Often students have really great written English and could understand the magna carta when it's written down... but speaking and listening... phew, it's a whole different story! Which only gets harder when you stir in large class sizes AND mixed abilities!
So, first up, the large class problem... there's some good advice here which might come in handy for you.
Next, the issue of different levels. Bit trickier this one: If you have different levels in the classroom and with a group this big, I would set a short writing task, and when you are marking it make a note of strong, medium and weak ‘groups’. You can then focus on a few students every lesson and asses them and modify the list as necessary. At times, you may want to put students into groups with students of similar levels to work on different skills – so you can use your list to help you do this. Also sometimes you may wish to set the students off on an activity and go to help the weaker students (which will be easier if they are sat together!). Also sometimes it is better to pair stronger students with weaker students so they can help each other. It’s best to keep changing the groups however.
One of the best pieces of advice I’d give for control of the classroom is to put students into groups and every lesson give/take away points to their allocated group for good/bad behaviour, doing/not doing homework, using English/ not using English etc.
For speaking activities, students always speak more if they have something in their hands such as a ‘find someone who’. If you want students to create role plays, provide a model and then ask them to work in groups of 2/3 – then they can perform to another group after. But remember to give them role play cards! http://www.learnenglish.de/Teachers/roleplays.htm. You could write this on the board if you can’t photocopy materials! Another website is http://www.esl-galaxy.com/speaking.html with some conversation materials.
Or you could create a gap filled role play that they have to fill in and then perform. (If students are shy then this could be a better option). Also think about drilling for pronunciation key sentences. If they practice with you first (do it dramatically!) then they will perhaps feel more comfortable!
For more advice on role plays see http://serc.carleton.edu/introgeo/roleplaying/howto.html and http://esl.about.com/od/intermediatepronunciation/Pronunciation_and_Speaking_Skills_for_Intermediate_Level_English.htm
You might want to create your own role plays based on what your students like – interviewing popstars? Talking about sports? Shopping? Here is an example of a role play: http://www.esl-galaxy.com/speaking/Shopping%20for%20a%20present.pdf
Has anyone else got any good ideas for conversation classes? Let me know all about them!
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Hi Emma,
Thanks for your support. Look out for the cries for help, if, as and when this all gets off the ground! :-0 Yx
Hey Yvette,
No problem - in my experience older students who decide to take English up are usually doing it for the socialising aspect and for travelling once they are retired, but who knows? :-) Glad to help - let me know if there's anything you get stuck with. It's a good idea to do a level test if you don't know student's level, just so you can see their strengths and weaknesses. You can also use stronger students to help you teach weaker students - that way they get to feel they are praticing their language more :-)
Hi Emma,
Thanks for getting back to me with yet more great links - there really is a lot of information out there, I just need to get my teeth into it! The level of the class isn't known as it doesn't exist at the moment. Apparently they used to run 10 session courses of conversational English until the volunteer teacher retired last summer. Experience has shown that students are mostly adult learners who may have done some English at school quite some time ago. If they are anything like our friends and neighbours they will now only remember a couple of well drilled phrases such as, "Where is Brian?" "Brian is in the kitchen." I would like to understand what has motivated such students to give up an hour of their evenings each week. I'm sure this would help shape some of the subject matter, perhaps around work or hobbies shared with their English speaking neighbours etc .... I'd need to commit to a timetable so they could advertise the availability of the course. Only once it was underway would I really have a chance to know what was required. It could end up being quite mixed ability, but as they currently only have one slot per week in mind, I can't see there's much I can do about that. It is good that many of the games and activities can be adjusted to suit a variety of levels. Your tip about making sure I cover English that will enable them to get the most out of the classes is really valuable; it's just the sort of thing I might have forgotten in my panic to get them doing "conversational" English! Starting with the verb 'to be' also gives great scope for getting to know each other.
Thanks for making such good sense (and noticing my lucky name play)!
TTFN Yx
This is a great game website I've just found to spice up your classes http://www.teachenglishinasia.net/efl-esl-games/elementary-school-efl-esl-games
Hi Yvettefl,
I love how your name fits so well with TEFL! :-) Here is a good website detailing the grammar to cover at this level and also has some good exercises you may want to use http://esl.about.com/od/grammarforbeginners/Grammar_for_Beginning_Level_English_Learners.htm . Are they absolute beginners? If so, you will want to start with classroom directions and questions such as 'How do you spell?' and 'How do you pronounce?' ( You don't have to look at the grammar here, just teach the set phrases and make it clear what they mean by miming the answers). Start by doing a lesson on the verb to be 'What is your name/job/favourite colour?' etc. Beginner levels are important for increasing vocabulary - so lots of flashcards are a must :-) There are lots of fun games you can play with Elementary levels - have a look at this website for inspiration! http://www.teflgames.com/games.html . Hope this helps - any more questions, just ask! x
Emma, Alix, Robert,
I found all your comments very useful and quite inspiring. I'm a total beginner and have approached a local authority organisation in France to see if they would like me to provide some free English classes - they provide the venue, I do the teaching. They said they would be interested if I could give some conversational English classes. Your posts have helped with the how, but I'm at a loss as to the what. What subjects and objectives do you think should be covered in say a 10 class conversational course for beginners to lower intermediates? I'd need to provide the materiels, although I could use some of the venue's copying facilities etc.
All advice welcome. Many thanks.
Nice one, thanks again :)
Yeah, That sounds like a great idea! You could make it competitive by doing two faces on the board and having them do it in teams but individually if you get what I mean. first to put it to the right time wins a point.
Thanks Robert, I have got a similar thing planned as it goes, only I'm not going to get them to draw the clock face as they are all fairly middle aged and have some eyesight problems so it takes ages to do anything like that. I thought of a big clock on the 'board' with separate hands I can put on with blue tack, and get them to put them at the right time, what do you thinK?
A good activity for telling the time is 'time bingo' give the students a sheet of paper with blank clock faces. Get them to draw the times you teach them, in a random order on the page. Once the sheets are full you recall the times in any order you like and the students have to cross them out as they hear them. When they get a a full row shout BINGO or as I prefer as them to shout the time that it is now. Good luck
Thanks for the advice, I'm learning alot from both my volunteer jobs even though they're both different. Just seeing the class in action allows me to mull over things like this and ask for opinions. Next week my first solo class so there's plenty to consider. It's about telling the time and there will be a question/answer activity. Cheers ; )
Yes Robert I think it largely depends on the culture and your students (I wouldn't disagree with someone who was shy to give their opinion I mean). As a teacher you have to assess what works and doesn't work with your students :-)
Alix - I think it largely depends on your class. For controlled practice, in a general English lesson I personally tend to go for pair work a lot. But with conversation classes and in freer practice the aim is to encourage students to speak naturally whether in groups or pairs. I always monitor and when I see a student who is quiet I prompt the stronger students to ask the quieter student. I also make a point of making students aware that everyone should speak.
There are activities that you can do to stop monopoly....such as you could have an object the students pass around. When they have the object, then they ask a question and they give it to the person who they ask the question to. This person answer and makes the next question. If there is an object involved then they realise if they have to 'share' more :-)
I think you were right to monitor and intervene and yes, I think this is normal with lower levels - especially if they are adults have been out of education for a long time! It would be difficult with lower levels for students to be at exactly the same level and I personally think they learn a lot from each other :-) It's nice when you have your own class and you get them used to the 'rules' of the class through gentle coaxing!
When I did my first evening as a class helper at a new place on Wednesday, I noticed that there was a definite problem with having mixed level groups in the communicative tasks. They don't have real conversations yet, but the tutor was teaching them 'is there/ are there' questions. They were in groups of 3, and I noticed that the strongest one asked all the questions, the middle one answered them all and the poor other student didn't get a look in. Do you think it's better to have same level groups for this kind of task, or would it be better to keep them in pairs for questioning? I ended up having to intervene quite a lot in the activity in order to get them all asking and answering. Is that normal at lower levels or is it better to try and arrange things so that they can just talk and I monitor?
Very true Emma about the dissagreeing although to disagree slightly can often have a postitive effect as they will try and change your mind. Again just depends on the dynamics of the group.
That's great advice Robert! Yes, good point - getting on student to take notes really focuses the students on producing (good if your students are quiet)! Yes, mixed groups are a good idea, depending on the dynamics of your group - sometimes stronger students can over power and intimidate weaker students, which is always a tough one! Ahh conversation classes! I miss teaching them! One of best ways to learn about a culture! Oh one thing I would say is that teachers should remember it's not about the teachers' opinions, but about the students'! Disagreeing with students may stop their willingness to express their opinions...
This is so helpful!!! Thank you!
WHAT?!!! 50 students for a conversation class! That's a tough one as conversation needs to be more student teacher focussed, it's all about learning to interact rather than learning phrases to shoot off! If you have large classes I would recommend you split them into smaller groups, say no more than 7 or 8 per group and make sure it is a mix of abilities so the stronger students are able to help the weaker ones when you are dealing with another group. maybe give the students a topic or what I prefer a controversial statement i.e. women should stay in the home, should suicide be legal etc. Have one of the students in the group take brief notes whilst you whisk your way around the class sitting with each group individually for 5 or 10 minutes depending on the lesson length and group size, During the last 10 minutes of class have each group report back on their groups feelings. If you have groups with opposing thoughts all the better, have the next class a class debate.
Hope that helps Emma!
Let me know if you want any more ideas!
Ohh Robert...I'd love to be able to go to coffee shops to do Con classes!! There are a lot of students in China teaching large classes of up to 50 students - any advice for teaching large Con classes?
I have a 2hr conversation class twice a week at the moment, first class was tonite. I often go with the flow but try and direct the conv. into a particular grammar point without them knowing. First class is quite easy, just a get to know you session with people talking about themselves and their hobbies. If the class isn't naturally talkative then I try and give each student some 'floor time' in which they dominate the talking for a while. I had a student who told me that his dream was to save the planet and he is a freelance conservationist, he gave a really interesting talk about global warming and the effects it will have over the next 5 years! It got the other students asking questions which is my aim of these 'floor times'.
Rule 1, don't always follow your lesson plan with conversation. Just go with the flow and keep the conversation going.
Rule 2, if you're in a school then use a public area with comfy seats, it will relax the atmosphere and make the students more comfortable and open to talk OR better still obtain permission from your boss to take the class out to the coffee shop, trust me it works!
Rule 3, have fun and if other students aren't asking questions YOU ask, show interest and ask the dumbest questions, especially if they are lower level. They might think you are stupid but they will enjoy educating you!
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