How to Control Conversations

Note: This lesson is derived from techniques researched and developed by Don
Maybin of the Shonan Institute of Technology (donmaybin@hotmail.com) and
may not be used for commercial purposes.

Level: Upper-beginner.

Objective: To teach students phrases and keywords to help them control the
flow of a conversation.

Materials: None. Optional handouts at the bottom of this document.

Plan:

1. Write lesson outline on board.

2. Introduce concept of this lesson.

Classroom conversations are easy. But in the real world, its more
difficult. So we will practice asking questions to help Ss control the
conversation. Its no good when you just nod and pretend to understand
you must take control!

3. Write concept phrases on the board in 3 sections: Stop, Understand, and

Check. Have Ss write down phrases, and repeat (writing, rather than a
handout, should help retention. But there is a handout at the end of this
lesson if necessary). Use snapping rhythm to reinforce if they are having
troubles with melody. Ask Ss what each phrases meaning is (answers
preferably in English).

4. Put Ss into groups of 3-5. [Option: Give one student in each group a
microphone (marker or other object). The person with the microphone in
each group is the only one allowed to talk. This will encourage student
participation, as each student must pass the microphone after talking.] Ask
theme-based questions. The goal here is for students to control the
conversation by askin questions, until each group understands the question
 (they should NOT give the answer yet). Start talking about ponyo or
another theme that the students can recognize, but include other
languages/ difficult English words, and speak quickly. Each group may sit
down when the group understands the question. Seeing other groups sit
down will will put pressure on the students to think/work faster. Then, the
students discuss the answer in their groups. When all groups are seated,
confirm what the question was, and the answer. Play again with a different
question.
Question ideas:
What was the first environmental-themed motion picture produced by Miyazaki?
What was the name of the former hauptstadt (capital) in Japan (Japan) prior to Edo?
Which American feiertag (holiday) celebrates the deceased via kostme (costumes) and
festen (parties).

5. Copy a page from a textbook the students are currently reading. Ask
questions about what is on the page (content). Students must ask clarifying
questions. Once all students in a group understand the question, they can
sit down. When all groups are seated, they may turn over the book/page and
the first to find the answer, stand up and report it wins. This encourages
questions and fast reading. Option Student replaces teacher after a few
rounds.
Example questions:
What is the capital of Germany?
What is translation of Friedensdorf in English?
How long is the commute from Oberhausen to Frankfurt?
How many children at Friendsdorf have a limp?
What do the children at Friedensdorf receive?

6. Put students in groups. Describe a photo or arranged objects quickly, using

some difficult words. Students cannot see the photo or the objects. Groups
must ask control questions, and once they understand they may sit down.
Then they must draw or recreate the object/picture in question. After
finishing, the class decides on the best drawing. Repeat. Option have a
student describe the object/picture after a few rounds. Disney or Ghibli
pictures work well for this.
Extra Ideas:
Play Jeopardy with difficult words. Students must ask control questions.
Play memory on board, pairing English control phrases with Japanese
definitions.

By Bryan Darr
 CONTROL

When you speak English, you must CONTROL the conversation. There are 3
steps.

1) STOP! If you dont understand, stop the speaker.

Excuse me?

Pardon me?

I dont understand.

Once more, please.

One more time, please.

Could you repeat that, please?

2) UNDERSTAND. Try to understand. What is the problem?

More slowly, please.

Much more slowly, please.

What does (that) mean?

How do you spell (that) ?

3) CHECK: Do you understand everything? Make sure!

(Do) You mean _______?

If you CONTROL, you will understand more!

(Lesson concept and handout from Don Maybin, Shonan Institute of Technology)