I gave up my regular conversation gig at an adult cram school, because I was bored with it. The same old routine of revolving door short-term students with not much to talk about and few clear goals.
And I got a new class at a company. :bravo: An engineering company.
15 guys who are being kept back after work for 3 hours, once a week, because their boss wants them to learn better English. We have no syllabus or text book - because I advised against it until we know what level these guys are at and what are reasonable objectives.
After doing the first lesson last week I have to come up with some recommendations, and I’m looking for ideas. Initially it’s a 12-week course, but there is a budget for this to become a long-term thing.
Right now they’re mostly very shy and afraid to speak. And their apparent level is looooow. Even playing the yes/no game (I ask yes/no Qs, they can’t answer yes or no.) was hard, although they did mostly understand my simple Q’s. I’m guessing that the English they know will start to surface as they relax, but this is a more retarded level than I’m used to working at.
I tried having them write out questions, statements, etc so that they didn’t have to think and speak simultaneously but some struggled with “I am Joe. I am an Engineer. I work for xxxx.” even though there was a model on the screen.
The atmosphere is pretty good, but it’s a long time so I need a whole bunch of activities in one session. Any ideas? I can do powerpoint, video clips, etc.
Why do you jump from the frying pan to the hotpot?
What kind of class is this? Do they just want to learn conversational English? if that’s the case, i have a conversation book that is extremely elementary and can be used to stimulate some converation but it’s also quite boring.
I think you need to give me the specifics.
Man, I could have told you that a bunch of engineers would be boring. hahaha
Actually two more classes to go. The next one is tonight, at 6:30, and I’m out of ideas.
There are a couple of guys that I can hold a fairly fluent conversation with, and others at all levels down to effectively zero - people who can’t conjugate regular verbs.
We’ve tried all sorts of things with varying amounts of success. Formal grammar instruction is hard because of the differing needs of the students, and I’m not being paid enough to prep four sets of material for one class. But we’ve done a bit, nonetheless. We’ve learned some useful (and some not-so useful) vocabulary. Some relish doing presentations, but most are just embarassed because they’re not as good.
And we’ve done various activities such as what to take on a desert island or which vital elements of civilisation to do without. Usually these work best, but occasionally they flop.
I’m all out of suitable games. Or maybe I should say I’m out of questions to use for games.
What are we going to do tonight?
I’m sitting here (in Carnegie’s!) staring blankly at the wall in search of inspiration, and panic is starting to set in.
Have to leave in an hour. It’s a three-hour class.
Maybe try a job interview project (this could take hours or even more than one sesh), solicit from them:
Job types (OTHER than engineers), then list qualifications for same, then a list of interview-specific questions, and model appropriate answers with blank fields and requisite grammar, then assign boss-interviewee roles, then role play the interviews, switch roles etc., then poll the class on whether the dude should get the job, or should the interviewer get fired for doing a lousy job…
They all know the scenario, they’ve all been on at least one side of the desk, and the more imaginative ones can goof it up if they want to…
Give it a try.
I feel for you … I did the same for about almost 2 years … I changed books … got magazines … newspapers … business English … even did some travel English … but in the end I gave up.
The pay was good tho … 1,200 an hour, four hours a week … the problem … engineers with a different level of English and no goal … they just did it because it paid some kind of bonus I believe … although after their normal working hours …
Well, finally I decided to just make it a one man show … entertaining them … was really fun … but when I asked them to get involved they were toooo shy … :s
Thanks guys, but Chief that sounds like it requires a bit more participation than many are capable of.
It gave me an idea though. How does this sound? - You win a bit of money, enough to take time out to retrain if necessary, and decide to change careers. What career do you choose? Why? What would you need to do to change? What qualifications will you need? What are the benefits and drawbacks? etc.
What do you think? I reckon it’ll be good for an hour.
Then I just found an OK activity called ‘unforseen consequences’ online. Start with a proposition such as ‘you buy a big dog’, and then make them think of a consequence of that, then a consequence of the consequence, etc. Sounds worth a go.
How about finding short bad news items -reading, yeah! - and making them think of the bright side to the stories. eg Hurricane Katrina means lots of jobs in construction.
I got the more advanced class into a roll-play a few times but that didn’t last … one time I even baked some pie and bread and talked about western food and customs … also took some Belgian beer to class … that was hilariuos …
Seems like they’re a little above zero-level if you’re doing all that.
If they’re up for it, perhaps a game of “Alibi”?
You explain that there is a crime-- someone murdered their boss. Two people leave the room and have 2 minutes to come up with a story for what they did. They have to be together for 8 hours of the day, they have to be at places where others could see them, and everything they say has to corroborate what the other person says. If their stories don’t match they are lying and will be executed for the murder.
You bring them in one at a time and the group questions them. Ask them where they went, what they did, who they saw, etc. Ask the same questions to the second person that you asked the first one (and perhaps use some devious tricky questions to trip them up). If the second person doesn’t answer the same way as the first you do the execution.
Optional rules:
They can’t stay in any one place longer than 3 hours.
Those doing the questioning must ask a question in turn (I generally let them free-for-all, but if you have some that are too shy you may have to force them to take a turn.)
Linguistic goals:
practice question making structures
using details
time adverbs (after, before, while)
[quote=“the chief”]Maybe try a job interview project (this could take hours or even more than one sesh), solicit from them:
Job types (OTHER than engineers), then list qualifications for same, then a list of interview-specific questions, and model appropriate answers with blank fields and requisite grammar, then assign boss-interviewee roles, then role play the interviews, switch roles etc., then poll the class on whether the dude should get the job, or should the interviewer get fired for doing a lousy job…
They all know the scenario, they’ve all been on at least one side of the desk, and the more imaginative ones can goof it up if they want to…
Give it a try.[/quote]
Teaching them interviewing skills may give the EMPLOYER the wrong message, especially when he’s footing the bill.
But the idea is sound, just try a different scenario: like the employer sends these engineers to some trade show with English customers. How can these guys talk about their work, their employer’s products at the show. or maybe it’s a joint project with a overseas company from the U.S/UK/AU and they have to communicate with these other engineers either at work, or perhaps in a social setting like dinner and hosting.
Formal study last night was the meanings of ‘forsee’ and ‘consequence’, plus related words. That was an hour.
The ‘change your job’ thing worked quite well, taking 90 minutes to get one paragraph each out of 7 guys.
One wanted to hitchhike around Europe doing odd jobs like street-cleaning and fixing electronic devices.
Another got someone to help him say ‘farmer’ and ‘nice’, and the others translated that he could grow his own food. My head hurt before I went in (thanks Bob) but working with these guys has started to be a premanent hangover.
We’ve done the tradeshow/joint project/introductions thing to death. Some of them are where they need to be, others need a different kind of class.
‘Alibi’ sounds like the sort of thing I’m looking for generally. Cheers mate. BP, I like the food thing. Pity you’re not in Taipei.
Try using commercial board games such as Settlers of Catan (standard edition). A friend of mine is using this with children, with great success. Others include Boggle, another favorite. If you’re daring, try a card-based story telling game such as Once Upon a Time. This type of game inspires creative thinking and 100% “ownership” by students - ie, they’re the ones directing the action. If this goes well, take it further with Dungeons and Dragons (basic edition). This is also being used with success in ESL classes.
Most of these games (and many more) are available at Toys R Us and/or The Witch House (see Games Club thread for details.)
There is a wealth of outstanding material out there, but it may not officially be designed for “ESL” purposes. Given that you don’t want to teach in a formal manner, this type of "informal"orientation may be your best option, plus it’s less contrived than many of the “hour long” games designed for ESL classes.
I am so writing Wizards of the Coast and offering my services in the revised version 3.55 Limited English Proficient Ruleset.
I can imagine this scene right now:
“Ok, everyone take out your Player’s Hand–, I mean student books.”
Maybe you can get the boss to spring for Lineage II accounts and everyone just plays speaking all in English
Anyway, I had a business class like this and did a 45 minute class on bowling terminology. Then we went bowling and used all the terminology for a couple games. Things like that are great.
Adults. What’s one to do with them. Here today. Maybe gone tomorrow.
I think engineers are good because they can speak some English and, assuming they’re men, would want to talk about booze, women and random topics that you pick off the internet that spark conversation that take the class off topic at times. Just talking. Some might get offended but there always seems to be one trouble maker (but good for the class) who wants to talk about the taboo things. Had one conversation about drugs. Talked about marijuana and one question was, “How do marijuana users use their drug.” First response was, “By injection.” I laughed. “Noooooo. Not true.” Weird questions some of these are. Many stupid ones off this site I found. Maybe you know it. Like, “What color foods did you eat tonight?” Like, who cares?
Sorry, I re-read your post that I had read a couple of days ago. Low level like that is a bitch.
Talk about women, beer and women and food and booze and porno. Ask where you can get some porno. Go out for a beer with them. Three hours with the same guys. Holly sheeat! Fuck, I’d play cards and drink beer with them.
A bit off-topic but these posts reminded me of a class I did for some businessmen and one woman. All the men were fairly low level and the woman was low intermediate. As a final class assignment, each person had to give a 15 minute presentation about their job. You know, where they work, what they do, the working atmosphere, etc. Well, the woman went last. She was the international marketing manager for a major underwear manufacturer. Well, she showed up for class in a trench coat and as she went to the front of the class to deliver her presentation, she shrugged out of the trench coat and delivered a brilliant presentation dressed in her new line of bra and thong. DAMN was she good. Strange though, I can’t recall a thing she said. She got a “standing” ovation.
I am no expert on things pedagogic but why don’t you take them all down to the pub? A few beers and way they go…without the inhibiting surrounds of a formal teaching environment.
This will probably be my only contribution to the worldd of Enflish teaching in Taiwan.
[quote=“BroonAle”]I am no expert on things pedagogic but why don’t you take them all down to the pub? A few beers and way they go…without the inhibiting surrounds of a formal teaching environment.
This will probably be my only contribution to the worldd of Enflish teaching in Taiwan.
BroonAle[/quote]
Sounds like a good idea for an advanced class, but for students who aren’t fluent yet I think alcohol would make it less likely for them to learn anything. If they can’t think in English yet, they probably can’t drink in English either.
Lesson planning is a lot easier when you’re not mentally incapacitated by the debaucheries of the night before, so I arrived last night with a whole bundle of fun stuff to do.
They looked at me and said “but it’s the last class, can we go to that Alleycat’s place you told us about?” and, armed wth a donation from the VP who arranged the classes, off we went.
puiwaihin is tight. They couldn’t drink in English. I’ve had bigger bar bills on my own, which is why I sometimes need forumosa to do my thinking for me. We did manage a few rounds of ‘fuzzy duck’ though.
