Worksheet A:Introduction and Discussion IDENTIFY/SHARE

Name ______Date______

The purpose of this worksheet is to identify what you already know about your language learning goals, describeyour beliefs about teacher and student roles and share ideas about LLS you use.Work with a partner, or in small groups. Talk about, and write short answers to the following questions

1:For learning or using English, I’d like to learn how to . . .

2:To reach this goal, I believe the teacher’s role and the student’s role are:

Teacher’s roles / Student’s roles

3: Write some specific problems you have with learning or using English. (For example, I can’t pronounce “R” and “L”). Then talk with classmates about possible strategies you could use to solve these problems.

Problem / Strategies to Solve or Prevent the Problem
I have a vocabulary test, and I have difficulty memorizing words. / I’m going to make some flash cards and study them on the bus.

4: Here are some examples of LLS. Read the strategies and think of problems you might have or personal situations where these strategies might be useful. Write short answers in the blanks.

Problem / Strategiesto Solve or Prevent the Problem
  • I have difficulty memorizing words
  • I have a vocabulary test
/ Writing words on post-it notes and sticking them on the walls of my room, so I see them every day
  • my teacher asks the class to find information about a new topic
/

Using other resources (e.g., Internet, magazines, newspapers, videos)

  • I want to practice pronunciation
  • I want to learn new words
  • I need to proofread a paper
/ Reading aloud
Paying attention to successful students’ use of English
Eavesdropping on native speakers’ conversations
Making an effort to practice speaking, listening, reading, and writing
Finding opportunities to use English naturally
Problem / Strategiesto Solve or Prevent the Problem
Guessing (e.g., the meaning of words, what will happen next)
Focusing on a skill (e.g., pronunciation, listening)
Making positive statements about my learning
Evaluating the difficulty of a task, activity, or project
Making an effort to think in English
Using my environment to learn new words
Looking in a dictionary at other forms of a word (adj., n. v., adv.)
Looking in a thesaurus for words with similar meaning
Reading about the same thing in English and in my own language
CLUSTERS –clusters are strategies used in combination with others
For example: The skill of using a dictionary includes using more than one strategy, such as alphabetizing, checking spelling, using prefixes to help work out the meaning of words selecting the correct meaning from many meanings, applying the correct meaning, , and finding derivations (where words come from).
Think of some strategy” clusters” you might use connected to:
a) making a telephone call
b) buying a bus or train ticket
c) reading a newspaper

5.Have you ever kept a list of LLS you use? (e.g., in your class textbook, in a journal or notebook, in a diary)

6.Do you ever share ideas about LLS with anyone? If yes – who with and which ideas? If no – do you think it would be useful to share ideas with others?

7.Do you ever think about any LLS you use? If no – is thinking (reflecting) about LLS useful for you? If yes -- which ones were most effective for you?

8.On Worksheet B, your “Personal Strategy Repertoire”, write any strategies you already use. Also add new strategies from the list above or from your discussion. (If you want to, design your own “Personal Strategy Repertoire” form.)