yatcb lesson plans class survey

FREE PRACTICE
Class Survey

Method:

1.

SS work in pairs or small groups thinking up and writing down a few controversial questions on a given
topic. The questions should be opinion-based, e.g.
•
•
•
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Do you think that...?
Do you believe that...?
In your opinion, what is the most...?
Do you like...?
What is your favourite...?

...and so on. T monitors, checks, and corrects. By the end of this stage, each pair or small group will have
their own questions that they can ask the other groups.
2.

Each pair or group walks around the room asking other SS the questions and writing down their answers.
In a larger school or college, SS could ask SS on other courses, members of staff, or members of the public.

3.

SS work together to compile their results and create a written or multimedia report based on the findings

of their research, e.g.
•

74% of respondents do not like table tennis, while 84% play football on a regular basis

...and so on.
4.

Group feedback – each pair or group make a presentation of their findings to the whole class. T writes
down errors and elicits corrections from the class, focusing on particular grammar / usage / pronunciation
points as required.

Tips:

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The more questions SS begin with, the longer this activity will last.

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T could encourage SS to practise their English with people they do not know from outside the classroom,
and, if possible, with English native speakers.

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Variation: to make a simpler survey, use the Class Survey Template on p.122. SS have to think of one
contentious statement based on the topic, and write it after ‘Survey Question’, then write different possible
answers along the top line of the grid, such as:
Agree

Strongly Agree

No Opinion

Disagree

Strongly Disagree

Or, if the question is something like, “What is your favourite fruit?” the different fruit options would go
along the top line, e.g.
apple

orange

banana

grapefruit

melon

...and so on.

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SS write the name of each person they ask and put a tick in the appropriate box for their answer. SS spend
time writing up their results and then present them to the rest of the class. T elicits corrections to errors.
To make this activity more diverse, each pair or group should ask a different question.

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