task by keralaguest


									                                Unit one
                       Task      Doing a survey
Task Doing a survey

This section consists of a series of activities which provide students

opportunities to learn and practise their language skills of listening,

reading, speaking and writing. At the same time their ability to analyse

problems will be improved. The Task section is divided into three steps,

and each step is preceded by a skills building activity. By going through

the three steps, students will learn how to design a questionnaire, how to

carry out an interview, how to analyse statistics and how to write a report

which includes conclusions and recommendations based on the survey.

Skills building 1:completing a questionnaire
This part tells students how to design a questionnaire. Six rules are given

to inform students of the style of the language ~sed in a questionnaire, so

the questions and statements do not cause any confusion.

Tell students what a questionnaire is, and what the purpose of a

questionnaire is. Have students go over the six points on Page 12 so that

they will know how to design a questionnaire. They should learn that

questions or sentences should be accurate and succinct. Have them finish

the exercise about the questionnaire about people's shopping habits. Have

them say why they think these statements are not properly made.
21       36       42      55      64

Step 1: designing a questionnaire
After students have learnt how to design a good questionnaire in Skills

building I, they are asked to find problems in the questionnaire for the

survey. Then to improve their listening skills, they will listen to an

interview, and fill in the corrected questionaire.

1 Have students work in pairs on the questionnaire for a survey of a book

club on Page 13. Have them read 'over Part A, the questionnaire, and

identify the three problems in it, and correct them according to the rules

on Page 12.

The three problems are:

  Question 2 should be split into two questions:

     2 How did you find out about the Best Book Club?

     3 When did you join the club?

     So the questions have consequently 'been renumbered.

     Altogether there are 7 questions in the questionnaire now.

     The former Question 3 is now Question 4.
  Question 4 (the former Question 3) should be made more specific by

     adding the words 'in the last six months'.

  The explanation in brackets for Question 6 (the former Question 5)

     should be simplified as the following: (Please write down your


Have students check their answers with each other to make sure that each

of them has corrected the questionnaire.

2 Have students listen to an interview of a Best Book Club member. After

they finish filling the questionnaire, check the answers as a class.

Part B

Interviewer: Excuse me. I'm with the Best Book Club and I'm doing a

                survey of our members. May I ask you a few questions?

Club member: Sure, go ahead.

Interviewer: OK. First, would you mind if I asked your age?

Club member: Oh, it's no problem at all. It's sixteen years old.

Interviewer: Really? So you are sixteen ... And how did you find out

                about the Best Book Club?

Club member: What do you mean?

Interviewer: Well, did you read about it in the newspaper or a magazine?

             Did a friend tell you about the club ... ?
Club member: I heard about it on the Internet.

Interviewer: The Internet .... Good. And when did you join the club?

Club member: Let me think. ... It was last year.

Interviewer: I see .... Then, how often?have you visited bookshops in the

            last six months?

Club member: I visit bookshops at least twice every month.

Interviewer: You must really like to read! I'll put you down for 'over ten'.

            And may I ask how much you have spent on books in the last

            six months?

Club member: It's really quite alot! At least 300 yuan, I think.

Interviewer: And what subject are you most interested in?

Club member: I'm crazy about history…mostly Chinese history, though I

               like Western history, as well.

Interviewer: And finally, why did you join the Best Book Club?

Club member: Because I heard it was a good place to get free books.

Interviewer: Well, that's all my questions. Thanks for your help!

Club member: You're welcome.

Best Book Club                                      Questionnaire

Please tick the appropriate boxes (tick only: one after each question) or

write your answers in the blanks.

1 How old are you?
below 15              15-20     √       over 20

2 How did you find out about the Best Book Club?

newspapers             magazines             friends          Internet    √

3 When did you join the club?

this year         last year   √      the year before last

4 How many times have you visited bookshops in the last six months?

0           1-5       6-10              over¥10        √

5 How much have you spent on books in the last six months?

    ¥0-¥50                  ¥51-¥100                over ¥100       √

6 What subject are you most interested. in?

humour             travel           history     √          sports        science

other (Please write down your answers.) _______________________

7 Why did you join the Best Book Club?

for new books                for discounts             for used book

for free books    √           for book exchange

other (Please write down your answer.)____________________________

Skills building 2: greeting others and making introductions
Here the activities are designed to improve students' speaking skills. They

will first learn how to greet others in an appropriate manner. Then they

will learn how to introduce themselves and say what they intend to do

and why. Lastly they will practise a dialogue in pairs, using the skills they

have learnt in this part.
1 Ask students: How do you greet each other or your teachers on the way

 to school in the morning?Then have students go over Point 1 on Page


2 Ask students: What do you say when you first meet someone? How do

you introduce yourself to others? Then have students go over Point 2 and

tell them they will conduct an interview after the introduction.

3 Have students work in pairs. First, have them read the example

 conversation. Then let them make up a conversation, using what they

 have learnt in this part. One of them should be a reporter from the

 school magazine. The other should be a student who took part in a

 school festival. The reporter should ask the student questions about the


Step 2: carrying out an interview
 In this part, students will be asked to work in pairs to conduct an

 interview about the Best Book Club, using the questionnaire they have

 revised on Page 13. In this way they can practise the speaking skills they

 have learnt in Skills building 2. They will also find out that they can

 gather statistics from a number of questionnaires after conducting some


1 Have students read Part A on Page 15 and make sure that they know

 what to do. Have them work in pairs to role-play an interview between

 an interviewer and a club member. At the same time, they should
 finish the questionnaire on Page 13. Students can begin like this:

Interviewer: Hello.

Club member: Hello.

Interviewer: My name is ... I'm a staff member in this club. I know you're

             a member of our club. Would you mind if 1 ask you some


Club member: Of course not.

2 Have students work in pairs and go over Part B on Page 15. This time,

 one of them will be the boss of the club, the other the employee of the

 club. The employee will tell the boss the club member's answers to the

 questionnaire. They may use the questions in Part B to create a dialogue.

Skills building 3: analysing statistics
 The activities here aim to teach students how to analyse statistics that

 are gathered from questionnaires, and how to draw conclusions and

 make suggestions through the statistics. They are expected to improve

 their abilities of analysing and solving problems.

1 Have students go over the two points on Page 16. Make sure that they

 know what can be obtained through analysing the statistics from

 questionnaires. Through analysis, students can draw conclusions and

 make suggestions. Thus, they can discover what people are interested in,

 what they are doing or they want to do. Encourage students to think of

 more conclusions and suggestions about the example sentence. For
 conclusions, they may say:

 Many students in our class know how to use an English-Chinese


 Many students like to use an English-Chinese dictionary to help them

 learn English .

 For suggestions, they may say:

 It is a good idea to use an English-Chinese dictionary in studying


2 Have students read the pie chart about students' hobbies and interests

 and analyse the statistics. Have them draw at least three more

 conclusions and make another three suggestions.


2 The second most popular activity for students in the school is surfing

 the Internet.

3 Only a few students in the school like reading.

4 Most students in the school do not like dancing.


2 The school should help the students understand how to use the Internet

 for study and research.

3 The school should find ways to get the students interested in reading.

4 School social events should not include dancing, because most students
 simply are not interested in it.

Step 3: writing a report
 In this part, students are asked to write a report about the possibility of

 starting a school book club after analysing the statistics. They will read a

 chart, which gives statistics about students' favourite sports, and a report,

 which gives conclusions and suggestions after analysing the statistics.

 Then they will write a report on starting a book club to get students

 interested in reading.

1 .Have students look at the chart in Part A on Page 17, and analyse the

 statistics. They will have no difficulty drawing some conclusions

 according to the chart. Have them work in groups of four and try to

 make some suggestions based on the conclusions. Ask some groups to

 report their conclusions and suggestions to the whole class.

2 Have students read the report in this part. There are a few new words in

 it. Have them try to guess the meanings in context. For less able students,

 give them some explanations. For example:

'Table tennis' is a kind of ball game, and we also can say ping pong


Organize here means 'to prepare or arrange an activity'.

'A basketball tournament' is a series of basketball games in which some

teams compete each other until one wins.

'Award' means 'something such as a prize or money to give someone for
what they have done well'.

After students finish reading the report, ask them to compare the

 suggestions in it with the suggestions they discussed in groups and

 decide whose suggestions are better and more practical.

3 Have students work in pairs or groups to write a report on starting a

 book club. Have them read the directions of Part B and discuss how to

 write the report with their partners. When each pair or group has

 finished the task, ask some of them to present their reports to the whole


Possible example
From our recent survey of students, we have found that only 8 per cent of

 the students like reading. The most popular reading subject is humour,

 which 28 per cent of the students enjoy, This is closely followed by

 travel books, which 25 per cent of the students are interested in. 16 per

 cent of the students like reading about sports and twelve per cent like

 science books. A small number of the students like other subjects, such

 as history.

We want to get the students interested in reading. For this reason, we

 suggest that we have a humour book club, since humour is the most

 popular subject. Each class would have its own club meetings once a

 week. At the meetings, they could distuss what books they are currently

 reading, and could even read aloud some funny bits from the books. The
class monitors could then come up with a list of humour books which

are popular with the students, and this list could be shared . with the

other classes. This would be a good way to encourage students to read

by helping them learn about books that they might enjoy.

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