Highlights: Class surveys are fun and not overly challenging. They are very effective as ice-breaking activities, especially at the beginning of a course. They also let learners know that class will be more than sitting at a desk and copying the teacher's words. It is important to do something with the survey information. Otherwise, there is no intrinsic reason for gathering the information. Therefore, plan ways to process the information. Note: Make sure the survey questions are appropriate to the class. For example, if everyone in the group is from Mexico, then asking, "What country are you from?" will not be pertinent. Similarly, asking a group of elderly seniors, "How many of your children go to school?" may not be appropriate. Watch for American cultural taboos about age, money, religion, etc. Also, make sure not to inadvertently ask about an uncomfortable topic.

Objective: Learners gather information about a particular topic. They increase proficiency and confidence in asking one or more questions at the same time as they are increasing graphic literacy skills.

Context: This class survey activity is especially useful for beginning levels because not much information needs to be asked or recorded and only one or two questions and answers need to be learned. Surveys can be used with higher levels if more complex questions and answers are required. Surveys are suitable for general ESL classes, but can also be tailored to a workplace (see examples that follow).

Estimated time: Time varies according to how much information is gathered. In the literacy- or beginning-level class, a survey might consist of one question that simply requires students to ask and record the name of every person in class (either first or last, but probably not both at once). In a more advanced class, a survey might require students to ask and record the names of television shows watched and time spent watching these shows in the past week. In both of these cases, the time to do the survey will vary according to how many learners there are in the class, and how long it takes for the spelling and the recording to take place. Note: If information gathering takes more than 20-30 minutes, you might consider debriefing during the next class session.

Materials: The teacher needs to make a survey form so learners can easily ask the question or questions and record answers. If the information is going to be gathered into a simple bar graph or pie chart, or recorded on flip chart paper, this needs to be ready in advance.

Procedure:

1. Build on what learners already know (e.g., the common question, "Where are you from?"). Therefore, pre-teach and practice the questions and vocabulary needed to answer the questions. For example, in a class where learners are collecting information about native countries, record the names of those countries in advance so that students have the information available to them.
2. Hand out the survey forms and explain the task to learners. (They need to walk around the room asking everyone the question and recording the answers).
3. Model the procedures with one or two learner volunteers and check comprehension of instructions. For example, ask, "What are the questions on the survey form?" "How many people will you talk to today?"