David Kehe is the author of Conversation Strategies ( avg rating, 8 ratings, 1 review, published ), Discussion Strategies ( avg rating, 6 rat. From Conversation Strategies by David Kehe and Peggy Dustin Kehe. Page 2. From Conversation Strategies by David Kehe and Peggy Dustin Kehe. Conversation Strategies: Pair and Group Activities for Developing Communicative Competence. Front Cover. David Kehe, Peggy Dustin Kehe. 외국어연수사.

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Pro Lingua’s Books/Conversation Strategies

These are the strategies we use to get more information, make comparisons, correct someone politely, agree and disagree, summarize, share information, and make decisions in a business meeting. Tell us something unexpected about you. You are going to read an article about some cultural differences.

I recently came across some large boxes containing file upon file of activities that I had written. If you could go back in time, what would you tell your younger teacher self? Do you want to come too? ESL students are aware that they are creating an impression on the readers of their written work through their control of grammar.

The night before I tried this new exercise, I had trouble sleeping because I had no idea if it would work. I always had a feeling that the countless number of hours that I put into writing exercises for my students would never be a waste of time, so I would reassure my younger self that my instincts were accurate.

David Kehe (Author of Conversation Strategies)

Student A 1 Hi. They are skills that supplement the linguistic and sociolinguistic skills most texts focus on: David Kehe has taught ESL for over 35 years in four countries. Some I had used only once, but from each one I had learned valuable lessons that can come only from writing and then using exercises with students.


Some examples of this are: What is the first thing you would do to create an environment where motivation can thrive? We are going to practice expressions that you can use in a conversation that will make the person whom you are talking to feel really good. One day, I decided to put students in pairs Student A and Student B and gave half the prompts to Students A and the other half to Student B, which I hoped would greatly increase the amount of practice each student would get.

Students also practice polite forms, rejoinders, clarifications, follow-up questions, getting a response, expressing probability, donversation, and avoiding conversation killers.

What are Conversation Strategies? And I was able to re-use that exercise several times after that. The work is enjoyable for students and teacher. Return to the Pro Lingua Home Page. Do you have a dog?

I remember specifically two students, Atsuko and Yumi, laughing and even extending their conversation, something previously unheard of in my conversation classes.

This was a transformative experience for me. Although some of those activities ended up being published, I would not tell my younger self about that. Join Our Email List. They are techniques that help the speaker and listener keep convversation conversation going to its natural and desired conclusion. A lot of students seem confused about when to use commas.

Who has influenced you the most? Nobody who knows me well would ever expect that I would be linked in any way with musician Ted Nugent. He has co-authored nine textbooks, including the award-winning Conversation Strategies. Each fun, student-centered activity begins with controlled language and moves to open, imaginative exchanges. All instructors strtegies that their subjects are the most important and interesting in the world, so if you can use expressions like these in your papers, they will think that you are very intelligent because you like their subject.


Not until I truly became comfortable with my command of grammar did I feel like a competent ESL instructor.

David Kehe

After about six weeks of training, I started teaching. But it turned out to be a very productive 15 minutes for the students, and thus, at total pleasure to administer.

InI got a job at a language school in Japan.

The activity was a controlled dialog, in which students listen to their partners and then choose the correct response from pair of choices. His name is Joe. I assumed that they could on their own understand the point of a lesson—as well as appreciate its intrinsic value. The audience that I was writing for was my immediate class of students. Do you like coffee? Where are you going?

As time passed, I began to wonder whether students were really internalizing anything or not. Then, one term, I was teaching in an instructor-training program, and during a class, I told the trainees about the importance of always introducing an exercise by explaining the purpose of it.

It was something like this: