1. 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, it’s more difficult. So
we will practice asking questions to help Ss control the conversation. It’s 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 phrase’s 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

2. 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 kostüme (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

3. CONTROL
When you speak English, you must CONTROL the conversation. There are 3 steps.
1) STOP! If you don’t understand, stop the speaker.
► “Excuse me?”
► “Pardon me?”
► “I don’t 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)