Korean Job Discussion Forums

[World Traveler]

I will be starting two new classes soon. One will be three middle school boys. The second will be a single third grade girl. I am supposed to come up with my own idea of what to teach for the first lesson (and probably subsequent lessons as well). Obviously, I want to do the best job I can, and first meetings are especially crucial for setting a tone and making an impression that will continue for the remainder of the time spent together. I feel a huge responsibility and a lot of pressure to perform well. I am feeling very nervous. My boss told me I need to do a good job, because it is not only my, but her, reputation that is on the line. I get the impression the parents are spending a lot of money for these classes. Failure to deliver a dynamic lesson would feel almost as though I had committed theft and fraud. The classes begin Wednesday, and I am willing to do everything I can to prepare from now until then. One thing I've noticed about teaching children English is that many learners aren't especially enthusiastic about learning English, and many have a short attention span. I am worried about being able to keep the students engaged for the whole lesson (which seems like a long time to study without a break for a child.) Any ideas?

[bbunce]

Don't do any one thing for more than 3-5 minutes. Variety is best. Then guage whether the students are really listening or not. If they aren't, then time to start playing an educational game. If that doesn't work, then it is time to release class early.

[koreatimes]

If they are lower to intermediate (relative to their grade) you can check out these class notes http://englishlessons.wikispaces.com

If they are higher, then they might find the above stuff too easy. I found those students to be in 2 categories. One is the TOEIC level student, but since it is business oriented, I would change the vocabulary to fit them unless they like it as is. The other kind of advanced student is more independent and can probably read through something. I had these 2 Korean students who could digest Roman history and answer questions accurately. So, I downloaded short stories online and made them read aloud and answer questions. One student simply skimmed through the passages and answered with a few words. The other would actually look up stuff and give the source. However, neither of them could paraphrase and present the same material.

For homework, they should keep some kind of journal. Check that every time they come. Parents will be sensitive to that kind of stuff. It's a tick mark to make them think you are "achieving" something, even though you might be hired to speak with them more.

[World Traveler]

[jamespulis3]

Variety is good, but make your lesson a group of activities that build upon and support one another.

I always like to introduce the vocabulary or key phrases that come from a short story or a paragraph.

A memory game is a good way to create a simple and structure context for the vocab. But you have to put it a little effort and make the cards. I like to have a picture and a word card. But if you are short on time just write the word on two separate pieces of contruction paper (you dont want it to be see through) for each word and there you go. Or better yet, have the students write the words on a paper and have the students cut up the paper into cards. When the students get a match they have to define or use the vocabulary in context. You may need to support the students by giving them the sentence structure. Now you have a game that supports the lesson.

Use the same cards to do a Pictionary or pantomime activity. Now you have another game that supports the lesson.

Read a story that you took the original vocabulary. Read it to them and ask them about the story. Do a little prep . . . use a word processor and write the sentences, mix the sentences so they are out of order and print. Cut the paper so each sentence is on its own strip of paper. Give each student a few strips of paper . . . about 3 to 6 pieces of paper/sentences to each student. Make the students read the sentence out loud so the other students listen and put the sentences in order to remake the story/paragraph. Give the students the English to support this activity. �I think this sentence is first/second/third/etc. Me too. No, that is not right�. Another game that supports the lesson.

Have the students do some writing that is similar but different from the original story/paragraph. As appropriate, support it with a cloze structure so the students can actually do the writing without it being painful or give them a beginning of a sentence and have the student finish it.

Make a word search or crossword puzzle. Just a bit of prep www.discoveryeducation.com/puzzlemaker . Start the word search or crossword puzzle in class and make sure the students don't finish it. Send the students home with a word search or crossword puzzle as homework. Parents like HW and students like finishing puzzles much more than starting puzzles.

Make each activity about 15-20 minutes and you have a power packed 75 minute lesson with a variety of activities/games. Reuse and tweak the structure and adjust the difficulty level of the lesson as needed to keep it fresh . . . add in password, or bingo etc . . . still using the vocabulary or key phrases.

When you have the 3 boys in a class you are the facilitator. When you have the single third grader, you can engage as a facilitator and a partner too.

[bobbybigfoot]

[bbunce]

Sorry...I was in a joking mood when I posted 3-5 minutes then release the class early. Never release early. Keep the students busy as much as possible..Jamepublis has some awesome ideas.