Introduction

Language learning flourishes in dynamic, contextualized settings where students actively engage with the target language. One particularly effective tool in this process is the sketchpad—a structured role-play scenario that fosters authentic conversation while reinforcing key grammatical structures and vocabulary. However, the success of a sketchpad hinges on its design. Through trial and error, I have identified four essential strategies for optimizing sketchpads to maximize their effectiveness. This article explores these strategies, offering practical guidance on crafting clear, purposeful prompts that minimize ambiguity and promote meaningful language practice in real-life contexts. Additionally, we will examine ways to adapt sketchpads for different proficiency levels, ensuring their versatility across a diverse range of learners.

Four Best Practices for Structuring Sketchpads

a) Clearly Define Participants' Roles

Assigning specific roles to participants fosters structured yet flexible conversational interactions, enhancing both fluency and accuracy in language use. As Haugh (2012) explains, “Conversational interaction, defined in the broad sense as all face-to-face or technology-mediated forms of interaction that use language, encompasses a wide range of different types of talk.” For instance, one student may take on the role of an expert in a given field, while another assumes the role of a curious learner, creating a participation framework that promotes purposeful exchanges. This structured approach mirrors real-life interactions across various channels, such as conference calls or face-to-face discussions, making grammar usage more intuitive and context-driven by reinforcing practiced patterns of language use within specific communicative genres. Additionally, rotating assigned roles across different exercises broadens students' exposure to diverse communication styles and challenges, fostering adaptability in real-world conversations. When students understand the dynamics of conversational interactions, as Jacobs & Renandya (2019) suggest, collaborative learning becomes more engaging and efficient: “Groups can present to another group. That saves time, is less boring, and promotes the CL [communicative language] principle of maximum peer interactions (quantity).” This highlights the pedagogical benefits of structured role-play, ensuring meaningful communication practice that balances accuracy and fluency.

b) Provide Discussion Topics Instead of Questions

While direct questions can be useful, broader topics allow students to navigate conversations more naturally. Open-ended discussions encourage critical thinking and spontaneous dialogue rather than rehearsed responses. If we adhere strictly to the audio-lingual approach’s emphasis on repetition, students may struggle to explore themes in depth or use target grammar flexibly. As the British Council (n.d.) explains, drilling is based on the belief that “repeating phrases correctly lots of times would lead to mastery of the language.” However, research and practice have shown that mere repetition does not guarantee meaningful language acquisition.

To foster fluency and deeper engagement, students should be encouraged to expand on ideas and build upon each other’s points, further enhancing their critical thinking skills. Additionally, educators can introduce guiding phrases or discourse markers to help students sustain discussions while maintaining coherence. Though “we spend a lot of time either teaching new grammar or new vocabulary,” it is crucial to remember that “for students to be able to sustain a conversation, it is absolutely essential for them to learn whole, set phrases, and practice their correct pronunciation and intonation” (BusyTeacher, n.d.). Without these conversational tools, discussions may remain brief and disengaging, limiting students’ ability to think critically and express ideas with depth.

c) Include a List of Suggested Vocabulary

As the Academy for the Science of Instruction (n.d.) explains, “Oral communication is a two-way process, comprising both the receptive (comprehension) channel and the expressive (production) channel. With respect to spoken language, this typically means listening and speaking.” Ensuring that students have access to key vocabulary equips them with the linguistic tools necessary for both articulating their ideas (production) and understanding their interlocutors (comprehension). A structured vocabulary list serves as a scaffold, enabling learners to integrate new terms into discussions while reinforcing context-based usage.

Moreover, requiring students to respond to classroom discussions in complete sentences rather than isolated words or short phrases promotes the use of target vocabulary and grammatical structures within meaningful discourse (Academy for the Science of Instruction, n.d.). To further develop nuanced language skills, educators can incorporate synonyms and alternative expressions, allowing learners to explore relationships between words. As Penny Ur (1996) observes, “How the meaning of one item relates to the meaning of others can also be used in teaching.” Synonymy, for example, provides learners with multiple ways to express ideas, fostering linguistic flexibility. Additionally, encouraging students to personalize vocabulary lists by adding their own relevant terms enhances engagement and deepens their connection to the content.

d) Specify Grammar Points and Their Expected Use

Grammar should not be an afterthought in sketchpad activities but rather a central focus that guides meaningful language use. Explicitly indicating which structures students should practice—such as the future perfect versus the future progressive—ensures accurate application within conversations. As Penny Ur (1996) emphasizes, “One of our jobs as teachers is to help our students make the ‘leap’ from form-focused accuracy work to fluent, but acceptable, production, by providing a ‘bridge’: a variety of practice activities that familiarize them with the structures in context, giving practice both in form and communicative meaning.” In line with this, educators can incorporate brief grammar reminders or examples within sketchpads to support correct usage.

Additionally, integrating follow-up exercises that encourage students to reflect on their language use can reinforce learning. For example, students might review their conversations to identify instances where they successfully applied the target structures or areas that need improvement. Such metacognitive reflection not only strengthens grammatical accuracy but also enhances overall communicative competence.

Writing Effective Sketchpad Prompts

To avoid ambiguity and ensure that students engage meaningfully with the sketchpad, prompts should include the following elements:

By incorporating these elements, educators can ensure that sketchpads remain focused, engaging, and beneficial for learners at different proficiency levels.

Example Sketchpad Prompts

Example 1: The Robot Revolution (Acuña-solano, 2024)

Produced Sketchpad (From Planning Thread: Future of AI and Robotics) Participants: Student A: Robotics expert Student B: Concerned worker Discussion Topics: AI in workplaces: How will jobs evolve? AI in healthcare: Benefits and risks AI in smart cities: How daily life will change Grammar Focus: Future perfect: "By 2040, hospitals will have implemented AI-based diagnostics." Future progressive: "Self-driving cars will be reducing traffic congestion." Suggested Vocabulary: Automation, efficiency, adaptation, machine learning, regulation, human-AI collaboration Final Task: Summarize how AI will reshape society in 50 years.

 

Example 2: The Labels We Live By (Acuña-Solano, 2024)

Prompt: Create a sketchpad where two students discuss societal labels such as "baby boomer," "millennial," "blue-collar worker," "nerd," "hippie," and "middle class." One student is skeptical about the impact of labels, while the other believes they shape identity. Topics include the origins of labels, stereotypes, and how businesses use personality tests to classify consumers. The grammar focus is on the uses of 'will' for predictions and 'would' for hypothetical discussions (e.g., "People will always use labels to categorize others," "If we didn’t rely on labels, people would feel freer"). Include suggested vocabulary: identity, stereotype, bias, social class, generational divide, personality test, marketing. The discussion should end with students debating whether labels are ultimately beneficial or limiting.

 

Produced Sketchpad (From Planning Thread: Societal Labels and Identity) Participants: Student A: Skeptical about labels Student B: Believes labels are important Discussion Topics: How labels influence people’s choices and behavior How businesses use labels for marketing and personalization The impact of generational and social class labels Grammar Focus: "Will" for predictions: "In the future, businesses will use even more advanced personality profiling." "Would" for hypothetical discussions: "If people didn’t categorize others, we would see less bias." Suggested Vocabulary: Identity, stereotype, generational divide, bias, marketing, societal roles Final Task: Debate whether labels are beneficial or limiting.

 

Conclusion

By following these four best practices, educators can create sketchpads that facilitate meaningful conversations, reinforce grammatical structures, and expand students’ vocabulary. Well-crafted prompts ensure that learners engage in realistic interactions while naturally integrating complex language elements. Additionally, educators should adapt sketchpads to their students' specific needs, adjusting the complexity of vocabulary and grammar as needed. Encouraging self-reflection after the exercise—such as having students evaluate their language use—can further enhance learning outcomes. As language instructors continue to refine their approach, these strategies will help maximize the effectiveness of sketchpad-based learning activities.

📚 References

Acuña-Solano, J. (2024, February 8). English 6 Lesson Planning with Evolve 6 by Cambridge University Press. San José, Costa RIca.

Acuña-solano, J. (2024, March 1). English 6 Lesson Planning with Evolve 6 by Cambridge Unversity Press. San José, Costa Rica.

British Council. (n.d.). Drilling 1. Retrieved from Teaching English: https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/drilling-1

BusyTeacher. (n.d.). 6 Keys to Helping Your ESL Students Sustain a Conversation. Retrieved from BusyTeacher: https://m.busyteacher.org/21707-help-esl-students-sustain-conversation-6-keys.html

Haug. (2012). Conversational Interaction. Cambridge: Cambridge University Press. Retrieved from 2012: https://d1wqtxts1xzle7.cloudfront.net/32880155/Haugh2012_Conversational_interaction_postprint-libre.pdf?1391699362=&response-content-disposition=inline%3B+filename%3DConversational_interaction.pdf&Expires=1742684152&Signature=gFzo3wcL1zNnEuOmoX8u419P3oBMY

Jacobs, G. M., & Renandya, W. A. (2019). Cooperative Learning in Language Education. Malang, East Java, Indonesia: TEFLIN Publication Division in collaboration with Bintang Sejahtera Press.

The Academy for the Science of Instruction. (n.d). Vocabulary and oral language. Retrieved from The Academy for the Science of Instruction: https://fivefromfive.com.au/vocabulary/vocabulary-and-oral-language/

Ur, P. (1996). A Course in Language Teaching. Cambridge, GB: Cambridge University Press.

 

Template for a Sketchpad

Ideas for Creating Sketchpads

Based on what you learned on this article, try to creating your own sketchpads with the following scenarios.

1.    Professional Scenarios for Workplace Communication o   Roles: A hiring manager and a job applicant o   Setting: A job interview o   Grammar Focus: Present perfect vs. simple past (e.g., "I have worked in marketing" vs. "I worked at XYZ company last year.") o   Vocabulary Focus: Job qualifications, experience, strengths, and weaknesses

2.    Problem-Solving in Daily Situations o   Roles: A customer and a store manager o   Setting: A customer returns a defective product o   Grammar Focus: Modals for polite requests (e.g., "Could I get a refund?" vs. "You should check the warranty.") o   Vocabulary Focus: Complaints, solutions, product descriptions

3.    Debating Social Issues o   Roles: A student in favor of a school policy change and a student against it o   Setting: A school debate about mandatory uniforms o   Grammar Focus: Expressing opinions and conditionals (e.g., "If students wore uniforms, they would feel more equal.") o   Vocabulary Focus: Agreement/disagreement phrases, argument structure, persuasive language