming along, but I’m struggling to find enough scholarly articles to support my arguments.
Emily: Yeah, I know what you mean. Have you tried searching through online databases like JSTOR or PubMed?
Jacob: I’ve been using them, but I still haven’t found enough relevant sources.
Emily: Maybe you could try narrowing down your topic or focusing on a specific aspect of quantum mechanics.
Jacob: That’s a good idea. I’ll try that approach and see if it helps.
Emily: Also, don’t forget to check out recent conference proceedings and preprint archives for the latest research.
Jacob: Thanks for the advice, Emily. I’ll give those sources a try.
Emily: No problem, Jacob. Let me know if you need any help with your paper.
Jacob: Will do. Thanks again, Emily.
Discussing Teaching Strategies (Formal)
Level: Advanced
Context: A faculty meeting at a high school where teachers are discussing innovative teaching strategies.
Principal Nguyen: Today, we’ll discuss new teaching strategies to enhance student engagement.
Ms. Johnson: I’ve been experimenting with incorporating project-based learning into my lessons.
Mr. Lee: Could you provide some examples of how you’ve implemented it?
Ms. Johnson: Instead of traditional book reports, students create multimedia presentations.
Principal Nguyen: How have the students responded to these projects?
Ms. Johnson: They’ve been more motivated and enthusiastic about their assignments.
Mr. Lee: I’m considering trying out project-based learning in my science classes as well.
Principal Nguyen: Let’s continue to explore different teaching methods to meet the diverse needs of our students.
Discussing Academic Conferences (Informal)
Level: Advanced
Context: Two professors having a conversation during a coffee break at an academic conference.
Dr. Patel: Hey Rachel, have you attended any interesting sessions at the conference so far?
Dr. Thompson: Hi, Dr. Patel! Yes, I went to a fascinating panel discussion on artificial intelligence in healthcare yesterday.
Dr. Patel: That sounds intriguing. Did they discuss any potential applications or ethical considerations?
Dr. Thompson: Definitely. They talked about using AI algorithms to analyze medical imaging data and diagnose diseases more accurately.
Dr. Patel: Wow, that’s groundbreaking. I’ve been focusing on machine learning applications in environmental science.
Dr. Thompson: That sounds like an exciting area of research. Have you made any significant discoveries?
Dr. Patel: We’re still in the early stages, but we’re hoping to develop predictive models for climate change impact assessments.
Dr. Thompson: That’s impressive. Let’s catch up later and exchange ideas.
Dr. Patel: Absolutely. It’s always valuable to collaborate and share insights with colleagues.
Dr. Thompson: Indeed. Enjoy the rest of the conference, Dr. Patel.
Dr. Patel: You too, Dr. Thompson. Take care.
Discussing Educational Policy (Formal)
Level: Advanced
Context: A panel discussion among education policymakers at a national conference.
Moderator: Today, we’ll be discussing the impact of educational policy on student achievement.
Dr. Garcia: Investing in early childhood education is crucial for narrowing achievement gaps.
Dr. Chen: We also need to address systemic issues such as inadequate funding in underserved communities.
Ms. Rodriguez: All students should have access to high-quality instruction regardless of their background.
Dr. Johnson: We need to focus on implementing evidence-based practices and supporting professional development for educators.
Moderator: How do you propose we navigate the political landscape to enact meaningful policy changes?
Dr. Garcia: Collaboration between policymakers and educators is essential for building consensus.
Ms. Rodriguez: Grassroots movements can exert pressure on policymakers to prioritize education reform.
Dr. Chen: Ultimately, it’s about fostering a collective commitment to educational equity.
Conclusion
Learning basic vocabulary and expressions for talking about school in English is important for ESL students. These 15 conversations help them improve their English skills and feel more confident discussing their academic life. Practicing these conversations will make students better at speaking English and help them succeed in learning the language.
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