Teaching Ideas

Teaching Beginners

Page 1 | Page 2 | Page 3

Asking Questions

Ask Everyone
When you ask questions, ask students in random order, so they are kept on their toes. However, don't inadvertently leave someone out.

Indicate the student who is to answer after asking the question, not before. This means that everyone pays attention.

Direct questions to the whole class some of the time, but don't wait too long if there is no response; Japanese students are often reluctant to answer independently.

Have students ask each other questions and have them ask you questions, too.

When students ask each other questions, have them ask classmates in different parts of the classroom.

Games

Use games if the students enjoy them
Some students don't. Think of your own variations on old favourites such as Hangman, Concentration, Bingo.

A good language game should be 'serious fun'
It should provide some kind of practice, and at the same time add a competitive edge to the class. If a game does not provide any language input or practice, it is not a language game.

Be Imaginative
Many games can be played in different configurations, for example, hangman can be played between a) teacher and class, b) student and group, and c) student and student. Exploit these variations.

Writing

Some students will want to write everything down, especially if you write on the board.

During listening and speaking activities, insist that they put down their pens, but if necessary allow them a writing phase later.

Homework

Encourage students to do homework regularly. Remember to check it and hand it back.

Tests

If you plan to use tests, make sure your tests test what you have done during class.

Conduct informal mini-tests regularly to get students used to the test types you use.

Ensure the students understand your grading system.

Try to use tests that have a positive 'washback effect'; i.e. that influence your lessons positively. One example is a simple speaking test, which students perform in pairs. The preparation for this kind of test can be extremely valuable.

Analysis and feedback

Keep a notebook of your lesson plans
Write notes on activities - did an activity go well, does it need to be modified? Does a handout need to be rewritten? Is there a problem with the textbook unit? Write your impressions of a lesson as soon as possible after it has finished; we soon forget what happens in class.

Encourage students to provide feedback on your lessons
You can use a simple questionnaire midway through a course or at the end.

Roger Barnard
Co-author of Sound Bytes (Longman ELT) and OnLine (Macmillan Language House)

Page 1 | Page 2 | Page 3

<<Back Number | Top | Recent Issue>>