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Humanising Language Teaching
Year 4; Issue 4; July 02
Day-dreaming Questionnaire secondary and adult
Pilgrims NLP training Group, Summer 2001
1. Weed the questionnaire of the four or five least interesting questions. Dictate the rest to your students.
How often do I daydream?
What do I daydream about?
What do other people feel when they see me daydreaming?
Do I daydream about abstract or concrete things?
Do I like daydreaming?
What makes a happy daydream turn nasty?
Do I go on daydreaming if I am disturbed by somebody or something?
Are my daydreams connected with my real life?
How do I feel after daydreaming?
How easy is it to remember a recent daydream?
What do I get from daydreaming?
Do I reflect about my daydreaminng?
Do I use daydreaming as a way of getting ideas and finding solutions?
Would I like my daydreams to last longer?
Why is there an inner need for daydreaming?
What would happen if, some day, I became unable to daydream?
2. Group the students in fours and ask them to share their answers to the questions.
3. To round the work off, choose one question, maybe the last one, for students to answer in front of the whole class.