Korean Job Discussion Forums

[Illysook]

Whenever I start feeling good about my work...that's when a particular class will really discourage me. This afternoon, hardly any of my kids tried to speak to me and I'd started with the guy who destroyed his lamborghini. All that I required them to produce was the name of a product, when they purchased it, and why they were unhappy with it. In the better classes kids were quite creative and complained about school uniforms, school food, and lousy teachers like me. I could really use somme fresh ideas.

[ESL Milk "Everyday]

Just do grammar/vocab, detach yourself, and stop trying to start conversations.

[Fishead soup]

Peer dictation race- Students compete in teams to re-write a page from the textbook . Paste it on the blackboard team members take turns comming to the front and reading memorizing and relaying sentences to the students writer. Kids love this it's really active.

EFL Classroom 2.0.ning the guys name is deubels he's on this site. There's an activity on this site in which students look at a cell phone text message and dicipher it.

[SeoulNate]

My favorite unit with middle school and high school students who are perpetually off in la-la land:

Classification:

Objective: To get students to learn more meaningful vocabulary for describing everyday objects, places, people and actions. In addition, to give the students a chance to expand on their sentence structure and communication.

Day 1: Teach them the different classifications that you are going to be talking about, keep the vocabulary simple. You may need to translate a few of the category names for them. You will be teaching, materials, feelings, size, color, time, texture, value etc.

Also, (usually this will run into day 2 as well) start to break down the categories. For example: Materials: cotton, wood, leather, metal, glass, paper etc.

This will depend on the students vocabulary. But even the lowest high school students I have worked with here have a surprising vocabulary and since you are only asking for single words at this point, the exercise is not difficult.

Day 3: Bring is a huge list of items, people, and places to talk about. Start by giving examples. Thing, material is wood, size is large, weight is heavy, texture is smooth, location is in the classroom. What is it? A: Desk. You will need some kind of reward for participation, cheep candy works nicely.

After the students get the gist of it, allow them to participate as well and use the list of items that you have brought it. At this point, you are not stressing grammar, just stress participation

From Day 4-whenever: You can add more classifications to use, usually I try and teach a new one each day and incorporate it into the discussion and have each student try and give two descriptions to the class.

From this point on, you can use it as a 'game' to warm up the class or as a reward if they have done a good job on the other lessons you are working on!

Never seen it fail