What is Ask-Answer-Add?

A speaking activity that will help Multilingual Learners learn how to maintain a natural conversation. The premise is quite simple and it is suitable for any level of learner.

First, place the learners so that they are sitting or standing in pairs and facing each other (think speed dating). One row is designated "A" and the other is "B." Next, write one question or series of questions on the board related to the theme of study. For example, if you are studying food, the questions might be as follows:

• What is your favorite food?

• What is a popular meal in your home country?

• What is your favorite dessert?

• What did you eat for breakfast this morning?

• What did you eat for lunch yesterday?

• What did you eat for dinner last night?

• What did you eat the last time you went to a restaurant?

Then, announce to the class that everyone in row B is going to ask the student across from them in row B the first question. Everyone is row B is given a minute to plan their answer. After a minute, the conversation might sound like this:

Ask- A: "What is your favorite food?"

Answer- B: "My favorite food are pupusas." or "I love pasta."

Then, it's time for student B to add something more. The teacher can provide a model or example, along with 30 seconds for Student B to plan his or her add. The conversation could now sound like:

Ask- A: "What is your favorite food?"

Answer- B: "My favorite food are pupusas." Add- "My mother makes them on holidays."

Depending on the proficiency levels of the students, this is where the activity can differ. With lower level students, student B can ask the next question on the board to student A and repeat the same process. After they've done ask, answer, add with the second question, then everyone in row A can move down one person and start with the third question.

For more proficient students, the extra information provided now gives student A something to comment on or to probe for more information. Student A should listen carefully to this added information and try to formulate a response or a follow-up question for student B. This can go on for several minutes before switching questions or partners.

To make this activity even more challenging, the teacher can provide a topic for the partners to discuss as opposed to providing the questions. This would allow for free-flowing conversation that the partners must maintain for a pre-established amount of time.

(Ferlazzo, L. & Hull Sypnieski, K., 2018).