Tell Me More - Teacher's Notes

"Study Skills"

This lesson is done between chapter 1 and chapter 2.

1) "Class Information" Pairs (15 minutes)

Pages 18 & 19

019.gif018.gif Students are introduced to the ideas behind the English Program, and to the 'rules' of the language classes. The information is 'discovered' (rather than 'taught') through a pair-work 'information gap' technique, in which students dictate to their partners, and ask questions about that information.

2) "How Do I Like to Learn?" Everyone (20 minutes)

Page 20

020.gif In this questionnaire, the topics of learning styles and strategies are introduced, to be further explored in the next activity ("What Can I Do?"). The most important consideration at this point is interaction - students need to talk to each other and simply pose the questions to each other, asking as many members of the class as they can, and obtaining some sort of consensus.

As a follow-up, students can get into groups and find the relative popularity of the various learning preferences. This can be done in a jigsaw manner, students changing groups and reporting to each other.

The final aim of this activity is to encourage individual students to think about their own learning preferences, and to be aware of alternatives, prior to identifying learning problems and goals, and making plans for dealing with these.

3) "What Can I Do?" Groups (15 minutes)

Page 22

022.gif This is another 'learning strategies" activity, in which once again the topic is introduced rather than exhaustively investigated.

4) Homework: "What do I need to do?" Everyone

Page 23

023.gif Students will interview each other later about their learning goals, problems and plans, so this homework introduces the topics, and asks students to think about their expectations.

Students who do not do the this activity for homework will be handicapped in the lesson in which the interview takes place, so it is to be recommended that everyone does take the time to complete it before the lesson.

5) "My English Ability" 20 Questions Individuals (15 minutes)

Page 21

021.htm Students are asked to think about their current Spoken English skills. Many will underestimate these at first, but it is important that they take a look at the topic of how they feel about their ability to communicate in English. This activity occurs again at the end of the course, by which time students will hopefully be more confident in using the language, and will give themselves higher scores. If perceptions can change, then the approach to learning (and speaking) will also change.

6) "Interview" Pairs (20 minutes)

Page 24

024.gif Students interview each other about the topics of the Homework activity ("What do I need to do?", p. 23, students' book). Having spent some time on thinking about learning, students should have some idea by now of their long and short term goals, and their learning problems (as they see them). This will help them to start formulating plans for dealing with those problems, and also to start thinking about study skills and learning strategies.

Teachers will need to monitor students closely at this stage, since it can happen that some students will not be able to identify means of dealing with their learning problems, and can therefore become depressed and lose motivation. This is a good opportunity for the teacher to counsel such students and to help them to think more positively about their learning skills. One reason for this is to actively help the students to consider their options, but another reason is that such semi-individual attention at the start of the course can be productive in establishing an atmosphere of trust in the classroom.

Next Chapter of the Teacher's Notes

Links to the Students's Book
Contents | 1 | Skills | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Extra

Tell Me More - Task-based Conversation Activities
By Andrew Finch and Hyun Tae-duck