Lesson 3 critical thinking and conversational styles - v3


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Language learners often have trouble adapting to the different conversational styles of both other learners and native speakers. In this lesson, learners watch "Understanding Conversational Styles around the Globe:bowling, basketball and rugby" (by Susan Steinbach at The Seabright Group). The video shows 3 conversational styles from different parts of the world.

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Lesson 3 critical thinking and conversational styles - v3

  1. 1. LEVEL 1 LESSON 31. Critical Thinking Puzzle:This critical thinking puzzle is similar to the one in the video in Step 2. This gives the students apersonal experience of their own communication styles to compare with the three different stylesshown in the video. A man with a cat, a mouse and a lump of cheese has to cross a river in a small boat, but he can only take one thing with him at a time. So how does he get them all across without the cat eating the mouse or the mouse eating the cheese? He crosses with the mouse, then the cat and returns with the mouse. He leaves the mouse behind and takes the cheese over. He leaves the cheese with the cat and goes back for the mouse.2. Video: Understanding Conversational Styles around the Globe: “bowling, basketball and rugby”. students watch 3 groups of students solve a similar puzzle Worksheet: Conversational Styles i. take notes ii. Discussion on communication styles3. Group Role Play: Basketball vs Bowling4. Reading: The Future of the Internet Pt 1 Download article here: http://www.pewinternet.org/PPF/r/145/report_display.asp Note: Only the first eight pages (cover + i- vii) are used. Skimming a Table of Contents Skimming/scanning5. Writing Skills 2: General-Specific Link from 4: Elicit from SS that the section headings of The Future of the Internet Part 1 are introduced by general statements. Writing generalisations (and why) Expressions for hedging generalisations (not attached)Tell SS to bring an extra NOTEBOOK for a Vocab Project
  2. 2. CONVERSATIONAL STYLES AROUND THE WORLDWe are going to look at how people in different parts of the world communicate when they have aconversation. We are going to watch three groups of students solve the same puzzle. Each group isfrom a different part of the world and uses a different conversational style.Task 1Watch the video and make notes. Here are some ideas to get you started.1. What do the students in each group do?2. How quickly do they start solving the problem?3. Who is the leader? How do the students decide?4. What kind of body language do the students in each group use?5. What about speech rate and volume?Task 2Now, in your groups, discuss how you solved the puzzle you did earlier. Which of the three videogroups is your group most like? Did your group use mainly a bowling, basketball or rugby style? Whydo you think you did? How did the other two styles make you feel? Could you participate in groupslike that?
  3. 3. Basketball vs Bowling Group Role PlayAIM: To provide students with an opportunity to practice the ‘basketball’ communication style and, as‘bowlers’, with the experience of being interrupted and talked over.Basketballers are given several Basketball chips to use when they want to break into the conversation.They do this by placing a chip on the table and starting to talk. Using the chips ‘authorizes’ thestudent to talk and helps him or her overcome some of the reluctance he or she may feel aboutinterrupting. This is a cooperative learning structure from Dr Kagan’s website(http://www.kaganonline.com/KaganClub/FreeArticles/ASK14.html accessed 08.05.08).BasketballChips BASKETBALLERS You are a basketball player. You enjoy a good discussion. You liketo keep things lively and moving, so sometimes you interrupt others – politely, ofcourse. Use these gambits to interrupt:YES, BUT … ABSOLUTELY! AND … I THINK …. BUT SURELY, …NO, THAT’S NOT …. ACTUALLY, … I SEE WHAT YOU MEAN, BUT … WELL, I’D SAY ….. BOWLERS You are a bowler. You like to listen to everything the otherperson has to say before you add your own ideas. You never interrupt and you thinkpeople who interrupt are very rude. If someone does interrupt you, you can usethese gambits to return to your topic: ANYWAY… IN ANY CASE, … ANYWAY, AS I WAS SAYING …
  4. 4. The Future of the Internet Key NOTEThe student worksheet is exactly the same without, of course, the answers.Download article here: http://www.pewinternet.org/PPF/r/145/report_display.aspScan the Table of Contents and find the part of the report that may contain the answers to thesequestions.1. What will the classroom be like in the future? Part 82. In the future, people may be able to vote online. Will that increase or decrease the number of people who vote? Part 93. How does literacy affect health care? Part 134. Will making friends online become safer? Part 35. Can the Internet make someone become a racist or terrorist? Part 116. In the future, people will get all their television, news, music and games through the Internet. Part 147. Will better broadband and connectivity change the family? Part 108. You are very busy and don’t have time to read the whole report. Where should you look? Summary of Findings9. Who conducted the research? Acknowledgements10. In the future, people will write music, books and create art for an online audience. Part 15