Korean Job Discussion Forums

[nolegirl]

Ok, so I have this Beginning Middle School Speaking class every day from 7-8:25. This first week I have been trying to get them to loosen up b/c they don't talk. So I tried to talk in Korean and they all went hysterical and I did this to show them not to be embarassed to speak b/c I sound ridiculous.

My question is the curriculum book sucks. It has more listening activiites and the speaking activities are confusing and stupid. They already have listening and grammer classes so I think its important for them to speak.
I guess I could come up with an activity from my challenge class (one level up) and photo copy the page. It sounds like alot of work but this book is freakin the most ridiculous book ever.

My school lets me do whatever I want b/c there is no test on speaking so I have free range. Any ideas???

Oh yeah, the listening activities are on tapes and you have to constantly rewind and play again and it is so obnoxious b.c the fast foward button and rewind button is differnt in every classroom so I don't know which way I am even going. These books were published last year so its not like they are old books, why not use a freakin CD.

I was thinking of buying a speaking book ( school would reimburse) and then copying the pages. I have this class every day and I will kill myself if I have to use this shitty book.

[nolegirl]

I have the class everyday but with different students, FYI. So I could copy on MOnday and use the whole week.

[spliff]

"speaking book" What the hell is that?

[nolegirl]

I dunno, its a speaking class. I assume there are speaking books.

[sojourner1]

Dam, that's rough. I too found that what few books exist in PS schools, they're junk due to lacking content. I say they should just buy some damned books from a western country for foreign teachers to use. That is what hagwons typically do, but not PS. They really should put a program together that is a general teacher guide and a standard for all schools and students.

I believe they want you to focus on conversation practice in your early class. My students won't hardly talk either; only a few front row pets will. I would show videos of short conversations, write it on the board or screen, and have the class practice saying it and then pair them up. You can make up conversational material until there is no tomorrow. Many nursery rhymes such as 10 little Indians help too. This is my main idea right now on inventing something to teach.

[Draz]

[pootle]

I also teach at middle schools and I feel your pain! The only way to start, imho, is to drill phrases and then get the kids to do dialogues with each other. You can do useful, every day English on various topics to make it more interesting and relevant, eg going shopping (how many, how much, can I try this on etc.), giving directions, going to the doctor (illnesses, describing symptoms), meeting friends and making plans (going to movies, taking the bus, eating out etc.).

Classic TEFL routine for all skills, including speaking, goes something like this...

Set the scene (I make up a story about myself - yesterday I felt really sick ....)

Speak/mime/draw the target words like headache, stomach ache etc. See if they have enough English to give you the words, if not, give them the target words, and then drill them on those words. (Elicit and drill to get the pronunciation right and to help them to remember the target words).

See that they understand by asking them questions (concept checking), 'If it hurts here, what do I have' whilst pointing at drawings or miming again.

Then set a task - in your case a speaking task - and drill the phrases you want them to use. Show a model dialogue (written and spoken - you can use a good student to be your dialogue partner or else do two different voices).

Get the students to do the same dialogue in pairs until they can do it without reading the words off their handouts.

The idea of 'free talk' is sadly redundant in my experience. You need to teach them the words, what they mean and the context, and then model phrases for them to use.

You can then move on to other activities that involve them speaking and using the range of target words and phrases you have covered, eg if you taught 'I have' or 'I feel' then they can use these but change the endings. If they are getting it quickly then you can add in other elements like 'He has', 'She feels' etc. and explain how that is different. You can use games for this - a simple dice and counter board game with the target words on and when they land on a square they need to use that word in a phrase. Or even written/picture cards work as well. Observe the game/activity and see how they're doing and help them if necessary.

Don't be over-zealous about error correction, let them speak and play with and try the language out - that's far more important than them getting it right 100% of the time. Also don't jump in too quickly to help - let them um and ahh a bit whilst thinking. Give lots of praise and encouragement, find a pair that is doing really well and stop the class to say how great this pair is doing and how pleased you are - this will encourage the others to try harder to get your attention.

Not sure I'm being very clear, I'm in the middle of lesson planning myself and feeling a bit tired! Feel free to PM if you need more info.

The crux is to give them enough to work with - these kids cannot spontaneously use language, they have to be spoon-fed I'm afraid.

[ddeubel]

pootle,

good rundown/scaling of the lesson delivery BUT I don't think any lesson is ever successful, no matter how apparently "good looking" unless the students at the beginning/middle/end - actually use the language in relation to their own selves, wishes, desires, lives.

Language is acquired not so much from the memorization and repetition as from the volition.

We can study for days, "I'd like my pizza with double cheese". We could probably say it clearly and without hesitation BUT there won't be any acquisition of that until we use it when actually ordering a pizza (and it doesn't matter if we are successful or not like good profs will tell you -- we learn from our errors).

so i think it encumbent on every teacher to try and build in this "desire" and speaking from the heart. That's how we hit the "target" language.

But all the rest, agree and a great way to teach IMO.

DD
http://eflclassroom.ning.com

[Easter Clark]

[pootle]

Did any of the posts help you, OP? Or did you give up?!

[pootle]

DD and EC, good comments, I agree with what you've said.

A lot of it is time and place though. I agree that students 'creating' their own language is first prize but as a starting point you just have to get them to speak. Some of my higher level middle school students will elaborate on set phrases and will have a go at expressing themselves using language outside of what has been taught, but they are the minority.

I know I shouldn't have low expectations (I believe I have far higher expectations of the students than my co-teachers!) but if every child in my class says something in English, it's a major coup.

[ddeubel]