Job Discussion Forums

[mcl sonya]

I recently did a mid-semester teacher evaluation, for my own sake and also because that's what my GSI's (graduate student teachers) always did. I got a lot of good feedback - more games and slang for the lower level classes, more free talk for the english majors (what exactly is free talk?) and they'd like to go outside sometime and have me sit in a circle with them. They also want to know more about my personal life. I have no idea how any of this would involve them talking or how it could be done.

free talk sounds cool, but how does this work? I have such a hard time getting them to talk about anything with me unless I give them time to come up with things in group and present things together. They explained that they love answering questions, but that they want to make sure they have the perfect answer. I've been telling them there's no such thing as a stupid answer but it isn't working. I've been thinking of topics for them to discuss, but everything I could think about talking about was already done during their debates. Someone suggested current events, but wouldn't I get my ass fired for talking about that? I was thinking about giving them riddles or poems to discuss, but it would be hard to find good ones they can handle and discuss I think. I studied literature in French and I hardly remember anything from high school English classes, but I don't think they want translations of interesting passages from French. They also want new ways of talking to each other, outside of dialogues and the occasional game. Does anyone have any advice on new ways to make them talk to each other in English? I'd love it if we didn't do group work and dialogues all the time, because I feel like a lot of time gets killed in them. I had them pretend to go on dates recently (also a lesson on how to politely order food in America) and they loved that, the whole class was in stitches and attentively listening the entire time and the students were getting really creative, but if I feel like generally whenever they perform in front of the class, the rest of the class gets really bored and tunes out.

In the tourism classes the students do famous places in the English speaking world presentations, but they plagiarize and don't know what they're saying so badly that no one understands what they're saying, not even I. It is an endless struggle to get them to stop copying things and write their own presentation. I don't know what to do about it. The kids say they want to learn about new places, but I don't know how to introduce new places without doing all the talking myself. And how would I get them to talk afterwards?

Any recommendations would be appreciated. Generally my classes are going well, and they say they like them, it's just I need to find something to replace introducing a topic and having them discuss it in groups.

I'm also thinking of reintroducing the star system from elementary school and awarding smarties (parents brought me a huge sack of them) whenever someone accumulates enough stars by asking questions or telling me I'm speaking too fast or am using vocabulary they don't understand. This seems like a stroke of genius to me. Hopefully it works and breaks the silence.

[Mpho]

Sonya, I too teach tourism classes. I'm a little luckier most of my students talk. But I get them to talk more by taking them to the library and going to the tourism section and getting them to pick a book. You would be amazed there are hundreds some in English most in Chinese.

Get them to give a book report or a "place" report. Have them do it in Chinese and then ask them to do it in writing in English and then after finished to read it to the class. They are the expert, ask questions as a tourist of them a guide. I use this technique a lot and it works.

Similarly, tell them ahead of time where you will be going and have them research a different part of the topic and they can talk for a minute or two on their part of the place.

Similarly, I assign internet research on a place and let them come up with info. Who cares if they copy, plagarize or whatever. You're to get them to talk. Even if they all say the same thing, it is talking.

Likewise, help them by preparing a site visit ahead of time, a dialogue, whatever and let them present to the class. Then have them rewrite the dialogue so that they are the guide and you the tourist asking questions as they prepare the dialogue.

Mpho

[flutterbayou]

I sometimes assign students radio programming to listen to (if it is available, that is). www.npr.org is one great station, because students can listen to any program repeatedly and then give a summary of a news topic in class.You need not fear the news items, because they range from arts and culture to sports and technology. Travel is included, too, I believe.

Here are a few other activities, which could be revised for topics in tourism:


Pass the Bottle: Chinese version of Musical Chairs

Music is played while the group passes around a bottle. When the music stops, the one left holding the bottle has to perform in some way. Here are suggestions:

1. Tell us about your best friend
2. Tell us about something that made you laugh.
3. What is your favorite animal, and why?
4. What is your taste in clothing?
5. Talk about a dream you cannot forget.
6. Describe the home you want someday.
7. Sing a song in English!
8. Where will you be in 10 years & what will you be doing?
9. What did you do last night?
10. Which movie star would you like to have dinner with?
11. What does your room look like?
12. Who is the most interesting person in history, and why?
13. Talk about your favorite tv program.
14. What was the happiest moment you had in the past year?
15. Talk about a recent movie you liked.
16. What is the most dangerous thing you have ever done?
17. What are your hopes for the future?
18. What do you like to do with your free time?
19. Tell us about something you think is stupid.
20. Tell us about your favorite love story.

Drop and Run: A great memory game
Divide the group into teams of four.
Take a reading excerpt that is typed out, and cut it into strips, so that the paragraphs are separated. Tape each paragraph to the wall in the corridor, out of sequence. One member of the team is designated �scribe,� and another team member goes out to the corridor, memorizes one paragraph and has to repeat it to the writer, who writes it down. Second team member rushes out to memorize the next paragraph, and then relates it to the scribe. This goes on until all sections are written, then the team must number each paragraph in logical sequence. The race between teams is fun, and this is a good exercise in reading, speaking, and listening!!!
Sample text is on the following page:

With so many people on the roads, it is necessary for everyone to know how to drive safely. That�s why you � and all other drivers � must pass a test to get a driver�s license before you drive.

It takes time and practice to become a safe driver. You will have to learn how to drive safely in fog, snow, and other dangerous weather conditions. You will also have to learn how to drive in different traffic situations.

In the city, for example, you have to be careful about traffic at cross-streets. On expressways, you don�t have to deal with cross-traffic, but you must know how to change lanes and pass other cars.

Finally, you have to learn the driving laws. Many of these are common sense. For example, according to the law, you must wear your safety belt when you drive. And, of course, you must not drive under the influence of alcohol.

[Andre 3000]

Sonya,

I was teaching oral English to college-age Chinese students and had a lot of success with the materials on this guy's website:
http://waze.net/oea/
I used his "weekly chatshow" on a regular basis, finding that it gave the students the chance to prepare something to say. It was also pretty easy to prepare for: I would supplement the activity with questions taken from this site:
http://iteslj.org/questions/
Best, Andre

[mcl sonya]

hey, this is fantastic. thanks for all of the suggestions. I love these websites; pass the bottle sounds like a good game, and making the students act like tour guides is brilliant. the problem right now is that they copy so much that they don't even understand what they're saying, unless they look up all the words, then the rest of the class doesn't understand. but if people are asking questions then they'll have to put it in a way people understand.

thanks!

[Lorean]

I had to teach tourism last year. It sounds like your class is going a lot better than mine.

From my experiences, 'free talk' doesn't work in China. This is because there is very little expressive energy in the society. In my Japanese and Chinese classes back home, some of us were absolutely thrilled when we figured out to put together sentences like "我是你爸爸", and got a good laugh.

To get them to talk, you will have to stimulate them with topics which are of interest to them. I've had success with talking about dating, the Japanese, and the Koreans. Sometimes it is useful to rile'em up with statements like "studying history is a waste of time".

You should be okay talking about current affairs so long as you remain objective.

Presentations are only useful for burning class time.

You cannot stop them from plagiarizing unless you supervise them while they prepare their presentation. That is, they are given the presentation topic in class, and must prepare for and present their presentation in class. (This is not a bad idea, it has worked for my writing class)

Almost all the public speeches I have had the misery of listening to have all been nothing more than incoherent babble. Half the students cannot pronounce English, the other forty-nine percent have no notion of English structure.

[arioch36]

MCL

[Anglichanka]

I taught in China nearly 20 years ago and in Macau for almost 12 years. Reading the remarks here it seems nothing has changed. They don't want to talk but expect you to give them the 'correct' answer or response for everything (including literature!) so that they can learn it by heart and spew it back out at the appropriate time. This is due to the Chinese education system which prizes this style of learning - plenty of other countries, too.

I'm collecting some of the great ideas people have sent in, above, and here are a few of my own which have worked with Chinese students:

-prepare a few scenarios requiring groups of 3. Build in controversy/debate. E.g. A TV interviewer with two interviewees who were eyewitnesses to a catastrophe. A 'saw' B screaming and terrified as they looked on. B, of course, has an entirely different version and was not terrified but a great hero.

NB. Never let them write down their dialogue beforehand. It must be extemporised.

-similar to the above but in a police station

-court-room drama - witnesses, defence, prosecution etc. Just pinch any trashy TV drama outline - sophistication is not needed here!

-job interviews for strange jobs e.g. sexing chicken eggs - anything you like. Start by choosing a student and doing an interview. Throw in weird questions. Be rude to the interviewee. Get feedback from class. Get them to create their own interviews in pairs.

I always throw in humour and hammy acting as it gets them involved. Of course, it is a real first for them to see lau she behaving in such an undignified way but they get used to it/ get over it.

Teaching Macbeth - the easiest of Shakespeare's plays, I think. Draw them in with no trouble at all - just launch into the witch scene with gusto. Add some costume if you have any bits.
The dagger scene: out of the blue I will fix on the back wall, peering at it and pointing. They will turn to look. 'Is this a dagger I see before me . . .' After they all realise they were 'had' there will be some laughter but - you have their attention. This bit of ham acting has never failed me. Get the students to choose from some of the 'best' scenes one which they will work on to present.
If you wish, you can have them transliterate into mod. English. Actually, there are websites which have this so you can get students to bring in a section each. - dont know about this in China re internet access for the students - have only used this recently (in Bulgaria).

I wouldn't worry if their English is full of errors so long as they communicate their idea. The point is to get the words coming out into active use. Learning perfect sentences is something they can do at home or from a book. It's my belief that students mostly enjoy this type of oral work because they get positive feedback from their peers and, often, laughter. They feel successful. This, in turn, brings about positive feelings for English oral and gradually there will be improvement simply because they are more motivated.

I've had so much help from this site that I'm glad to have a chance to offer something back and hope it is helpful for someone somewhere!

[Anda]

I write my own scripts and get them to read after me and then pair work on. Then I do a board conversation that is similar where I start it and yes, keep it going but they have to come up and make up replies to what I write. You have to get them going and give them imagination. Below is one I wrote in Korea.
......................................................................................
The Bike Gang. Story By Anda.
Sue Look Tom! It�s a bike gang. They must be really bad, I think, cause their bikes are those big expensive kind. We�re trapped here on the beach. Oh do you think they�ll kill us?
Tom Um maybe! But I saw them pulled up at Mr. Kim�s restaurant in Seogwipo City on the way here so I don�t think they�ll still be hungry so it�s unlikely they�ll want to eat us!
Sue I don�t know how you can still joke at a time like this.
Tom How do you think they got the money for those bikes Sue?
Sue Drug money! Yes, that�s it; they�re drug barons (powerful people who control industry and so on). Mr. Kim�s Restaurant must be a front (a cover) for selling drugs.
Tom No I don�t think the drug trade is that big here on Jeju Island Sue. In fact I�ve been told that it�s nearly nonexistent (hardly in existence)!
Sue Oh no, then they must be into extorting (forcing or threatening people into paying money) money from the local business people plus things like kidnapping Japanese tourists and ransoming them for money.
Tom Ah that must be it! Why didn�t I think about that before! Look at that one there with the long hair. I bet he�s the leader of the gang.
Sue Tom you�re crazy! Don�t point at them or you�ll make them angry. I don�t want to die, even if you do!
Tom Look Sue they�re all coming over here!
Sue Oh no! Now see what you�ve done by pointing at them. They�ve got a westerner with them. He definitely looks like a mafia man. This is it Tom, we�re going to die!
Tom Well in that case, how about a goodbye kiss Sue?
Sue Is that all you can think about? You should be praying for forgiveness from your sinful life so you don�t get sent to hell.
Tom You�re going to let me go to hell without kissing me goodbye?
Sue Oh shut up! It�s too late to either pray or kiss now! They�re here!
Mike Hello son, are you having a nice time?
Tom Great dad but the girlfriend here thinks you�re a mafia man.
Sue He�s your father Tom! You knew all this time that your father was with them?
Tom Well seeing that I�m honest! Yes, of course I knew all along!
Sue If you didn�t have all these thugs here with your father to protect you I�d kill you right here and now!
Tom Well this thug (tough violent person) here is the chief of police and this gentleman is the local judge, oh and these two hoodlums (violent criminals) are doctors and,
Sue Your son has had a terribly poor upbringing! You should be ashamed of being responsible for his uncultured behavior.
Mike She�s a wild filly (young female horse) that you�ve roped yourself in son!
Sue So what�s your job Mr. Comedian?
Mike I�m a university English teacher here (Jeju) at the National Uni!
Sue Now I believe what I�ve been hearing from many of the Koreans that I�ve met here!
Mike Oh and what are they saying?
Sue Most of them seem to think that they are only getting foreign teachers that wouldn�t be allowed to teach in their own countries. In other words, the rejects!
Tom Watch out she�s a dangerous woman dad! She might have a knife.
The bike gang members laugh loudly!
Sue And why are all of you men dressed up like overgrown children for anyway?
Tom Come on Sue, calm down! Look everyone here is employed in work that generates (produces) a high amount of stress. They�re only trying to escape from their daily routines to unwind (relax) a little bit!
Sue Oh I suppose I�m just angry because you�ve made me feel like a fool but you�d better watch out or I�ll get you back! Anyway now that you�ve had your fun you�d better give us a ride and shout (pay for) us a decent dinner seeing as you�re all such rich boys!
Mike I think we can manage that for you Tiger. I bet you�d like your meat rare!

[Girl Scout]

I had the students take me on a tour of campus. I assigned different sections to different groups. When we were done, we sat outside for the last 30 minutes of class and discussed what just happened.

[arioch36]

Girl Scout

[kev7161]

If it were me, I wouldn't attempt Shakespeare unless I REALLY felt like they were an above average group. However, I would try to find some modern versions of his classics that they might more easily identify with. The obvious comes to mind of West Side Story for Romeo and Juliet. Wasn't "Clueless" based loosely on some Shakespeare plot (or maybe it was Jane Austin - - I can't remember)? Then, after they've enjoyed (?) the more modernized version, introduce the original and compare/contrast. That could take up most of a semester if you're only with them once or twice a week.

[mcl sonya]

Jane Austen I believe.. Emma? It might be interesting to go over parts of a screenplay adaptation of a classic, act it out, then watch the movie as a treat at the end of the year...

I always like your posts Arioch. I've sort of wondered -- is our job to teach them for a test we (I) know nothing about? or is my job to expose them to my culture and thus interest them in my language, encouraging them to use it in real life? Which is really more helpful? Everyone's worried about the CT4/6 coming up, and I know they would be so much more into class if I was teaching them stuff for it, but how many FTs know anything about how English works or how to really teach it?

This week has been going pretty well with some lessons from waze.com. The weather has been so nice and everyone so jumpy I took them outside to play a game similar to pass the bottle -- something called shabam, where you make a move and yell shabam in a ripple, and if you mess up you have to do something or answer a question -- and I've been using those questions to good success, thanks flutterbayou.

The smarties thing is failing. I talked to the admin and they said I'm allowed to talk to the Carrefour and Olympic torch protests (so long as I don't say anything about the government), which I know is perhaps the one thing people are itching to talk about... because they all talk about it already... I told them this will be our trial freetalk for next week, and gave them things to ponder, "non-violent resistance," "scapegoat," "the role of the media," etc., for the upcoming week. They all seemed stunned that I was even bringing this up, then got excited and started asking questions on their own... I seriously hope I'm not jinxing this here. I'll remember to appear objective.

Thanks Anglichanka, I should look into teaching a version of Macbeth. I don't know if my students can quite handle Shakespeare as is, but they are all really interested in him and have proper respect for the greatest writer in the English language.

I really like the board conversation idea for my English majors.. I will definitely do that..

thanks everyone

[arioch36]

we talked about tibet today. Good conversation. I alaways make the strong point ..I'm not interested in who is right or wrong, but how can we comunicate and resolve problems if we just say the other person is bad. Decent conversation.
Part of my spiel now is I tell the students i'm not interested in preparing for CET 4 because CET4 will never help you get a good job
"You should hire me because I passed CET4" won't work
Their immediate feedback to this is usually quite positive, which is why it is now part of my spiel
But that good english will help them have more opportunities in the future
Good oral english will also help them take tests
Any learning is more fun then not learning

You should teach to your strength, in your style. I would ask them point blank, do you want to practice English that will help you in the future, or help you take the CET4. But a good oral class will help them more then any other type of class (Oral being listening and talking, their biggest weaknesses)

DOn't tell anyone this secret .. everyone passes the CET4 sooner or later, one way or another