Korean Job Discussion Forums

[Omkara]

As is says. . .

[jaderedux]

Um You need to do your own work. There are lots of sights. I think you shouldn't expect others to do your job for you.

Sorry but I wouldn't give you my lesson plans. I take alot of time and they are specific to me and my personality. Why would I want to do your work for you?

I am sure someone will do it. But you need to get off your butt and do some research and make your own plans and activities. You will learn from the process.

Jade

[Omkara]

Uh, this is research.

You must be a very, very young teacher. Teachers are teachers' best resources.

I'd give you my lesson plans, and hope for your success.

[Yu_Bum_suk]

My best classroom activities are usually the ones I save for once in a while. One that works very well (but that I only do several times a term so that the novelty doesn't wear off) is to borrow a big stack of mini-white boards and markers from the art teacher. I put the students in pairs, each one with a white board, and ask questions or get them to complete sentences and then after 30 seconds or so have everyone hold up their answers. It's a bit like Golden Bell but players don't get eliminated; they just get points for a good answer. At the end the winning pair gets a little prize. I'll usually do this for the last 25-30 minutes of a lesson, trying to ask questions that correspond to stuff we've just been covering.

It seems I can get them to write down far more far more quickly on a white board than I ever can on paper.

[mumblebee]

I get comic-type drawings, or illustrations from picture books and photocopy a sequence that is related to whatever we are doing in our core curriculum. Then I print of some sticker-stock with blank speech and thought bubbles of various sizes (you can make these in Word). The students get into pairs or small groups to script their comic pages with their own dialogue. Afterwards, the groups perform their comic. Goes over pretty well.

[laogaiguk]

[jaderedux]

Well I came here with nothing. And most teachers didn't care and I did. I researched and learned and read books. Having everyone else provide you with lesson plans and activities is just plain lazy. I am sorry if I seem a bit harsh or prudish but I think we should all take a little responsibility for our teaching.

Should I just hand over my best stuff so that someone doesn't have to do any work or stretch themselves out of their comfort zone. Or sit around in front of a computer and wait for people to hand me my lesson plans. I try a google search. I got lots of early stuff from Boggles world but I think the name changed now.

But I still say DO YOUR OWN WORK. It will make you appreciate your students and you will have gained knowledge not just have it handed to you.

Jade

[HapKi]

[Tjames426]

For my K1 and K2 students... especially the boys...

I do vocabulary games. I do a lot of stuff at the White board at the front of the class. The students study vocabulary.

1. So I pick two students to be at the White board. Which one can spell certain known vocabulary the fastest?

2. Or we are on a Phonics page with pictures. Who can write the word for picture number 1 on the White Board? All the K1 and K2 boys want to be the center of attention and want something to do. They are raising their hands and screaming, "Pick me, Pick me!"

White board activities works every time...er mostly.
___

3. Another thing I do is series spelling. I look at Sally.

Sally, what is number 5?"
"clown".
"What letter does clown begin with?"
"C"

I look at the student next to Sally and ask...
"Jimmy, spell Clown. C...?"
"L"

I go down the line of 5 students until I get C L O W N in order.

[CasperTheFriendlyGhost]

[Lizara]

[mack4289]

I posted video of myself teaching, for resume purposes. The activities I do in these videos usually work alright (here goes the discussion room anonymity):

http://www.youtube.com/profile?user=MackennaTeacher

Besides those, for beginner students, when you want to practice stuff like 'How old is he?" or "What is he doing?", you can put six pictures on a page and give one student ten seconds to look at the page. Take it away, then have another student ask "How old is number 1?" or "What is number 4 doing?"

For more advanced students, take a deck of cards or a die and whatever number the students draw, they have to start a story with that many words. The next student gets a new number and has to repeat what the previous student said and add that many words to it.

For advanced students, it's good to have activities that make them explain improbable things. For example, if you want to practice "I wish I hadn't", have a student say their own "I wish I hadn't" sentence. So they say "I wish I hadn't gotten up late." The other student says, "Why not?" Then the student chooses a card with a reason on it, for example, "Because now I'm going to be alone forever" (the more depressing and outrageous, the better). Then they have to explain how them getting up late resulted in them being alone forever.

Finally, why not give the OP your ideas? What do you say to a teacher who asks you for ideas in the staff room?

[wings]

I use bingo as a review activity, or for an introduction game. It is especially useful fr reviewing question forms.



Write 30 answers to questions on bits of paper. Have students make a blank bingo board and fill in randomly with the answers. so that each student has a different board. Then to X off the space they have to ask you a gramatically correct question that will get you to say that answer. you can use this for all different levels of student, for a lot of different grammar points and vocab review.

[Yu_Bum_suk]

[kat2]

This one is good for simple question and answer structures. It could also be modified for descriptions.

I played it last week like this:
I printed off small pictures of the vocabulary we had been studying (classroom supplies from mes-english.com). I tape one piece of paper to each students back. They have to go around the room and start a conversation.
Non-guessing student: "What's this?'
Guesser trying to guess wha'ts on his back: "It's a book."
Non-guesser: Yes or No

Every kid must find out what's on his back. When he does, its time to sit down. This is good b/c the students have to repeat the simple target question and answer a lot to play teh game. ANd they love trying to figure out what is on their back. The only thing you have to remember is that you need a limited number of vocab that the kids know. Usually, we study about 10 different vocab for each structure. So the students know the answer is only out of a certain group. Then it becomes process of elimination for them.

This class just stareted learning English a few weeks ago, so obviously this is really basic. It could be changed for "Where are you going" "What are you doing" ANything really.