저자: Deborah Hitsky
쪽수: 122쪽
ISBN 0-86647-160-X
Surveys for Conversation
by: Deborah Hitsky
Level: High beginner to advanced proficiency
The basic idea is simple, but effective. Your students need to practice conversation. Instead of starting with "Let's talk about your hobbies," you assign one of the questionnaires for homework. The students answer the questions on the survey and come prepared to class the next day with something to say. The conversation practice stays focused on the topic.
The surveys are arranged according to a school year. In the fall, you get to know each other as the school year begins, and talk about events and activities that take place in the fall. From there on, you talk yourselves through the school year until it's time to break and talk about summer plans and vacations. Most of the surveys are of general interest and can be used any time of the year.
There are 48 surveys, more than enough for one a week during the school year. A sampling of the topics includes:
* family
* friendship
* pets
* shopping
* clothes
* TV
* music
* computers
* space
* celebrations
* love
* marriage
* birth & death
* work
* books
* health
* crime
* war & peace
* 2100 AD
* environment
Contents
Fall 1
1. Let Me Introduce Myself 1
2. Information, please! 3
3. Back to School 5
4. Fall 7
5. My Native Country 9
6. My Family 11
7. Home Sweet Home 13
8. Election Day and Government 15
9. Hobbies 17
10. Pets 19
11. Music, The International Language 21
12. Transportation 23
Winter 25
13. Grocery Shopping 25
14. Celebrations 27
15. Gifts 29
16. Winter 31
17. Famous People 33
18. Friendship 35
19. Love 37
20. Clothes 39
21. Learning English 41
22. Television 43
23. Work 45
24. To Your Health 47
Spring 49
25. Spring Has Sprung! 49
26. Exercise 51
27. Sports 53
28. Food 55
29. Living Here 57
30. Save the Earth 59
31. Parents and Children 61
32. My Mother 63
33. The Computer Age 65
34. If I Won the Lottery 67
35. Our World 69
36. Space Exploration 71
Summer 73
37. My Father 73
38. Weddings and Marriage 75
39. Advice for the Bride and Groom 77
40. Summer 79
41. If 81
42. In the Year 2100 83
43. Birth and Death 85
44. War and Peace 87
45. Crime 89
46. Books 91
47. School Days 93
48. On Vacation 95
Useful Expressions 97
Teacher's Guide 99
Teaching Procedure 101
Lexical Challenges 102
Extension Activities 106
Other Pro Lingua Materials 122
Teacher's Guide
The purpose of Surveys for Conversation is to stimulate effective conversation practice. The surveys are used over two days. On day one, the conversation topic is introduced, and the survey worksheets are assigned for homework. On the following day, the completed surveys are the basis for conducting a conversation.
By doing the surveys as homework, the students have a chance to think about their ideas, look up the words they need to express them, and have a written copy to bring back to class for sharing. Because they've prepared their responses and had an opportunity to think about the topic before the actual discussion, the student anxiety level is lowered, and the resulting conversation is more focused, effective, relaxed, and enjoyable.
Virtually all of the surveys can be used at any proficiency level, from high beginner to advanced. The survey topics are suited to a range of age and interest levels. Use or adapt the surveys in a way that is appropriate for your class.
There is a blank "Notes" page on the backside of each survey. This page can be used as a journal, in which the students record their thoughts after the conversation. The page can also be used simply to note words, phrases, information or questions that may occur during the conversation. The entire page, front and back, is detachable, and can be removed and handed in.
The 48 surveys are arranged to follow the seasons of a school year, 12 topics for each season, beginning with the fall. Each season's surveys include some of the typical activities of that season. Thus, the completed surveys and the notes page can serve as a personal record of an academic year's progress. However, the surveys can also be used in any order, and there is no requirement that every survey must be completed. In fact, the surveys can be used quite effectively in virtually any kind of program at any time of the year.
There is also another kind of progression to the topics. The earlier topics focus on personal information, while the later topics focus on issues. Along with this topical progression, there will also be an increase in the lexical and grammatical challenge that the students will encounter as they discuss their personal opinions and contemporary issues.
In addition to stimulating conversation, the surveys and ensuing conversation can also help to expand the students' vocabulary. On pages 102-105, there is a list of words that may be unfamiliar to the students as they complete the surveys and carry out the conversations. It may be necessary to go over these "lexical challenges." (See Step 2 in the Teaching Procedure for Day One, page 101). Although it is impossible to predict with complete accuracy what words will be new to the students, these words are not at the 600-word level in Pro Lingua's The Learner's Lexicon*.
The Extension Activities beginning on page 116 are suggested for following up on the conversations. The surveys can also be used to augment or supplement content-based units of study, to explore cultural aspects of North American English, and to exemplify specific grammar points. In short, this collection of 48 surveys offers considerable flexibility, and may be easily adapted to a variety of teaching situations.
________________
* The Learner's Lexicon is a compilation of 2400 words that are important to the learner of English. The first 600 words are considered words that a learner at the high beginner level should know.
TEACHING PROCEDURE
The recommended teaching procedure is outlined below. However, as every teaching situation is different, it should be modified as the situation demands.
Day One
(1) Introduce the topic. Describe it very generally, and/or ask the students to tell what they know about the topic.
(2) Go over the vocabulary associated with the topic by going over the words you think they might need for understanding the survey questions and for carrying out a conversation. The list of lexical challenges beginning on page 102 can be used as a reference.
(3) Have the students open their books to the survey and go over it for comprehension to be sure the students understand the questions.
(4) Assign the the survey for homework.
Day Two
(1) Have the students share their responses to the survey. This can be done in pairs, small groups, or as an entire class. In some cases the responses can be tallied, and the result used as an opinion poll.
(2) The survey sharing can then be followed by a discussion of the topic.
The extension activities beginning on page 106 include suggestions on how to follow up and extend the conversation topic.
On page 97 there is a list of useful expressions that are commonly used in discussions and conversations. They can be introduced a few at a time at the beginning of each conversation session. They can also be written on the board for on-going reference and use, or they can be written on index cards and handed out to the students. Each student can be given the same card, for example, "In my opinion. . ." or they can each be given a different card to use at least once during the course of the conversation. The list of useful expressions can be detached and used in each of the conversations.
저자: Deborah Hitsky
쪽수: 122쪽
ISBN 0-86647-160-X
Surveys for Conversation
by: Deborah Hitsky
Level: High beginner to advanced proficiency
The basic idea is simple, but effective. Your students need to practice conversation. Instead of starting with "Let's talk about your hobbies," you assign one of the questionnaires for homework. The students answer the questions on the survey and come prepared to class the next day with something to say. The conversation practice stays focused on the topic.
The surveys are arranged according to a school year. In the fall, you get to know each other as the school year begins, and talk about events and activities that take place in the fall. From there on, you talk yourselves through the school year until it's time to break and talk about summer plans and vacations. Most of the surveys are of general interest and can be used any time of the year.
There are 48 surveys, more than enough for one a week during the school year. A sampling of the topics includes:
* family
* friendship
* pets
* shopping
* clothes
* TV
* music
* computers
* space
* celebrations
* love
* marriage
* birth & death
* work
* books
* health
* crime
* war & peace
* 2100 AD
* environment
Contents
Fall 1
1. Let Me Introduce Myself 1
2. Information, please! 3
3. Back to School 5
4. Fall 7
5. My Native Country 9
6. My Family 11
7. Home Sweet Home 13
8. Election Day and Government 15
9. Hobbies 17
10. Pets 19
11. Music, The International Language 21
12. Transportation 23
Winter 25
13. Grocery Shopping 25
14. Celebrations 27
15. Gifts 29
16. Winter 31
17. Famous People 33
18. Friendship 35
19. Love 37
20. Clothes 39
21. Learning English 41
22. Television 43
23. Work 45
24. To Your Health 47
Spring 49
25. Spring Has Sprung! 49
26. Exercise 51
27. Sports 53
28. Food 55
29. Living Here 57
30. Save the Earth 59
31. Parents and Children 61
32. My Mother 63
33. The Computer Age 65
34. If I Won the Lottery 67
35. Our World 69
36. Space Exploration 71
Summer 73
37. My Father 73
38. Weddings and Marriage 75
39. Advice for the Bride and Groom 77
40. Summer 79
41. If 81
42. In the Year 2100 83
43. Birth and Death 85
44. War and Peace 87
45. Crime 89
46. Books 91
47. School Days 93
48. On Vacation 95
Useful Expressions 97
Teacher's Guide 99
Teaching Procedure 101
Lexical Challenges 102
Extension Activities 106
Other Pro Lingua Materials 122
Teacher's Guide
The purpose of Surveys for Conversation is to stimulate effective conversation practice. The surveys are used over two days. On day one, the conversation topic is introduced, and the survey worksheets are assigned for homework. On the following day, the completed surveys are the basis for conducting a conversation.
By doing the surveys as homework, the students have a chance to think about their ideas, look up the words they need to express them, and have a written copy to bring back to class for sharing. Because they've prepared their responses and had an opportunity to think about the topic before the actual discussion, the student anxiety level is lowered, and the resulting conversation is more focused, effective, relaxed, and enjoyable.
Virtually all of the surveys can be used at any proficiency level, from high beginner to advanced. The survey topics are suited to a range of age and interest levels. Use or adapt the surveys in a way that is appropriate for your class.
There is a blank "Notes" page on the backside of each survey. This page can be used as a journal, in which the students record their thoughts after the conversation. The page can also be used simply to note words, phrases, information or questions that may occur during the conversation. The entire page, front and back, is detachable, and can be removed and handed in.
The 48 surveys are arranged to follow the seasons of a school year, 12 topics for each season, beginning with the fall. Each season's surveys include some of the typical activities of that season. Thus, the completed surveys and the notes page can serve as a personal record of an academic year's progress. However, the surveys can also be used in any order, and there is no requirement that every survey must be completed. In fact, the surveys can be used quite effectively in virtually any kind of program at any time of the year.
There is also another kind of progression to the topics. The earlier topics focus on personal information, while the later topics focus on issues. Along with this topical progression, there will also be an increase in the lexical and grammatical challenge that the students will encounter as they discuss their personal opinions and contemporary issues.
In addition to stimulating conversation, the surveys and ensuing conversation can also help to expand the students' vocabulary. On pages 102-105, there is a list of words that may be unfamiliar to the students as they complete the surveys and carry out the conversations. It may be necessary to go over these "lexical challenges." (See Step 2 in the Teaching Procedure for Day One, page 101). Although it is impossible to predict with complete accuracy what words will be new to the students, these words are not at the 600-word level in Pro Lingua's The Learner's Lexicon*.
The Extension Activities beginning on page 116 are suggested for following up on the conversations. The surveys can also be used to augment or supplement content-based units of study, to explore cultural aspects of North American English, and to exemplify specific grammar points. In short, this collection of 48 surveys offers considerable flexibility, and may be easily adapted to a variety of teaching situations.
________________
* The Learner's Lexicon is a compilation of 2400 words that are important to the learner of English. The first 600 words are considered words that a learner at the high beginner level should know.
TEACHING PROCEDURE
The recommended teaching procedure is outlined below. However, as every teaching situation is different, it should be modified as the situation demands.
Day One
(1) Introduce the topic. Describe it very generally, and/or ask the students to tell what they know about the topic.
(2) Go over the vocabulary associated with the topic by going over the words you think they might need for understanding the survey questions and for carrying out a conversation. The list of lexical challenges beginning on page 102 can be used as a reference.
(3) Have the students open their books to the survey and go over it for comprehension to be sure the students understand the questions.
(4) Assign the the survey for homework.
Day Two
(1) Have the students share their responses to the survey. This can be done in pairs, small groups, or as an entire class. In some cases the responses can be tallied, and the result used as an opinion poll.
(2) The survey sharing can then be followed by a discussion of the topic.
The extension activities beginning on page 106 include suggestions on how to follow up and extend the conversation topic.
On page 97 there is a list of useful expressions that are commonly used in discussions and conversations. They can be introduced a few at a time at the beginning of each conversation session. They can also be written on the board for on-going reference and use, or they can be written on index cards and handed out to the students. Each student can be given the same card, for example, "In my opinion. . ." or they can each be given a different card to use at least once during the course of the conversation. The list of useful expressions can be detached and used in each of the conversations.