Job Discussion Forums

[sisyphus]

Ive recently started teaching at University level. Ive taught at mostly corporate training type level within EFL and I have experience with other age groups etc. However im finding the University teaching hard initially as im so used to giving interactive , communicative based lessons..that im trying to do this with a group of 30 students ..its exhausting. Can anyone tell me what the typical structure of your lessons would be at University? ie. how many minutes for each activity, what type of activities etc? I know it depends on type of lesson etc, but jst want to get general overview of teaching style...

ta very much

The Sisyphus

[santi84]

Very hard to say. I can see you are in the Czech Republic, what kind of students are you teaching? Beginner? Advanced? Can't give any details on minutes/types of activities without that answer. Do they have a separate conversation class? (*I teach in Canada, so that is standard here - I'm not sure about overseas)

For a basic beginner class: small tasks over a longer period of time (dictation, drills, vocab review, grammar review, conversation in pairs)

For an advanced class: Sorry, no experience there. If writing was the focus, I'd look into peer editing multiple drafts. Candid conversation circles was popular with one of my more advanced community services classes.

[Glenski]

Typical structure? Are you teaching a reading/writing/listening/speaking/presentation course?

In our communication classes we do the same interactive, communicative sort of lessons at my university, and the class size is 40-50 students. Yes, it is exhausting, but that also means you are doing too much of the work.

Give them surveys or info gaps, and then put them in groups to collaborate on what the answers mean (or how they are grouped). Then have a spokesman from each tell you some answers as you mill around. Not every group needs every answer spoken to you, but get them handed in.

Give them homework that MUST BE DONE, or the next class is not possible. Let this hurt if it has to for a lesson or two. They will get the message. Example: find an article/story/etc. on a certain topic related to the lesson or grammar point. They have to come to class with a clipping and partial worksheet filled in. Then they do Q&A on each other with a premade questionnaire you put together, so that they ask about the clippings without seeing them.

Give them in-class reading time. No reason they have to speak 100% of every class period.

[artemisia]

Apart from not knowing the level, you also haven't said how long you teach them - I assume it's daily with the same class - but do you have a block of time with them? How long activities should be will depend to some extend on that as well as the aims of the class and the group 'personality'. Is this a general English class at uni or academic English? The latter will most likely focus on reading and writing.

I'll just throw in a suggested activity I sometimes do with high-levels. I give them A/B short texts (maybe from the n/paper) in pairs. I make sure the texts are not long or too diffficult (rewrite parts myself if necessary) especially the first time I do this. The students have a time limit (10 mins) to read and note down key words/ phrases and check their understanding. Then I take their texts away (they hate this!) and they tell each other what their respective texts were about using the key words they noted down to help them. I also go around and help. Then I ask both sets what texts A & B were about and as a class write up some summarising sentences on the board. Finally they get the texts back and read the one they didn't read the first time. Depending on the class and time limits you give, you can do in half an hour.

[Glenski]

[sisyphus]

Yes should have been more specific. The class is a general english group with a CAE textbook. (I also have other groups of Writing). They are first year Uni students. The lessons are 1.5 hours long.
Thanks some good tips there, I have done things a bit like these, Im just the type of teacher who feels nervous when I give them pairwork or written exercises as i feel I should have them interactively communicating with me (this is a hangover of the small group of 2 or 3 students within a firm etc)..

so what we are saying is basically a variety of different exercises, as you mentioned....say 20 minutes on each depending on exercise.

[artemisia]

[spiral78]

I've taught at university level for more than six years, and I know a bit about Czechs

Don't discount the value of the students working together (mostly) in English and ON producing something in the target language. There's masses of research that validates the usefulness of students using English with other non-native speakers.

If you have the freedom to move tables and chairs, you might try having them work in small teams of five or six. Each team should have a leader, who is responsible for involving everyone in a task, staying on track, and staying on time. This can help considerably in getting all the students involved and moving things along in general. Having students lead groups gives them chances to practice their English for conversation management and small negotiation as well.

CAE is an ok basis for a general English course. Are they going to take the test at the end, though? If so, the test strategies become more important than otherwise - if not, then you've obviously got more leeway to do additional/alternative tasks in class.


You're right - it's a major shift from the kind of small classes you do working with companies (I have been there and done that in Prague too!).

[naturegirl321]

Small group and partner activities are great. You can always get the class together at the end to go over typical mistakes. takes some getting used to. This is my fifth year at university, and I've taught at three different ones. the first semester is always the toughest.

I second what glenski wrote and would add that if you do assign homework, make sure that they're heavily penalised if they don't bring it.

I did CAE and it was a headache, or rather a migraine! Are all your students at CAE level? Focus on testing skills, that helps a lot. Mock exams are also great.