Sidney Said:

Teaching ESL to adults. Should I worry that they don't speak much in class or should I change my lesson plan?

We Answered:

Unfortunately, teaching large classes is the norm for me. My average class size is 60 students.

We managed (there are three foreign teachers in our department) to get one classroom designated for our use. Instead of having rows, we now have three "columns" of desks, set up in groups. Each column has five groups of four.

This allows the teacher to move from group to group somewhat easily.

Also, I recommend using a participation lesson to illustrate that EVERYONE has to join in a discussion in order for it to be successful. Here's what I use for this.

Give each group ten paper cups and have them place the cups upside down on the grouped desks. They should be in random order. Give each group a rubber band that has four pieces of yarn (about 18 inches long each) tied to the rubber band that is big enough to go around the paper cup. Each person in the group should hold one piece of the yarn. Working as a team, the group needs to build a pyramid out of the cups . . . four on bottom, next, three, then two and finally, one cup on top. They may NOT touch the cups with their hands!

Anyone can build a pyramid by themselves. This illustrates how one can listen, read and write alone. However, speaking requires more than one person . . . it requires teamwork and participation! It's amazing how this truly illustrates that point. Throughout the rest of the semester, all I have to do is pull out a cup and a rubber band with the yarn on it and the students remember the object lesson.

Group work also gives more chances to speak in non-threatening situations. Have them bring a poster and markers to class and have each group create their own holiday. Then, they can explain it to another group.

In other words, since you have such a large class, you aren't going to be able to give effective feedback to every person every week. However, you can shrink that down . . . give half the class feedback one week and the other half the next week.

Also, it's important to remember that the Chinese teaching style is very "teacher-centered." You'll want to break that image as quickly as possible and work hard to get your students to understand that the class is about THEM, not the teacher.

I'll be happy to answer other questions if you'd like. Just shoot out an email.

Good luck!

Carla Said:

how to present a lesson plan using essay?

We Answered:

You need to make an essay about a lesson plan on speaking activity? OK, maybe its because I didn't go to college, but I'm a little confused about that assignment.....
About the chart idea. Personally I don't see why you couldn't incorporate a chart into the essay. A lesson plan usually is a guideline to use while teaching a lesson correct? With that in mind, a think that a visual would be a good idea. Just back it up with the written essay. Describe what the plan is, use the chart to show what the plan is, write about what the chart is showing. Does this help? I wish I understood more, but I wanted to answer about the chart idea. Will you be presenting this essay or just handing it in? When I had to do presentations for my public speaking class, I always used a visual of some sort. Good luck!

Vernon Said:

Given some pictures, how can i come up with a speaking skill lesson plan? Age grp 6?

We Answered:

First, identify exactly what skill you wish to reinforce/teach. Then tie the skill with the pictures; try to have a general theme for the day (i.e. Spring, Easter, Thanksgiving, Fall, Toys, Books, Flowers...) Sometimes the theme does not have to match every word, but IMO it would be better to do so if possible.

I would structure the lesson similar to this: the sound (and picture) is demonstrated (along with whole-group suggestions for words that they can think of that use this sound? This may not be practical for your students, though) and then students practice. Then an activity can be done, reinforcing the concept - a game, craft, or some such - and the concept (i.e. "sh" at the start of a word) is said many times. (Use small groups or one-on-one with the teacher so that you can adapt to individual needs when possible.)

For take-home/practice: each child receives a mini-booklet with a picture per page (or a full-sized sheet of paper with smaller pictures) along with anything that was created in the activity. Before leaving, I'd have everyone practice together the words again.
Hope this helps!