Where I live, Halloween is really popular with adults. My adult students often find it funny since Halloween is mainly a children’s holiday in a lot of countries. A lot of them get really into it and get all dressed up for my school’s annual costume contest. Others just think it’s weird.
Anyway, whatever their opinions are, here are some Halloween conversation questions to get your students into the holiday spirit.
Halloween Conversation Questions
What do you know about Halloween? (How do people Celebrate?)
What’s your opinion about Halloween? Is it a children’s holiday, or can adults celebrate it, too?
Do people in your country celebrate Halloween? How do they celebrate?
How do people celebrate Halloween in the city where you are now?
Are there any holidays in your country that are similar to Halloween?
Do you ever dress up in costumes? What’s your favorite costume?
Did you ever go to a Halloween party? Describe it.
What does the phrase “trick-or-treat” mean?
Did you ever go trick-or-treating? If not, do you want to? Why or why not?
Do you like candy? What’s your favorite kind of candy? Did you ever try candy corn?
What is a jack-o-lantern? How do you make one?
Do you decorate your house for Halloween? What kind of decorations do you have?
Do you like horror movies? What’s the scariest movie you can think of?
Did you ever go to a haunted house? What did you see there? Was it scary?
Do you believe in ghosts? How about magical spells?
Do you know any good ghost stories? Tell one!
Are you superstitious? Do you think that black cats are bad luck? What other superstitions about bad luck do you know?
What would you like to be for Halloween this year?
Did you ever see dogs or other animals dressed up for Halloween?
Do you prefer scary costumes, cute costumes, or political costumes?
Have you used my questions with your classes? How do you celebrate Halloween at your school? How do your students feel about the holiday? I’d love to know, so please take a moment and leave a comment in the box!
Looking for more beginner-friendly questions on a variety of different topics? You can find all of my Conversation Question posts right here: Speaking Questions
Students love talking about their favorite and least favorite movies. Describing movie plots is never easy, but is a great way to work on improving fluency. And because movies often have different names in different languages, part of the challenge is trying to figure out which movie your classmates are describing.
Anyway, today I have a list of movie-themed conversation questions to get your students chatting. If you’d like to print out the list, there’s a link to a printable handout at the bottom of the page. Enjoy!
Conversation Questions About Movies
What are your favorite types of movies?
What is the last movie you watched? What was it about?
What is your favorite movie from your childhood?
What is your favorite teen movie?
Do you remember the first time you went to a movie theater? How old were you? What movie did you see?
Did you often go to the movie theater with friends when you were a teenager?
Do you prefer to watch movies at home or in a movie theater? Why?
What is your favorite movie snack?
Do you prefer to watch movies alone, with friends, or with your family?
Do you usually talk while you watch movies, or are you quiet?
What movie do you really hate? Why do you hate it?
Do you have a favorite movie?
Do you ever cry when you watch movies? Which movies made you cry?
How do American movies compare to movies from your country?
Do you like documentaries? Describe an interesting documentary that you saw.
Do you like animation? What is your favorite animated movie?
Do you like silent movies? Do you like Charlie Chaplin?
What are your favorite holiday movies?
Do you read reviews before you watch a movie? Do you usually agree with the movie critics?
Do you watch award shows? Why or why not?
I’ve typed these questions up into a printable worksheet that you can hand out to your students right here: Questions About Movies
This prompt is a great way to follow up a lesson on using “going to” (or gonna) to talk about the future. I would recommend that you display the prompt on your projector or Smartboard, and read it aloud with your class.
Tell your students that you would like them to make a list of things that are going to happen that will make today the best day ever. Remind them them that the “be creative” part is key: Their sentences don’t have to be realistic at all. Tell them that they might say, “I’m gonna win the lottery!” or “I’m going to go to the airport and get on a plane to Hawaii.” Model a few sentences for them, and then give them some time to write. This can be done individually, in small groups, or in pairs. Your choice 🙂
This set of conversation questions will get your students describing their apartments, houses, or other types of homes. It works great as a follow-up to a vocabulary lesson on furniture or rooms of the house. Like most of my question sets, these are high-beginner-friendly. They are written in the present and past tenses, and you should be able to use them with students around A2 level and up. And as always, you can find a printable copy of these questions at the bottom of the page!
Questions about Homes
Do you prefer to live in a big house or a small house? Why?
Would you prefer to live in a house on the beach, a cabin in the forest, an apartment in a big city, or on a farm?
What is your favorite room in your house? Describe it.
Do you like spending time at home? Why or why not?
What does your living room look like?
What does your kitchen look like?
Do you have a backyard or a porch?
Do you have a garden outside of your house? Do you have plants or flowers inside of your house?
Do you like cleaning your house? How often do you clean?
Did you ever live alone? Did you like living alone?
Did you ever have roommates? Did you like your roommates?
Describe the architecture of your home. What does the building look like?
Do you prefer old houses or new houses? Why?
What do traditional houses in your country look like?
If you live in an apartment, which floor do you live on? Does your building have an elevator?
Do you like decorating your house? Do you like shopping for furniture?
What color are the walls in your house?
Describe your dream home.
Describe your childhood home.
How do you feel when you return home after a long vacation?
Another thing that I love to do when we’re on the topic of homes is to bring out the sketch paper! I give each student a blank sheet of paper, and ask them to draw a quick sketch of one of the following:
– the home they are currently staying or living in (I teach in the US, an most of my students are either on vacation or immigrants.)
– their home in their native country
– their dream home
I make sure to tell them that artistic skills aren’t necessary. A simple blueprint works. If we’ve learned furniture vocabulary, I ask them to try and draw in the furniture.
After they finish, I put students into small groups, and have them take turns describing the house that they drew to their classmates. It’s really fun!
Today I have some conversation questions about feelings to get your students chatting. The questions ask you to put yourself into different scenarios and imagine how you would feel in each one. I like this type of question because it’s fun seeing how differently people react to the same situations. Students will really get to know each other, and you’ll learn a lot about them.
You’ll want to start your lesson by introducing some new vocabulary to describe emotions. I would recommend choosing about ten words or so, and selecting words based on the level of your class. (For beginners, you might stick with the basics: happy, angry, tired, etc. For higher levels, you could go with ecstatic, furious, exhausted, and so on.)
Then, for some speaking practice, you can hand out the question worksheet (attached at the bottom of the page.), put students into small groups, and let them chat away!
How do you feel when…?
there is a lot of traffic?
you are outside, and it suddenly starts raining?
you win $10 in the lottery?
your friend is late to meet you?
your teacher is absent?
you watch a Disney movie?
you watch a horror movie?
you read the newspaper?
you find $100 on the floor?
you make a mistake when you are speaking English?
you send your friend a text message, but she doesn’t respond?
you have plans tonight, but your friend calls to cancel?
I sometimes have the opportunity to take a class on a field trip to a local park. As a follow-up activity, I like to ask students to get creative and come up with ideas for their own parks. They might, for example, create an aquarium-themed park, a teenager-only park, a trampoline park, or a food park complete with pizza-shaped slides. The more unusual, the better!
What to do:
Brainstorm a list of park-related vocabulary, and create a class list of new words.
Divide your class into small groups.
Introduce the topic. Display the slide above, or create a list of questions of your own that you would like students to respond to. Give them time to discuss.
(Optional, but recommended) Hand out poster paper, and instruct your groups to draw pictures of their new park.
Give students time to prepare presentations for their classmates. Tell them that they should be able to describe their picture, and explain why their idea deserves to win the new park competition.
(Also optional) After all groups have presented, take a class survey: Which group should win the competition, and why?
Did you like this activity?
If you like this type of activity, check out my Creative Tasks section for more like it.
And if you tried this out in your class, I’d love to know how it worked out for you. Please take a moment to tell me about it in the Comment section!
Most ESL textbooks include a chapter on food, and in my experience, that chapter is usually everyone’s favorite. Students of all levels are able to talk about what they like to eat and describe the foods that they miss from back home. I usually use the following create-it task at the end of a food unit to give students a chance to practice new vocabulary or grammar structures.
I’ve used variations of this creative activity with Beginner to Intermediate level students, and they always seem to enjoy it. It can be surprisingly easy to set up, and doesn’t require tons of advance planning. If you have the technology available, you could display the slide above, or create one with your own questions. If you don’t, you can simply write your questions on the board.
What to do:
Divide your students into small groups and tell them that they are business partners. They have decided to open up a little restaurant. Because they are on a budget, they have to keep the menu small. (I usually limit it to 3-5 items because I find that bigger menus can be overwhelming and take a long time to present.) You might brainstorm some possible restaurant themes as a whole class, and list them on the board.
In groups, have students respond to the questions on the board and prepare a presentation for the class. You might have them create a physical menu or poster to show the class, although I don’t often do that with my adult students.
Groups make their presentations, and everyone gets really hungry.
Variations and Follow-Up Lesson Ideas:
If your students created menus, this is the perfect time to do a lesson on how to order food. First, brainstorm useful expressions for ordering at a restaurant, and/or present a simple restaurant dialogue. Them allow them to walk around, “visit” each other’s restaurants, and practice ordering.