Korean Job Discussion Forums

Freaka · Joined: 05 Jun 2007

So, it looks like I'm going to be teaching conversational English to groups of adults and as of this moment, this is my general game plan:

A) Ice Breaker - a quick game of some sort (and no, I don't mean Simon Says) because Koreans (even adults) love games. Plus, it sounds like some of my classes are going to be very early in the morning, so I'll need to wake my students up and engage them! (lol)

B) Today's Topic of Discussion - Things You'd Say or Hear in a Restaurant
How many are in your party? Do you have a reservation? The wait will be about ten minutes. Is our table ready? May I please get a refill? I have some questions about the menu. What are your specials? Which dish would you recommend? I'd like to see a dessert menu. May I please get the check?...and so on and so forth. I'd also write out the sentences on a chalkboard, dry erase board or projector screen. If I could bring my laptop and somehow use that to teach, that would be great, too.

C) Pronunciation - Have the students go around and repeat certain sentences to practice their pronunciation.

D) Grammar - Teach one or two concrete points of grammar as it applies to the Topic of Discussion. For instance, "Can I?" versus "May I?"

E) Role Playing - Have the students get up in front of the class and role play (either with myself or with other students) and then correct their English.

F) Q&A Session - Obviously, I'd take questions from my students as I go, but I'd take this time to answer any additional questions they may have about the Topic of Discussion, vocabulary, grammar, pronunciation etc.

G) Assign Homework - Not real homework, but just something for the adults to do or apply in their everyday lives until I see them again.

Of course, every group will be different and I'll have to make some adjustments as I go depending on how much time I have with each group, but the above is the general idea I have in mind.

I'd also welcome any helpful suggestions! Thanks!

Jizzo T. Clown · Joined: 27 Mar 2006 Location: at my wit's end

OneWayTraffic · Joined: 14 Mar 2005

Much depends on their ability. If they're mixed, it's really hard. For better students, I recommend www.breakingnewsenglish.com a really good site. Lots of lessons, all using the same plan and another one based on a current event every week or so. I use this for my LG, Doosan and Nonghyup classes but it may not work for random adults. Depends on the students.

For lower levels try an appropiate book or do it yourself. Anything that involves them standing up/moving around is hit and miss. Depends on their age etc. Young adults like some motion while ajummas and ajosshis just want to sit and chat.

Make sure you make groups. 3-4 is good for bigger classes so you can go around everybody easily. Smaller classes=pairs.

Something to try as a 'game.' Write some random words on the board or circle them in a small article. Make the words loosely associated with a topic but different. Tell your students to pick the topics that are interesting and have a chat about them. If someone says a topic is 'boring' then that's ok. I call them on it: "You mean you're not interested in money/clothes/exams/mistakes/bridges? Why not? Tell your group why you find the topic boring and what should be done to make it more interesting."

Freaka · Joined: 05 Jun 2007

Freaka · Joined: 05 Jun 2007

mj roach · Joined: 16 Mar 2003

J.T.C. made a good point regarding 'correcting' pronunciation; can be a real 'wet blanket'.

What seems to work well with adult conversation groups, is to listen for the the 2 or 3 most often repeated problems during the first meeting.

Then, make them a part of the next lesson plan. In subsequent meetings, continue to 'model' the correct pronunciation without directly making corrections.

mj roach · Joined: 16 Mar 2003

A game to help with the problems inherent in mixed groups (level, age, gender, status, etc.) is to have the members adopt a 'persona' from a non-English speaking country (other than Korea and no two from the same country).

The persona should include: country, nationality, language and profession/job, and may include changes in age, etc.

This should help avoid everyone having 'the same answer' to questions during discussions.

The members are likely to have little knowledge of their adopted country/culture and will be less likely to respond with 'pat answers' or 'memorized dialog(ue).

Since only one member is from the respective country, any answer can be correct. Not already 'knowing' answers will encourage finding new ways to 'use' the English they have learned.

Make it 'fun' and never underestimate the value of 'edutainment'...especially at 6:30 a.m.

Freaka · Joined: 05 Jun 2007

Jizzo T. Clown · Joined: 27 Mar 2006 Location: at my wit's end

Another thing regarding pronunciation:

I've only been here a short while, but their main problems seem to be with the 'P / F' distinction, as well as adding endings (similar to Japanese students) to words, like "English-ee" "Bus-u" etc. They also seem to have trouble distinguishing 'S' and 'Sh.'

and yes, freaka...truce~! Cool

icnelly · Joined: 25 Jan 2006 Location: Bucheon

breaknewsenglish.com

Didn't find it; it's from another post before, but it's got good substance. I wouldn't use the entire LP, but it's def. got a bunch of relevant activities, warm-ups, etc for you when your brain is a bit dry.

Freaka · Joined: 05 Jun 2007

tzechuk · Joined: 20 Dec 2004

Texas T-Bone · Joined: 09 Jun 2007 Location: SK

Made the mistake of taking an adult class and having them do role play at the front of class one time. . .these housewives had taken lessons for 6 years and went into shock. . .shaking and very nervous. It was something I did all the time for middle and high schoolers, so never gave it a second thought until these women freaked. Be careful. Role playing is fun, but if it needs to be at the comfort of where they normally sit, then so be it.

I also throw in a mix of personal articles found via the web and usually related to the group in one form or fashion. Great for free expression and discussions if the class is a high enough level to understand.

I use primarily the "Talk, talk, talk" series or "Express Yourself" series of books for open discussion and conversation. Correcting things in a limited form, but focusing on complete answers, exhausting a topic, and being understood by the partner they are talking directly to.

B~

Treefarmer · Joined: 29 May 2007

make sure you don't do all the talking, it's really tempting to just tell them stories all the time, it does help them, but they learn a lot more if they are doing all the talking, the teacher should just ask them questions to set them off

ddeubel · Joined: 20 Jul 2005

I really think it helps to "understand" your audience. Teaching adults is a whole different ball of wax and a little reading on the subject can illuminate and better your choices in the classroom.

I find adults really need choice. Give them options, let them think they are directing things a bit. Really necessary with adults.

Adults need to share. They want to use their own experience as a learning tool within the classroom. They want to talk about their lives and goals and positions. They don't want opinions forced on them or to have little input.

Adults also like focus, specificity. Narrow the topic down and make it "applicable" to some practical outcome/goal. Adults see their learning as a means to an END. They are there for very specific purposes, try to teach towards those.

So many more about adults. Especially regarding motivation and psychology. Try this info . below, about adult learners, it is revealing and should be a sticky. I've done a few workshops on adult learning and I'd also recommend, Jane Vella. Any of her books, especially Taking Learning to Task...

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htm

Some other links. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#learn

DD