problem solving esl questions

Free Speaking Lesson: Problem Solving – ESL Conversation Questions

Welcome to our ESL discussion on problem-solving! Today, we'll focus on the importance of English language skills in enhancing your ability to tackle challenges and find solutions effectively.

Get ready to engage in conversations that will sharpen your critical thinking and creative problem-solving skills. Let's dive in and explore how mastering English can empower you to navigate various situations with ease.

Get ready to participate and improve your problem-solving prowess through this session!

50 Conversation Questions About Problem Solving

50 Conversation Questions About Problem Solving:

• How do you typically approach problem-solving in your daily life?
• Do you prefer analyzing situations on your own or seeking advice from others when faced with challenges?
• What strategies do you use to break down complex problems into smaller tasks?
• How important is staying open to different perspectives when solving problems?
• What role does creativity play in your problem-solving process?
• How do you maintain patience and persistence when dealing with difficult challenges?
• Do you believe in taking a step back to reassess a problem if needed?
• How does adaptability help in overcoming obstacles?
• Can you share an example of a problem you successfully solved using a proactive mindset?
• What're some key virtues you think are essential for effective problem-solving?
• How do you prevent feeling overwhelmed when tackling a challenging problem?
• In what ways do you collaborate with others to find solutions to problems?
• Have you ever encountered a problem that didn't have an immediate solution? How did you handle it?
• What motivates you to keep going when faced with a particularly tough challenge?
• How do you measure your progress when solving a problem?
• What do you think is the most challenging aspect of problem-solving?
• How do you prioritize tasks when dealing with multiple problems at once?
• Have you ever had to think outside the box to come up with a solution to a problem?
• How do you adapt your problem-solving approach when working in a team?
• Do you believe that practice makes perfect when it comes to problem-solving?
• How do you handle setbacks or failures in the problem-solving process?
• What role does critical thinking play in effective problem-solving?
• How do you know when it's time to ask for help with a problem?
• Can you share a problem-solving success story from your own experience?
• What strategies do you use to stay organized when working on solving a problem?
• How do you deal with uncertainty when faced with a challenging problem?
• Do you think having a positive attitude is important for problem-solving? Why or why not?
• How do you approach problems that require long-term solutions rather than quick fixes?
• What resources do you typically turn to for help with problem-solving?
• How do you adapt your problem-solving skills to different types of challenges?
• What do you do to keep yourself motivated during the problem-solving process?
• How do you manage your time effectively when working on solving a problem?
• Do you believe that there's always a solution to every problem?
• How do you ensure that you're considering all possible options when solving a problem?
• What do you think is the biggest obstacle to effective problem-solving?
• How do you know when to stop working on a problem and move on to something else?
• What role does communication play in successful problem-solving?
• How do you handle disagreements with others when working on solving a problem together?
• What do you do when you feel stuck and can't seem to find a solution to a problem?
• How do you approach problems that seem unsolvable at first glance?
• What strategies do you use to brainstorm possible solutions to a problem?
• How do you stay focused when working on solving a particularly challenging problem?
• Do you think that emotional intelligence is important for effective problem-solving?
• How do you know when a problem-solving approach isn't working and needs to be changed?
• What do you do to ensure that you're continuously learning and improving your problem-solving skills?
• How do you deal with pressure when faced with a time-sensitive problem?
• Do you think that practice and repetition are key to becoming a better problem solver?
• How do you prioritize problems based on their importance and urgency?
• What do you do to celebrate your successes when you have solved a particularly difficult problem?
• How do you apply problem-solving skills in different areas of your life?

Conversation Dialogue:

Sarah: Hey, Mark! How do you usually approach problem-solving in your daily life?

Mark: Hey, Sarah! I like to analyze the situation first and then come up with a plan. How about you?

Sarah: I tend to seek advice from others and collaborate on solutions. It helps me consider different perspectives.

Mark: That's a smart approach. Staying open to new ideas can lead to more creative problem-solving, right?

Sarah: Absolutely! It's essential to be adaptable and patient when facing challenges. How do you stay persistent?

Mark: I remind myself that some problems require time to solve. Patience and persistence are key virtues in problem-solving.

Words related to problem-solving:

• Solution – a means of solving a problem or dealing with a difficult situation.
• Analyze – examine methodically and in detail the constitution or structure of something.
• Creative – relating to or involving the use of the imagination or original ideas to create something.
• Strategy – a plan of action designed to achieve a long-term or overall aim.
• Collaboration – the action of working with someone to produce or create something.
• Persistence – firm or obstinate continuance in a course of action in spite of difficulty or opposition.

In conclusion, practicing problem-solving skills through interactive conversations is a fun and effective way for ESL learners to improve their critical thinking and communication abilities.

By engaging in discussions, seeking advice, and thinking creatively, students can develop valuable skills that will serve them well in various aspects of their lives.

Keep challenging yourself, thinking outside the box, and learning from each experience to become a more proactive and resilient problem solver.

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Adult ESL Lesson: Problems, Advice, and Suggestions (Intermediate)

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• Post published:
• Post category: Intermediate Lessons

This intermediate adult ESL lesson features warm-up questions and a reading passage, followed by a critical thinking activity and discussion questions.

Download lesson as pdf

Problems, Advice, and Suggestions

• What personal problems do you have right now?
• What problems have you had in the past?
• Have you ever asked anyone for advice about your personal problems? Who did you ask? What did they suggest?
• Has anyone ever asked you for advice about a personal problem?
• What was their problem? What did you suggest?

Read about eight people and their personal problems:

• John can’t sleep at night. He has tried to go to bed earlier and wake up earlier, but he can’t. He often has trouble sleeping at night. When he finally can sleep, it is usually very late, so he feels tired the next day.
• Susan doesn’t have enough free time to be with her boyfriend. She and her boyfriend both work at the hospital. The problem is, they both work different shifts at different times. This makes it hard for them to find time to be together.
• Gary wants a promotion and a raise at work. Gary has worked at the same company for ten years. He likes his job but he feels he is ready for more responsibility.
• Barbara wants to get better grades in school. She gets B’s right now in most of her classes at high school. She would like to get A’s.
• Peter wants to learn how to drive. All his friends learned how to drive at driving school. Now, they all have their driver’s license and he feels a little jealous.
• Kathy wants more privacy at home. She lives with her parents and her younger brother and sister. She has to share a bedroom with her sister and she feels like she doesn’t have enough privacy.
• Michael wants to quit smoking. He is thirty-two years old and has smoked for fifteen years. He usually only smokes when he goes out with his friends and after he has dinner. He likes to have a cigarette at these times.
• Jerry wants to lose weight. He is one hundred eighty centimeters tall. He weighs one hundred and ten kilograms. He would like to weigh ninety kilograms.

Who has which problem? Write their name next to their problem:

School grades: Overweight: Driving: Smoking: Schedule problems: Work: Privacy: Insomnia:

Can you think of some advice for these people? How can they solve their problems? Write your suggestions and advice below:

Advice for John:

Advice for Susan:

Advice for Gary:

Advice for Barbara:

Advice for Peter:

Advice for Kathy:

Advice for Michael:

Advice for Jerry:

Discussion Questions:

• How much sleep do you usually get each night?
• Do you ever have trouble sleeping? What do you do about it?
• Do you have enough free time?
• How do you usually spend your free time?
• What indoor activities do you like to do?
• What outdoor activities do you like to do?
• Did you ever get a promotion or a raise at work?
• Would you like to have more or less responsibility in your life? Why?
• How were your grades in school? Do you like to take tests? Why?
• Which subjects were your favorites? Why?
• Which subjects didn’t you like? Why?
• Do you know how to drive? How did you learn?
• Do you like driving? Why?
• Do you have enough privacy?
• Did you ever have to share a bedroom?
• Do you know anyone who smokes? How do you feel about smoking?
• Why do people smoke? Why is it hard for smokers to quit?
• How much do you weigh? How tall are you? Are you overweight, underweight, or are you just right?

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Adult esl lesson: urban problems (intermediate), adult esl lesson: careers (intermediate), adult esl lesson: restaurants (intermediate).

• Decision making and problem solving

English Conversation Questions on Decision making and problem solving

• What are some common decision-making strategies?
• How can you effectively weigh the pros and cons of a decision?
• What are some common biases that can affect decision making?
• How do you approach a problem-solving process?
• What are some tools and techniques that can be used to facilitate decision making and problem solving?
• How can you involve a team in the decision-making and problem-solving process?
• What are some ways to overcome groupthink when making decisions as a team?
• How do you make difficult decisions when there is no clear right or wrong answer?
• What are some ways to ensure that a decision is implemented effectively?
• How can you measure the success of a decision or problem-solving effort?
• What are some common mistakes to avoid when making decisions or solving problems?

More English Conversation Questions on Management

• Leadership styles
• Goal setting and planning
• Performance evaluation and feedback
• Motivating and retaining employees
• Communication and collaboration
• Delegation and time management
• Conflict resolution and mediation
• Change management and innovation
• Organizational culture and values
• Strategic planning and execution
• Project management and agile methods
• Business planning and growth
• Financial management and budgeting
• Risk assessment and management
• Quality management and improvement
• Customer service and satisfaction
• Talent acquisition and development
• Diversity, equity, and inclusion

English Conversation Questions

Problem solving.

1. Do you like solving problems? 2. Do you need to fix many problems in your job? 3. What is the biggest problem in your life right now? 4. What is the best way to solve problems? 5. Who do you speak to when you have a problem? 6. Can you stay calm when you have a problem? 7. What are some problems in your country? 8. Do you like puzzles?

Can you solve the passcode riddle?

Ted | ganesh pai.

[more]

[less]

Can you solve the stolen rubies riddle?

Ted-ed | dennis shasha.

Vocabulary: cove secluded float shore anchor lighthouse greenhouse handsaw hammer power tool nail board (noun) ton land sick biomass canoe paddle real estate prosper fulfilled

Expressions: subsistence living hon

Vocabulary: word word word word word word word word word

Expressions: expression expression expression expression

Vocabulary: prestigious involuntary swindler fraudulence unwarranted concern unfounded impostor syndrome faculty pervasive prevalent disproportionately underrepresented downplay abnormality self-esteem spiral accolade threshold susceptible voice (verb) peer dismiss excel ease mentor competence banish frank

Expressions: nagging doubt shake a feeling put something to rest surefire way

Vocabulary: filmmaker principle handcuff clown distill underdog aspect familiar unfamiliar chopsticks keyboard organic grounded clarity stuntman steady gag perfectionist rhythm distinct continuity elbow bunch flail around unlike invincible impressive humanize asset payoff relentlessness finale

Expressions: kick ass going above and beyond get smacked in the face sell a joke

Vocabulary: explosion smoke (noun) engine unique pilot route unemotional terror instant reach out (to someone) postpone urgency purpose regret humanity ego reflect eliminate frame (verb) artistic talent bawl miracle

Expressions: bucket list brace for impact mend fences make sense connecting dots

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Speaking Activity: Giving Advice (Guess the Problem)

Simple speaking activity for giving advice / making suggestions (esl).

ESL Level : lower-intermediate & intermediate

Target skill : Giving advice

Class Time : 25 minutes

Summary : Students give advice to a classmate. The classmate then tries to guess what problem s/he has.

First, teach some expressions for giving advice. This activity could be done first to achieve this.

In this activity, students give advice to a classmate. The classmate, however, does not know what problem they have. After getting advice, they can try to guess what their problem was. For example:

• Student1 : You shouldn't eat late at night.
• Student2 : You ought to sleep with all the lights off.
• Student3 : You had better talk to a doctor.
• Student4 : If I were you , I would take some sleeping pills.
• Student5 : Oh! Do I have insomnia? I can't sleep, right?
• ( All): Correct!

That's the gist of the activity.

Activity Execution Possibilities

To get the list of problems that you'll use in the class, you can either make it yourself or give blank cards to your students and have them write a problem on each.

Possible problems (could also be elicited from class):

• you have insomnia
• your partner is cheating on you
• you can't find your dog
• you're addicted to computer games
• you're gaining weight
• your feet stink (smell bad)
• you're failing all your classes
• your neighbour's dog barks all night
• your parents don't like your boyfriend/girlfriend
• you are depressed
• you are homeless

You could do the activity in the following ways:

• Have one student in front of the class, with his/her back to the board. You can then write the problem on the board and the other classmates can give the advice.
• Tape a problem to the back of each students. They then walk around and try to guess their problem. When they have succeeded, then can switch their problem card with someone else's.

That's it. This is a simple activity for giving advice that is both fun and requires little preparation. You ought to give it a try.

- Matthew Barton / Creator of Englishcurrent.com

Related Pages

• Giving Advice Lesson Plan (Upper-Intermediate)
• Simple Giving Advice Speaking Activity

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4 comments on “ Speaking Activity: Giving Advice (Guess the Problem) ”

thank you! great activity!!

Nice! I’ll use them in my class! Tnx!

Thanks for the ideas!

this is the best information that I get from this site

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Speaking skills: Speaking matters

• 1 Speaking skills: Speaking matters
• 2 Speaking matters: Developing fluency
• 3 Speaking matters: Developing and dealing with accuracy
• 4 Speaking matters: Assessing speaking
• 5 Speaking matters: Personalization
• 6 Speaking matters: Problem-solving
• 7 Speaking matters: Role-play
• 8 Speaking matters: Pairwork

Speaking matters: Problem-solving

By Adrian Tennant

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This article looks at problem-solving activities and what they are like. It covers how to set them up, why it's good to use them, the disadvantages and what you should do after the activity.

Introduction

Students need a reason to speak in the classroom. Many speaking activities seem to have no aim other than to get students to talk to each other, but for what reason? By doing the activity what will they achieve? Some activities, like pairwork activities, try to create a purpose by creating an information gap - i.e. where one student has some of the information and another student the rest and, only by speaking to each other can they complete the task. However, this simple transference of information only replicates a small part of what speaking in real life is used for.

Role-plays are another favourite classroom activity designed to get students speaking, but these often focus on creating scenarios or situations where students practise functional language such as giving directions, asking for information, etc. Although this is realistic, it is still often on a level of one student having information that another student doesn't. In real life, we often speak about something when we both, or all, share a lot of the same information. This can take the form of a discussion or a debate where we have opinions, but it can also take the shape of a discussion based on having to solve a problem. In this article, we'll take a closer look at problem-solving speaking activities.

What are problem-solving activities like?

There are a number of types of problem solving activities. For the sake of simplicity I'll split them into three types:

1. The opinion problem-solving activity.

In this type of activity students are given information to discuss where there is not necessarily one right or wrong answer. This type of activity differs from a normal discussion in that there is a built-in problem within the information.

You and three friends rowed out to a small island in the middle of a lake. When you landed you forgot to tie the boat up properly and it has drifted away. Night is now approaching. It is 3km back to the shore, but one of your friends can't swim. You do not have any food with you and you don't know if anyone knows where you are. What do you do?

Students are then expected to discuss the problem and come up with a solution. To help students you can provide a set of ideas/options for them to choose from. You can also make the activity more complicated by giving each student a 'role card' with an extra piece of information on it (that might be a problem) i.e.

There is no wood on the island so you can't build a fire. At night the temperature drops to freezing .

2. The logical thinking problem-solving activity.

In this type of problem-solving activity there is usually one correct solution. To arrive at the solution the students need to discuss information they are given and logically work out what the solution is. There are two ways in which the information can be given, either split between a number of students so that they don't have the same information and they must share it, or where they all have the same information and simply have to discuss things together. In the later version a set of questions can often help students work out the answer. (See activity 2 in the 'Practical ideas' section below for a logical thinking activity).

3.The information gap problem-solving activity.

How does this differ from a normal information gap (i.e. a pairwork information gap where one student has information that the other student doesn't)? Well, the main difference is that in a normal information gap activity it is simply a matter of transferring the information, i.e. two students have a profile of a person. Student A knows the person's age and nationality, etc. Student B then asks 'How old is he?' and fills in the missing information they obtain in the correct space, etc. In a problem-solving information gap, getting the missing information is not the ultimate aim, but merely a stepping stone on the way to solving a problem.

Why use problem-solving activities?

Apart from the fact that these kinds of activities can be a lot of fun they are also very stimulating. They usually require students to communicate information to each other where the focus is on expressing ideas and opinions and not simply repeating phrases. In many ways, problem-solving activities replicate 'real' speaking in that people have a need to speak. Problem-solving activities can also be an effective way of practising language items that have been taught, i.e. both grammar and vocabulary. They are also a great way of developing students' cognitive abilities helping them to process language in a meaningful way.

Are there any disadvantages to problem-solving activities?

Yes, there are. One of the major problems is that stronger students often dominate the discussions, taking over and giving the less able students little opportunity to contribute. Often, this is due to the need for one person to organize and collate information and ideas. One way around this is to give certain students specific tasks, i.e. someone to 'chair' the discussion, someone to make sure everyone has a turn, etc.

Another disadvantage of this type of activity is that students may become frustrated when trying to solve the problem and, especially if they don't have the language skills in English, will switch to their L1. To avoid this it is important that you, the teacher, consider what language they are likely to need in order to complete the task and to pre-teach any necessary phrases, expressions or vocabulary you think they do not possess. Remember, using a problem-solving activity is not the main focus of your lesson/teaching but simply a way in providing students with a forum for using the language they have learnt.

How do you set up a problem-solving activity?

As with other speaking activities, how you set up the activity will often be the difference between a successful activity and one that doesn't work. The first thing to consider is whether the activity uses the language you want the students to practise. If not, then ask yourself why exactly you are using it. Then, it is important to look at the language that is needed and make sure that you pre-teach any new language before they start the activity. This will help the activity run smoothly with the focus being on solving the problem rather than working out the meaning of any new language. Finally, think about whether you want students to work alone to begin with and then discuss the problem with other students or whether you will start with pair or groupwork. Whenever you decide to use pair or groupwork think about who you get to work together so that there is a balance in each group.

What should I do after the activity?

Just as with roleplays, don't just move onto a different activity. If you move on immediately after the activity and don't at least discuss what happened, then students will often lose interest in problem-solving activities, or at least won't benefit to the full. There needs to be an obvious outcome and a rounding-up of the activity. Opening up the activity to a class discussion where you compare solutions is an obvious follow-up. It is also important that during the activity you note down any mistakes students made with the language and think about how you will tackle these either after the activity or in a subsequent lesson.

Some practical ideas

An opinion problem-solving activity

Here I am going to use the idea I mentioned earlier but give a few variations to show how it can be run in a number of different ways.

Variation 1

Put students in groups of 3-5 and give each group a copy (or copies) of the following handout:

Ask students to talk to each other and make a list of possible solutions. Ask them to also think about what problems they might face/encounter with each solution. i.e. If they stay on the island, where will they sleep and what will they eat? What if there is no food on the island? etc.

Variation 2

Give the students the same handout, but also give them the following options (either as part of the handout or written on the board).

• One of you swims to the shore to get help.
• Try and make a fire on the island to attract attention.
• Find somewhere to sleep for the night and then try and get off in the morning.
• Look for the boat and get one person to try and swim to it and bring it back.
• All swim back to the shore taking it in turns to help the person who can't swim.

Variation 3

Give the students the same handout, but also give each one a role card with extra information. i.e.

  A logical thinking problem-solving activity

A new teacher starts working at school. In her class there are a set of triplets, Ana, Bryan and Carl. Unfortunately, the teacher can't remember which one is which, but she has some notes about the three kids.

She knows that two of the triplets are boys and one is a girl.

Carl, one of the boys, is always calm and patient.

• One of the triplets likes playing football and he has a tattoo on his arm.

One of the triplets has red hair, one brown and one blonde.

• The triplet who doesn't get angry easily has short blonde hair.

The triplet with red hair has an earring and she likes to sing.

The triplet who has a tattoo gets angry easily.

Can she work out who is who?

Students should be able to work out the answer simply with the information provided, but, if you want to help them you could also give them a set of questions to answer. e.g.

• Should the teacher have known which triplet was Ana? Why?
• Which triplet likes to sing? How do you know?
• What colour is Ana's hair?
• What else do you know about Ana?
• What kind of person is Carl?
• Does he have a tattoo?
• How do you know?
• What colour is Carl's hair?
• Does Carl like football?
• Which triplet likes football?

These questions guide students through step-by-step, enabling them to work out the answer.

An information gap problem-solving activity

A simple example of this would be to use the same worksheet as above but cut the information about the triplets into strips, put students in small groups and give each student one or two strips. Tell students they have the information between them but that they must not show their information to the other students in their group.

A new teacher starts working at school. In her class there are a set of triplets, Ana, Bryan and Carl. Unfortunately, the teacher can’t remember which one is which, but she has some notes about the three kids. Can she work out who is who?

One of the triplets likes playing football and he has a tattoo on his arm

The triplet who doesn’t get angry easily has short blonde hair.

• British English

Speaking matters: Developing fluency

Speaking matters: developing and dealing with accuracy, speaking matters: assessing speaking, speaking matters: personalization, speaking matters: role-play.

Speaking matters: Pairwork

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Pronunciation skills with Adrian Underhill: Overcoming common pronunciation challenges

By Adrian Underhill

In the last article in this series, ELT pronunciation expert Adrian Underhill looks at how to overcome common pronunciation problems.

Pronunciation skills: Consonants – consciously rediscovering the ON and OFF voice buttons

In his latest article, ELT pronunciation expert Adrian Underhill looks at consonants and how consciously rediscoving the ON and OFF voice buttons can benefit both your teaching and your students’ learning.

Pronunciation skills: Minimal pairs /θ/ and /ð/

In this video, Adrian looks at the minimal pairand and /θ/ and /ð/ and shows us how to make each sound in a simple and effective way while giving advice on how to gain control of the physicality needed to produce each sound.

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Problem solving with 5 Whys

• Business Skills

Asking questions

LESSON OVERVIEW

In this lesson, we want to focus on a very popular problem solving technique called  5 Whys (5W) . If your students know something about Six Sigma or Lean, they should be familiar with this technique. Otherwise, they will learn a useful method for problem solving and practise asking questions .

DISCUSSION & VIDEO

The lesson starts with a quick warm-up speaking task about problems and how students approach solving them. Then, they watch a short video introducing 5 Whys , a problem-solving method developed by Sakichi Toyoda, a Japanese inventor and industrialist, and answer the questions.

Afterwards, your students will practise using the technique based on an example. First, they need to study the example and then fill in the other graph by asking 5 why questions to get to the root cause. Answers in this task may vary. Let your students be creative there. The aim of the task is to get them familiar with using 5 Whys. Finally, in the last task, students will use the technique to find root causes for problems they’ve had at work.

RELATED LESSON PLANS

This worksheet goes well with the following lesson plans:

• How to use questioning techniques to get better answers
• Questions no one knows the answers to

Subscribe to unlock these and many other Standalone lesson with the Premium plan

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As per my last email…

Dive into the intriguing world of emailing and talk about what annoys people the most. With this lesson, students expand their vocabulary, express irritation, and analyze real-life situations.

Is a degree worth it?

Engage your students in a discussion on the ins and outs of higher education. Explore education and career-related vocabulary and work on comprehension skills by watching a news report on the job market.

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Let your students share opinions on getting promoted and being noticed at work. They will discuss hypothetical situations, share experiences and comment on advice from a video.

All about branding

This is a perfect lesson for students who want to discuss brands and the idea of branding. Students learn and practise useful phrases, as well as improve their comprehension skills.

Talking about leaders

Students talk about good and bad leadership, watch an explainer video and share their experiences. Let them explain why they’d rather be a good leader or have a good leader.

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LESSON PLAN FOR ENGLISH TEACHERS

Problems and suggestions.

Level: Intermediate (B1-B2)

Type of English: Business English

Tags: meetings making suggestions Situation based

Publication date: 05/31/2011

This lesson teaches useful expressions for discussing problems and possible solutions. Through listening and role play, the students learn how to make, ask for and respond to suggestions in a variety of ways. The lesson plan includes an animated video version of the dialogue.

Problems-and-suggestions-Ex3

• subtitles off
• captions off

It is a really good lesson. My 1:1 business meetings improved greatly and since listening to audio is possible not only during the lesson but also after it, students are mastering vocabulary even on holidays! Thank you!Much obliged,maxyma

Great lesson! I appreciate that it has lots of role play exercises. Please include more role play in your lessons. Some are very long and have no role play activities until the end!

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Student worksheet

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This lesson teaches useful expressions for discussing problems and possible solutions. Through listening and role-play, the students learn how to make, ask for, and respond to suggestions in a variety of ways. The lesson plan includes an animated video version of the dialogue.

ProblemsAndSuggestions-Ex3AE.mp3

COURSE PLANS

This comprehensive course plan covers the full range of language needs – listening, role play, vocabulary development.

Worksheets in English for Work and Life course plan

Type of English: Business English Level: Intermediate (B1-B2)

Type of English: General English Level: Intermediate (B1-B2)

Type of English: General English Level: Mixed levels

Worksheets in English for Business course plan

Type of English: Business English Level: Upper-intermediate (B2-C1)

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Tag: problem solving

Another desert island task.

Saw this shared on facebook and just had to repost it, should cause some interesting debates.

Desert Island Problem Solving Speaking Activity

Follow me on twitter  @ RobbioDobbio

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. We have released 5 episodes so far and you can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://www.facebook.com/2tspodcast/

Task handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!503&authkey=!ABjaGRY8sNM-iRU

Language handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!504&authkey=!AICWqGyfQ2DTrCE

It’s an old classic but as they say, the old ones are the best!

Warm up questions

What’s the most remote place you’ve ever visited?

Did you spend the night there?

Do you like camping?

Have you ever slept under the stars?

Would you consider it?

What’s the most dangerous natural environment you’ve been in? Jungle? Desert?

What things do you always take with you on holiday?

Give out desert island and language handouts and explain the situation.

You have been selected to take part in a social experiment. You and your group will be taken to a desert island in the middle of the Pacific Ocean. You will have to survive there for a year without contact with the outside world. The island has:

• Fresh water
• Banana trees
• Coconut palms

The climate is mild (not too hot, not too cold) first individually make a list of 8-10 things you think you will need to survive. Then, as a group you will have to decide on 8 things, list them in order of importance.

Students think of their own personal lists first.

In groups they first list all the possible problems they will encounter, then decide on a list of items that will help with these problems.

Students present their lists to class explaining their decisions.

Students must go into more depth about how their island will work.

Students must decide on:

• Roles and responsibilities
• Division of labour
• Justice / punishment / laws /rules
• Decision making

Students present their system to the class, other groups can ask questions.

We’re definitely going to need ________________

__________________ will be vital / essential / extremely useful / completely useless / a waste of space

I can’t live without ____________________

Making Suggestions

I think we should……………….

I reckon we ought to…………………

Why don’t we………………………..

How about / what about + gerund………………………….

Agreeing / Disagreeing

The €100,000 question, conversation topic

Put your students in groups of 3 and ask them the following question:

What would you do with €100,000?

Give them 2 minutes to share their ideas, then have them report each other’s answers to the class. (each person reports someone else from their group’s answer)

Did anyone give it to charity?

Give out the following handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!452&authkey=!AB2H6x3IinOC6wE

In their groups students discuss the problem and then present their ideas to the class.

As a wrap up ask the students which suggestions they thought were the best, see if they can come to an agreement as a class on how to give the money away.

A long lost aunt that you didn’t know you had has recently passed away. In her will she left your group €100,000 with a note saying it should be given away to “make the world a better place.” Decide in your groups who you are going to give it to.

I think we should……………….

I reckon we ought to…………………

Why don’t we………………………..

How about / what about + gerund………………………….

• Intermediate

Unusual Conversation Questions

• 1.0 Overview
• 2.0 Vocabulary
• 3.0 Conversation Questions

Unusual conversation questions can be a powerful and fun tool for English learners looking to improve their vocabulary and overall language proficiency.

Engaging with thought-provoking topics pushes students to think creatively, encouraging them to explore new words and expressions outside their comfort zone. These questions inspire richer, more dynamic discussions, helping students enhance their speaking, listening, and comprehension skills.

What You Can Expect

You can expect to find a diverse array of thought-provoking and unconventional questions designed to challenge your language skills and spark engaging conversations. These questions cover a wide range of topics, from hypothetical scenarios and futuristic concepts to cultural fusion and creative problem-solving. You’ll encounter questions that prompt you to imagine new worlds, invent innovative solutions and ponder the impact of various phenomena on our society.

Useful Vocabulary

Try and use the following vocabulary when answering the question. Click to look up the definition in the dictionary

• hypothetically  (adverb)
• innovative (adjective)
• ponder (verb)
• intriguing (adjective)
• implication (noun)
• imagine (verb)
• believable (adjective)

Conversation Questions

• If you could have a superpower based on an animal's ability, which animal would you choose and why?
• What would your dream house look like if it could be built on another planet?
• If you could travel back in time to witness one historical event, which event would you choose and why?
• If you could invent a new sport that combined elements from two existing sports, what would it be called and what would the rules be?
• What type of museum would you create if you had an unlimited budget and resources?
• If you could spend a day in the life of any fictional character, who would it be and what would you do?
• Imagine a world without colour. How do you think people would express themselves or communicate emotions differently?
• If you could only eat one meal for the rest of your life, but it had to be a combination of two different cuisines, what would your chosen meal be?
• What kind of device or technology would you invent to solve a common everyday problem?
• If a new island was discovered and you were given the opportunity to name it and create its culture, what would you call it and what would its traditions be?
• Would you rather have the ability to speak every language fluently or be able to communicate with animals? Why?
• If you could choose any animal to be the new official mascot for your country, which animal would you choose and why?
• Which extinct animal would you bring back to life, and how do you think its presence would impact the modern world?
• If you could add a new holiday to the calendar, what would it celebrate?
• What kind of monument or statue would you create to represent a positive quality or achievement of humanity?
• If you were asked to design a new mode of transportation, what would it look like and how would it function?
• Which two famous people, from different time periods, would you invite to a dinner party and why?
• What do you think life would be like if humans were nocturnal creatures?
• How would society change if humans could live for 300 years?
• If you had the power to change one aspect of human nature, what would it be and why?
• Imagine a world where people could only communicate through music. How do you think this would change our society?
• If you could create a new, unique type of weather, what would it be like and how would it affect the world?
• What do you think would happen if all humans suddenly lost the ability to lie?
• If you were given the opportunity to create a new holiday tradition, what would it be and how would it bring people together?
• What new flavour of ice cream would you invent, and what would you name it?
• Would you rather explore the depths of the ocean or travel to the farthest reaches of outer space?
• What role would you play in a society where jobs no longer existed and people pursued their passions?
• What new form of entertainment would you create to captivate audiences in a technologically advanced world?
• How would you create a utopian society that balanced the needs of all its members?
• How do you think education would be different in a world where people could instantly access any information?

Keep The Conversation Going!

Gregory is a qualified TEFL teacher who has been teaching English as a Foreign Language (ESL) for over a decade. He has taught in-person classes in Spain and to English learners around the world online.

ESL Conversation Questions

Questions That Will Make You Speak

50 ESL Conversation Questions about Creativity

• What does creativity mean to you?
• Do you consider yourself a creative person? Why or why not?
• In what ways do you express your creativity?
• Can you think of a time when you felt particularly inspired or creative?
• How important do you think creativity is in everyday life?
• Do you think creativity is something that can be learned or developed?
• Can you give examples of different forms of creativity?
• How does creativity contribute to problem-solving?
• Do you think creativity is more important than knowledge? Why or why not?
• Can you describe a creative project or activity you’ve recently been involved in?
• How does creativity impact personal growth and development?
• Can you discuss any challenges or obstacles you’ve faced while trying to be creative?
• How does creativity influence your perspective on the world?
• Can you think of any famous creative individuals who inspire you?
• How does creativity play a role in different professions or industries?
• Can you share a story of a time when you collaborated with others to create something?
• How does creativity contribute to innovation and progress in society?
• Can you describe a situation where you had to think outside the box to find a solution?
• How does creativity affect your ability to adapt to new situations?
• Can you discuss any cultural or societal influences on creativity?
• How does creativity contribute to self-expression and individuality?
• Can you share a time when you used creativity to overcome a challenge or adversity?
• How does creativity impact your overall well-being and mental health?
• Can you discuss any differences between artistic creativity and creative problem-solving?
• How does creativity influence your approach to learning and acquiring new skills?
• Can you describe any techniques or strategies you use to boost your creativity?
• How does creativity intersect with other areas of your life, such as work or hobbies?
• Can you give an example of a time when you had to think creatively to achieve a goal?
• How does creativity contribute to the development of new ideas and concepts?
• Can you discuss any societal or cultural factors that may either encourage or inhibit creativity?
• How does creativity impact the way you perceive and interpret the world around you?
• Can you share a time when you had to balance creativity with practicality or constraints?
• How does creativity contribute to problem-solving in the workplace?
• Can you describe any ways in which technology has influenced creativity?
• How does creativity promote innovation and progress in various fields?
• Can you discuss any challenges or limitations you’ve encountered while pursuing creative endeavors?
• How does creativity play a role in personal and professional relationships?
• Can you give examples of how creativity is used in advertising and marketing?
• How does creativity contribute to cultural expression and diversity?
• Can you discuss any ethical considerations related to creativity and originality?
• How does creativity influence your ability to think critically and analyze situations?
• Can you share a time when you had to balance structure and freedom in a creative project?
• How does creativity affect your problem-solving process?
• Can you describe any ways in which you incorporate creativity into your daily life?
• How does creativity contribute to effective communication and storytelling?
• Can you discuss any cultural or historical examples of creative breakthroughs or movements?
• How does creativity play a role in personal and societal transformation?
• Can you give examples of how creativity is used in scientific research and innovation?
• How does creativity contribute to the development of new products and services?
• Can you discuss any potential challenges or risks associated with embracing creativity in different contexts?

Conversation Questions Social Problems

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the art of problem solving in physics volume 1 (english) Paperback

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Watch CBS News

Teens come up with trigonometry proof for Pythagorean Theorem, a problem that stumped math world for centuries

By Bill Whitaker

May 5, 2024 / 7:00 PM EDT / CBS News

As the school year ends, many students will be only too happy to see math classes in their rearview mirrors. It may seem to some of us non-mathematicians that geometry and trigonometry were created by the Greeks as a form of torture, so imagine our amazement when we heard two high school seniors had proved a mathematical puzzle that was thought to be impossible for 2,000 years. 

We met Calcea Johnson and Ne'Kiya Jackson at their all-girls Catholic high school in New Orleans. We expected to find two mathematical prodigies.

Instead, we found at St. Mary's Academy , all students are told their possibilities are boundless.

Come Mardi Gras season, New Orleans is alive with colorful parades, replete with floats, and beads, and high school marching bands.

In a city where uniqueness is celebrated, St. Mary's stands out – with young African American women playing trombones and tubas, twirling batons and dancing - doing it all, which defines St. Mary's, students told us.

Junior Christina Blazio says the school instills in them they have the ability to accomplish anything. 

Christina Blazio: That is kinda a standard here. So we aim very high - like, our aim is excellence for all students. 

The private Catholic elementary and high school sits behind the Sisters of the Holy Family Convent in New Orleans East. The academy was started by an African American nun for young Black women just after the Civil War. The church still supports the school with the help of alumni.

In December 2022, seniors Ne'Kiya Jackson and Calcea Johnson were working on a school-wide math contest that came with a cash prize.

Ne'Kiya Jackson: I was motivated because there was a monetary incentive.

Calcea Johnson: 'Cause I was like, "$500 is a lot of money. So I-- I would like to at least try."

Both were staring down the thorny bonus question.

Bill Whitaker: So tell me, what was this bonus question?

Calcea Johnson: It was to create a new proof of the Pythagorean Theorem. And it kind of gave you a few guidelines on how would you start a proof.

The seniors were familiar with the Pythagorean Theorem, a fundamental principle of geometry. You may remember it from high school: a² + b² = c². In plain English, when you know the length of two sides of a right triangle, you can figure out the length of the third.

Both had studied geometry and some trigonometry, and both told us math was not easy. What no one told  them  was there had been more than 300 documented proofs of the Pythagorean Theorem using algebra and geometry, but for 2,000 years a proof using trigonometry was thought to be impossible, … and that was the bonus question facing them.

Bill Whitaker: When you looked at the question did you think, "Boy, this is hard"?

Ne'Kiya Jackson: Yeah. 

Bill Whitaker: What motivated you to say, "Well, I'm going to try this"?

Calcea Johnson: I think I was like, "I started something. I need to finish it." 

Bill Whitaker: So you just kept on going.

Calcea Johnson: Yeah.

For two months that winter, they spent almost all their free time working on the proof.

CeCe Johnson: She was like, "Mom, this is a little bit too much."

CeCe and Cal Johnson are Calcea's parents.

CeCe Johnson:   So then I started looking at what she really was doing. And it was pages and pages and pages of, like, over 20 or 30 pages for this one problem.

Cal Johnson: Yeah, the garbage can was full of papers, which she would, you know, work out the problems and-- if that didn't work she would ball it up, throw it in the trash. 

Bill Whitaker: Did you look at the problem? 

Neliska Jackson is Ne'Kiya's mother.

Neliska Jackson: Personally I did not. 'Cause most of the time I don't understand what she's doing (laughter).

Michelle Blouin Williams: What if we did this, what if I write this? Does this help? ax² plus ….

Their math teacher, Michelle Blouin Williams, initiated the math contest.

Bill Whitaker: And did you think anyone would solve it?

Michelle Blouin Williams: Well, I wasn't necessarily looking for a solve. So, no, I didn't—

Bill Whitaker: What were you looking for?

Michelle Blouin Williams: I was just looking for some ingenuity, you know—

Calcea and Ne'Kiya delivered on that! They tried to explain their groundbreaking work to 60 Minutes. Calcea's proof is appropriately titled the Waffle Cone.

Calcea Johnson: So to start the proof, we start with just a regular right triangle where the angle in the corner is 90°. And the two angles are alpha and beta.

Bill Whitaker: Uh-huh

Calcea Johnson: So then what we do next is we draw a second congruent, which means they're equal in size. But then we start creating similar but smaller right triangles going in a pattern like this. And then it continues for infinity. And eventually it creates this larger waffle cone shape.

Calcea Johnson: Am I going a little too—

Bill Whitaker: You've been beyond me since the beginning. (laughter) 

Bill Whitaker: So how did you figure out the proof?

Ne'Kiya Jackson: Okay. So you have a right triangle, 90° angle, alpha and beta.

Bill Whitaker: Then what did you do?

Ne'Kiya Jackson: Okay, I have a right triangle inside of the circle. And I have a perpendicular bisector at OP to divide the triangle to make that small right triangle. And that's basically what I used for the proof. That's the proof.

Bill Whitaker: That's what I call amazing.

Ne'Kiya Jackson: Well, thank you.

There had been one other documented proof of the theorem using trigonometry by mathematician Jason Zimba in 2009 – one in 2,000 years. Now it seems Ne'Kiya and Calcea have joined perhaps the most exclusive club in mathematics. 

Bill Whitaker: So you both independently came up with proof that only used trigonometry.

Ne'Kiya Jackson: Yes.

Bill Whitaker: So are you math geniuses?

Calcea Johnson: I think that's a stretch. 

Bill Whitaker: If not genius, you're really smart at math.

Ne'Kiya Jackson: Not at all. (laugh) 

To document Calcea and Ne'Kiya's work, math teachers at St. Mary's submitted their proofs to an American Mathematical Society conference in Atlanta in March 2023.

Ne'Kiya Jackson: Well, our teacher approached us and was like, "Hey, you might be able to actually present this," I was like, "Are you joking?" But she wasn't. So we went. I got up there. We presented and it went well, and it blew up.

Bill Whitaker: It blew up.

Calcea Johnson: Yeah. 

Ne'Kiya Jackson: It blew up.

Bill Whitaker: Yeah. What was the blowup like?

Calcea Johnson: Insane, unexpected, crazy, honestly.

It took millenia to prove, but just a minute for word of their accomplishment to go around the world. They got a write-up in South Korea and a shout-out from former first lady Michelle Obama, a commendation from the governor and keys to the city of New Orleans. 

Bill Whitaker: Why do you think so many people found what you did to be so impressive?

Ne'Kiya Jackson: Probably because we're African American, one. And we're also women. So I think-- oh, and our age. Of course our ages probably played a big part.

Bill Whitaker: So you think people were surprised that young African American women, could do such a thing?

Calcea Johnson: Yeah, definitely.

Ne'Kiya Jackson: I'd like to actually be celebrated for what it is. Like, it's a great mathematical achievement.

Achievement, that's a word you hear often around St. Mary's academy. Calcea and Ne'Kiya follow a long line of barrier-breaking graduates. 

The late queen of Creole cooking, Leah Chase , was an alum. so was the first African-American female New Orleans police chief, Michelle Woodfork …

And judge for the Fifth Circuit Court of Appeals, Dana Douglas. Math teacher Michelle Blouin Williams told us Calcea and Ne'Kiya are typical St. Mary's students.  

Bill Whitaker: They're not unicorns.

Michelle Blouin Williams: Oh, no no. If they are unicorns, then every single lady that has matriculated through this school is a beautiful, Black unicorn.

Pamela Rogers: You're good?

Pamela Rogers, St. Mary's president and interim principal, told us the students hear that message from the moment they walk in the door.

Pamela Rogers: We believe all students can succeed, all students can learn. It does not matter the environment that you live in. 

Bill Whitaker: So when word went out that two of your students had solved this almost impossible math problem, were they universally applauded?

Pamela Rogers: In this community, they were greatly applauded. Across the country, there were many naysayers.

Bill Whitaker: What were they saying?

Pamela Rogers: They were saying, "Oh, they could not have done it. African Americans don't have the brains to do it." Of course, we sheltered our girls from that. But we absolutely did not expect it to come in the volume that it came.  

Bill Whitaker: And after such a wonderful achievement.

Pamela Rogers: People-- have a vision of who can be successful. And-- to some people, it is not always an African American female. And to us, it's always an African American female.

Gloria Ladson-Billings: What we know is when teachers lay out some expectations that say, "You can do this," kids will work as hard as they can to do it.

Gloria Ladson-Billings, professor emeritus at the University of Wisconsin, has studied how best to teach African American students. She told us an encouraging teacher can change a life.

Bill Whitaker: And what's the difference, say, between having a teacher like that and a whole school dedicated to the excellence of these students?

Gloria Ladson-Billings: So a whole school is almost like being in Heaven. 

Bill Whitaker: What do you mean by that?

Gloria Ladson-Billings: Many of our young people have their ceilings lowered, that somewhere around fourth or fifth grade, their thoughts are, "I'm not going to be anything special." What I think is probably happening at St. Mary's is young women come in as, perhaps, ninth graders and are told, "Here's what we expect to happen. And here's how we're going to help you get there."

At St. Mary's, half the students get scholarships, subsidized by fundraising to defray the $8,000 a year tuition. Here, there's no test to get in, but expectations are high and rules are strict: no cellphones, modest skirts, hair must be its natural color.

Students Rayah Siddiq, Summer Forde, Carissa Washington, Tatum Williams and Christina Blazio told us they appreciate the rules and rigor.

Rayah Siddiq: Especially the standards that they set for us. They're very high. And I don't think that's ever going to change.

Bill Whitaker: So is there a heart, a philosophy, an essence to St. Mary's?

Summer Forde: The sisterhood—

Carissa Washington: Sisterhood.

Tatum Williams: Sisterhood.

Bill Whitaker: The sisterhood?

Voices: Yes.

Bill Whitaker: And you don't mean the nuns. You mean-- (laughter)

Christina Blazio: I mean, yeah. The community—

Bill Whitaker: So when you're here, there's just no question that you're going to go on to college.

Rayah Siddiq: College is all they talk about. (laughter) 

Pamela Rogers: … and Arizona State University (Cheering)

Principal Rogers announces to her 615 students the colleges where every senior has been accepted.

Bill Whitaker: So for 17 years, you've had a 100% graduation rate—

Pamela Rogers: Yes.

Bill Whitaker: --and a 100% college acceptance rate?

Pamela Rogers: That's correct.

Last year when Ne'Kiya and Calcea graduated, all their classmates went to college and got scholarships. Ne'Kiya got a full ride to the pharmacy school at Xavier University in New Orleans. Calcea, the class valedictorian, is studying environmental engineering at Louisiana State University.

Bill Whitaker: So wait a minute. Neither one of you is going to pursue a career in math?

Both: No. (laugh)

Calcea Johnson: I may take up a minor in math. But I don't want that to be my job job.

Ne'Kiya Jackson: Yeah. People might expect too much out of me if (laugh) I become a mathematician. (laugh)

But math is not completely in their rear-view mirrors. This spring they submitted their high school proofs for final peer review and publication … and are still working on further proofs of the Pythagorean Theorem. Since their first two …

Calcea Johnson: We found five. And then we found a general format that could potentially produce at least five additional proofs.

Bill Whitaker: And you're not math geniuses?

Bill Whitaker: I'm not buying it. (laughs)

Produced by Sara Kuzmarov. Associate producer, Mariah B. Campbell. Edited by Daniel J. Glucksman.

Bill Whitaker is an award-winning journalist and 60 Minutes correspondent who has covered major news stories, domestically and across the globe, for more than four decades with CBS News.

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My Journey of Learning Problem-Solving Skills through Coding Contests

I still remember the day I gave my first coding contest because I learned many things afterwards. when I was in my first year I didn’t know how to strengthen my problem-solving skills so I went to my seniors and ask a solution for it and then they gave a solution if you want to test your problem-solving skills you should participate in weekly coding contests. but firstly you should have learned some basic patterns of DSA . it will enhance your problem-solving skills and your speed will gradually increase do not overthink if you are not able to solve the problem you can see the solution after the contest and learn how the problem will solved. I took this advice seriously.

My first coding contest

when I was in my first year I knew that Geeksforgeeks conducted a weekly coding contest and it also provided amazing goodies who scored a good rank in the contest so I registered for the contest there were 4 questions in the contest and I solved the first question easily because it is related to a prime number which I recently learned but the second question seems tough to me I find the right approach but not able to implement it during the contest. After all, it is related to an array and at that time did not know the concept of prefix sum . but was not demotivated by this because it was the first time I had given such kind of contest and remembered what my senior said to me after the contest ended I saw the solution and learned the concept of prefix sum and the next time I gave the contest this approach helped a lot of times.

Tips I want to give from my learnings

• Participate in weekly contests will give you different benefits
• Your timing and problem-solving speed will be increased by giving weekly contest
• And never demotivated when a new question comes and you are not able to solve it just see the solution after the contest ends and learn how the question solved
• Whenever you learn a new concept like binary search, sliding window or two pointers solve different questions using these concepts and you never forget these concepts
• Remember you can not become a proficient problem solver in a day it takes time so trust the process and believe in consistency.

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