Low Beginners-how much grammar do you teach?
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Low Beginners-how much grammar do you teach?
Hi,
My first post, so I'm sorry if this has been covered at length already!
I am teaching (my FIRST class ever) a group of adults at the low beginner level. Some of them can't understand anything, others know quite a bit of English already. I'm following a textbook (Foundations-Molinsky/ Bliss) but am worried about finding a balance between quickly teaching the survival English that the students need, and spending time explaining points of grammar like when we use "a" and when we use "an", etc.
Do some of you with lots of experience have some words of wisdom for me? Though this is a 16 week class, half of my class will drop out, probably, after only 6 or 8 weeks because of changing work schedules and family commitments. I want to teach them some really useful and important things, and am not sure how not to get caught up in explanations of correct usage. If I teach sentences like "What's this? It's a pencil, it's a table, it's an apple" then obviously I will have to explain about articles and vowels, etc. I just don't want to confuse them by saying too much!
Also, I'm finding myself explaining many things in Spanish to them, though my goal at the beginning of the class was to try to teach only in English. But how??
I've seen many good suggestions on the forum, but my students seem at too beginning a level to use most of the tips.
Any thoughts would be most welcome!
Thanks,
Martha
My first post, so I'm sorry if this has been covered at length already!
I am teaching (my FIRST class ever) a group of adults at the low beginner level. Some of them can't understand anything, others know quite a bit of English already. I'm following a textbook (Foundations-Molinsky/ Bliss) but am worried about finding a balance between quickly teaching the survival English that the students need, and spending time explaining points of grammar like when we use "a" and when we use "an", etc.
Do some of you with lots of experience have some words of wisdom for me? Though this is a 16 week class, half of my class will drop out, probably, after only 6 or 8 weeks because of changing work schedules and family commitments. I want to teach them some really useful and important things, and am not sure how not to get caught up in explanations of correct usage. If I teach sentences like "What's this? It's a pencil, it's a table, it's an apple" then obviously I will have to explain about articles and vowels, etc. I just don't want to confuse them by saying too much!
Also, I'm finding myself explaining many things in Spanish to them, though my goal at the beginning of the class was to try to teach only in English. But how??
I've seen many good suggestions on the forum, but my students seem at too beginning a level to use most of the tips.
Any thoughts would be most welcome!
Thanks,
Martha
Hello Martha:
I've had many years of experience with lots of adults at mixed levels.
First find out what their needs are. Typically they want to function with shopping, health care, employment, dealing with children's schools and things like that.
Thematic units based on these points tends to go over well. Teach relevant vocabulary and provide example conversations to be learned and practiced and then performed. Having them create their own with given vocabulary is also very good. recycle often.
In terms of grammar, i find that simple present, simple past, and the future with will covers most needs. Next would be present continuous.
It is not necessary to explain every grammar point from a conversation in order for students to get what is there and use it. Focus on useful language like "How much is this?" and don't worry about teaching question formation so much as letting them know: This is what you say to achieve this end. It depends on your class, however.
I do make a point of requiring correct grammar early on as i find that this eliminates repetitive habits that never seem to go away later on if you don't. Again, explaining why it is that way is less important than letting them know what is considered "correct" wherever you happen to be teaching.
Knowing the alphabet and being able to pronounce the letters correctly is typically important for refugees and immigrants as they aften have to fill out forms. They should be clear about name, address, telephone number, age, sex, etc. Getting some forms and bringing them to class is useful.
Teaching vowels and consonants and indicating the difference between a/an is usually not too difficult and is something I have done to help them practice with classroom objects. "What is this?" "It's a/an..." This same type of activity can be expanded to include the vocabulary of whatever theme is being taught.
These are some thoughts. Hope they are helpful. If you have more specific questions or want any other advice you can PM me.
Good luck!
I've had many years of experience with lots of adults at mixed levels.
First find out what their needs are. Typically they want to function with shopping, health care, employment, dealing with children's schools and things like that.
Thematic units based on these points tends to go over well. Teach relevant vocabulary and provide example conversations to be learned and practiced and then performed. Having them create their own with given vocabulary is also very good. recycle often.
In terms of grammar, i find that simple present, simple past, and the future with will covers most needs. Next would be present continuous.
It is not necessary to explain every grammar point from a conversation in order for students to get what is there and use it. Focus on useful language like "How much is this?" and don't worry about teaching question formation so much as letting them know: This is what you say to achieve this end. It depends on your class, however.
I do make a point of requiring correct grammar early on as i find that this eliminates repetitive habits that never seem to go away later on if you don't. Again, explaining why it is that way is less important than letting them know what is considered "correct" wherever you happen to be teaching.
Knowing the alphabet and being able to pronounce the letters correctly is typically important for refugees and immigrants as they aften have to fill out forms. They should be clear about name, address, telephone number, age, sex, etc. Getting some forms and bringing them to class is useful.
Teaching vowels and consonants and indicating the difference between a/an is usually not too difficult and is something I have done to help them practice with classroom objects. "What is this?" "It's a/an..." This same type of activity can be expanded to include the vocabulary of whatever theme is being taught.
These are some thoughts. Hope they are helpful. If you have more specific questions or want any other advice you can PM me.
Good luck!
I, too, have spent many years teaching low level students. I do teach grammar at that level, but not in a vacuum. I would think communication is the most important thing, so even if you "teach" grammar, you can't expect them to get it right all the time, so expect lots of mistakes in the area you just explained! Communication is the real key, so I don't usually correct any errors while they are speaking, but remember them to review at a later time.
I also teach the letters of the alphabet and numbers, phone numbers, and addresses. I agree with everything Harmony has said except that I like to teach the past tense. Try telling someone what happened yesterday without the past tense, and you'll see what I mean.
I also teach the letters of the alphabet and numbers, phone numbers, and addresses. I agree with everything Harmony has said except that I like to teach the past tense. Try telling someone what happened yesterday without the past tense, and you'll see what I mean.

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We have had lots of discussions here on using the students first language to explain and since most teachers do it, I think that it must be helpful. It is much quicker to explain some grammar point in their own language so I wouldn't feel guilty but take it as part of their education. Of course, you try to increase the use of English every lesson or explain first in their own language and then in English so they hear the explanation twice and the words in English once they know what they mean. Even if I don't know the student's language I usually try to get a student who is good in translating to do this for me. It helps me learn their language and the students to learn about the particular point. Students who have learned the point often have a good way to remember it or some extra hints for the other students of why it works that way or how it is similar/different from their own language.
I am with the other contributors above in making things very practical and teaching the students their rights, the local laws and customs and about what is available to help them.
That looks like a very good series and there is an accompanying Survival Guide for Teachers by the authors at:
ttp://www.google.com/search?client=safari&rls ... sky/+Bliss)&ie=UTF-8&oe=UTF-8
I am with the other contributors above in making things very practical and teaching the students their rights, the local laws and customs and about what is available to help them.
That looks like a very good series and there is an accompanying Survival Guide for Teachers by the authors at:
ttp://www.google.com/search?client=safari&rls ... sky/+Bliss)&ie=UTF-8&oe=UTF-8
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Low Beginners
Dear harmony, lorikeet and sally,
Thank you so very much! You three have the best suggestions! I've looked up your other posts and am very impressed with all your experience and suggestions.
I'm thrilled to see that I seem to be somewhat on the right track, judging by the fact that what I've done so far (in my first 2 nights of class) is some of what you are recommending (alphabet, numbers, phone numbers, addresses-I made sample forms and had them fill them out.)
I am going into this with no training and just one and a half semesters of having been an aide in someone else's class behind me. I see that I'm going to have to trust my instincts, be brave, read the forums, and learn on the job! I just worry that I'm doing the students a disservice by even being there because I don't know how to be a good teacher. But I hope I'll learn and improve and do some good teaching eventually!
Thanks so much for your thoughts and help.
Best,
Martha
Thank you so very much! You three have the best suggestions! I've looked up your other posts and am very impressed with all your experience and suggestions.
I'm thrilled to see that I seem to be somewhat on the right track, judging by the fact that what I've done so far (in my first 2 nights of class) is some of what you are recommending (alphabet, numbers, phone numbers, addresses-I made sample forms and had them fill them out.)
I am going into this with no training and just one and a half semesters of having been an aide in someone else's class behind me. I see that I'm going to have to trust my instincts, be brave, read the forums, and learn on the job! I just worry that I'm doing the students a disservice by even being there because I don't know how to be a good teacher. But I hope I'll learn and improve and do some good teaching eventually!
Thanks so much for your thoughts and help.
Best,
Martha
Having a lot of education and experience helps, Martha, but I think the spark that makes a good teacher isn't something that can be taught. You seem to have the right instincts, are concerned about the students, and are worried about doing a good job. I'm sure you will do fine. Feel free to post any other questions you might have!