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Œ Before the Conversation

Answer the short questionnaire below about learning languages.

My Language Profile

Number of years studying English:

Reason for studying English:

Challenging aspects of learning English:

Other languages I have studied:

Other languages I can say 'hello' in:

Other language(s) I would like to study:

 Read through the questions. Then work with a partner or in small groups.

Studying English

Ø How many years have you been studying English for?

Ø Why are you studying English?
Ø Have you ever taken any formal English examinations?
Ø How often do you take lessons / study at home?

The English Language

Ø Do you think English is a difficult language to learn?

Ø What aspects of English are most challenging for you?
Ø Is English very different to your native tongue? What are the
main differences?
Ø What do learners find most difficult about your language?

Other Languages

Ø What other languages would you like to study? Why?

Ø Have you ever studied a language other than English?
Ø How many languages can you say 'hello' in? What else can you say?
Ø In your country, how good are people at speaking foreign languages?

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From www.handoutsonline.com © Handouts Online

Target Structure: Discussion / Fluency Building

Vocabulary: General
Level: Intermediate and above
Time: 45 minutes
Preparation: None

Suggested Teaching Method

This worksheet gives your students the chance to discuss language learning in depth.

Œ Give out one worksheet per person. Start with a brief warm-up, such as asking students for some new English words that they
have learned recently.

Direct your students' attention to the questionnaire. Have them read through it first to check understanding. Answer any
vocabulary questions. The students should then spend a few minutes thinking and writing answers.

The questionnaire provides a stimulus to the questions in part two. It's not necessary to go through the answers they have
written. Instead, students will discuss their answers in part two.

 Before beginning the conversation, it is helpful if students take a few minutes to read through the questions, thinking of
answers, and making very brief notes, where necessary.

Your students should understand that these questions are just ideas for discussion. It’s important to ask follow-up questions
based on answers given.

If your students tend to rush through discussion exercises too quickly, you could write the following pattern on the board:

Answer the question Ø Add additional information Ø Ask a related question

Give a demonstration, if necessary, and enforce this pattern during the discussion.

When your students are ready, assign them into pairs, or small groups. They can then begin the discussion.

While they are talking, try to interrupt as little as possible, since this is primarily a fluency-building activity. However, monitor,
and make a note of any language-errors you hear.

When the discussion draws to a close, write some of the errors you heard on the board, and encourage self-correction.

Extension Activity

The questions listed on the worksheet are only examples. You could ask students to add more questions.

How are we doing?

We’d be pleased to hear some feedback on our worksheets.

Send your comments to the editor at editor@handoutsonline.com.

Updated 11/8/2009

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