I suggest a discussion topic or use a newspaper article, comics, an object or photos to set a theme for the conversation. Consider whether the topic is suited to an open-ended discussion or whether I could use a problem-solving or decision-making activity, information-gap exercise or role plays instead.

Step 2 – Define your goals.

Before I start to teach an English conversation class, I decide what I want the students to learn from the conversation. I teach phrases for expressing opinions or for disagreeing politely. I also choose a grammar point or vocabulary set I’d like them to work on.

Step 3  – Give students a reason to listen to each other.

No matter how much students want to be in my English conversation class, it’s human nature to tune out when it’s not my turn to talk. To make sure the students are paying attention to one another, I give them a goal they can accomplish only by listening to the other students. For example, if the students are expressing their opinions on a certain topic, I ask the them to decide which other student they most agree with.

Step 4 – Building students’ knowledge

Instead of just correcting errors, I add to what students say by suggesting new words and expressions. If someone uses a word in a way that’s not quite right, I could ask the group, “What’s another word that means…?” I keep my goals for the lesson in mind as I do this.

Step 5 – Take notes

In the middle of a good discussion, students can get so involved in communicating that they hardly notice my attempts to add new vocabulary or fine-tune pronunciation. I make a note of anything I add so I can review at the end of the conversation class and in later classes, too. Also, I note errors I overhear so I don’t need to interrupt the conversation to make corrections.

Step 6 – Provide a sense of completion and accomplishment

When I have 10 or 15 minutes left, I wrap up the discussion and finish the English conversation class with focused language work. I write incorrect sentences I overheard on the board and ask students to correct them as a group. I go over the more useful vocabulary again. Doing this lets students see what they accomplished during the conversation.