CiC3-TB

HOW DO I TEACH “HOW ABOUT YOU?”

Option 3: Brainstorming session This approach works best if you have a bit of extra time and you would like the students to think about the answer before giving it to them. 1. In pairs, give students a couple of minutes to work out the open or closed form for themselves. 2. Ask several students for their answers, or have them write them on the board. 3. Confirm the answer(s) and go over a few alternatives, if any. How long will it take? Three to ten minutes , depending on which approach you take and if you delve into optional answers. What is “How about you?” This activity is the final step of in a sequence that enables students to master the Model Sentences . In addition, it provides time for answer personalization as well as practice in using both open and closed question forms in a short and simple conversation. What is the point? • Students need time to plan what to say. This activity provides that time in a number of ways. Students will write out full answers, fill in blanks, check off various options, or complete a mind map. In any case, allowing students a bit of time to think about what they want to say will yield more fluent and effective conversations. • A bit of focused conversation practice helps students learn. In the first two steps of learning new model sentences, students are mainly taking in new information from you. This activity gets them up and interacting again, refreshing the energy in the room and allowing them to pick up 1. Give a few minutes for your students to fill out the “brainstorming” section of this activity. Go around the room as they write, providing assistance as needed. 2. Go over the model dialog by having the students repeat it after you. 3. Try the dialog out with a few students. This will model for everyone what to do. the new language at their own pace. How do I teach this activity?

If you think your students are up for it, feel free to vary the dialog a bit. Encourage your students to look at this model as a starting point. It does not have to be rigidly followed. For example, you could ask one student the open question form while beginning with the closed for with another: You: So, (Yuma), where are you from? Yuma: I’m from Nagoya. You: I see. Do you live there now? Yuma: No, I live on campus in a dormitory. You: Okay, thanks. (Mari), how about you? Do you live in a dorm on campus? Mari: No, I live with my parents now. You: Oh, okay. Are you from Nagano? Mari: Yes, I am from a town called Izuna. 4. Have students stand up and practice with several classmates. There are different ways of conducting this step: • Use a timer and have students mingle about, talking to as many people as they can within the allotted time. • Work in groups of four and do three rounds, with students sitting down when they are done with each one.

How long will it take? Usually about 5 minutes for the brainstorming stage , and about 10 minutes for the conversation step . Actual times will vary depending on the level and number of your students.

How do I teach the ~ ? 9