Or, take the digital version with you to your favourite coffee shop for a serious lesson planning session.
It really is that easy. There most certainly is! The even better news is that you can listen to the book for free on Audible.
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Praise students who are making a serious effort to speak in English to each other. Praise them individually and also in front of the whole class. Ignore those who are just speaking the first language instead of hassling them. I will write an arrow on the board:. At the end of the activity, I will rank the class according to how they did. If excellent, I will say things like:. If not excellent, I will give suggestions for how to improve. Do you have any tips or tricks for teaching English classes where all the students speak the same language?
Leave a comment below and let us know how you do it. Also be sure to give this article a share on Facebook, Pinterest, or Twitter. But there are also some advantages to teaching a monolingual and monocultural class: For those occasions when it is easier just to translate a word or phrase, you only need one L1.
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Also, it is easier to set up some activities e. For example, if you are speaking to a class where gender roles are set,it is easier to deal with than if you have an ESL class with some learners only accepting fixed roles and others in favor of gender neutrality. But I think on balance mixed classes are easier.
Teaching Multilingual Classes Essay
Try to elicit from them why you talked about learning to play a musical instrument, and try to bring them to the point where they say that in order to learn to speak, just like if you want to play a musical instrument, you have to practise, practise, practise. Tell your students that the reason you want them to speak English in class is because you want to give them the chance to get the practice they really need to in order to develop their English skills. It has to be done, and there is no substitute for it. There is no magic trick, no short cut.
Teaching monolingual classes
If you want to be good at speaking English, you have to practise. My favourite speaking activities are opinion gap activities, which I guess is why I wrote a book of them. The reason I like opinion gap activities is that the speaking the students do can be very authentic, as they are being asked to express their own opinions, thoughts, and feelings.
Obviously, you have to pick and choose the topics for each individual group, but asking students to express their real opinions is, I think, very motivating and meaningful and is more likely to encourage the students to speak. My favourite types of opinion gap activities are questionnaires and card games, usually based around a specifi c theme, such as music, food, drinks, travelling, languages, smoking, personality types, and so on.
The list is endless really. Questionnaires can be copied or prepared before the lesson and handed out to the students, and the students simply have to answer the questions, giving their thoughts and opinions. Card games need to be copied onto card and cut up before the lesson. Each group of students then takes turns to ask and answer each other the questions.
ATKINSON, David. Teaching Monolingual Classes.
It is important to stress that there are no right or wrong answers in these activities, only opinions, and the aim is to get a lot of speaking practice—which, hopefully, your students now understand is really important. I have attached a couple of examples of my opinion gap activities.
For the activity on clothes, you simply have to photocopy the questionnaire, put the students into small groups—groups of three works really well—and have them talk about their answers. Play some relaxing music on the CD player while they are doing this. Then, they just sit in groups and talk about the people they have named. Encourage them to ask each other questions about the people. This is a very personal activity, and students often become quite engrossed in it.
If it takes the whole lesson and the students are speaking English, I am perfectly happy. Again, if you want to do some kind of follow up writing activity, then go ahead. It is, of course, extremely important when selecting speaking activities that you choose topics that are interesting for the students, topics that are relevant, topics that the students want to talk about.
It is useless asking a group of male students who are interested in sports and computers to talk about fashion. Similarly, a group that is really interested in fashion might not be interested in football—though you never know. Clearly, the thing to do is to get your students to suggest topics to talk about and then create the activities. This can itself be a fun speaking activity if you get the students to work in groups to brainstorm possible topics and fi nd reasons why they would be good for the class. So, in summary, what I have suggested is that demonstrating to your students how important English is likely to be in their future lives could be a motivating factor for them.
Bilingual Is The New Black
Explaining the importance of practice and choosing topics that are relevant and interesting for the students will also encourage your students to speak English in class. Tags: classroom motivation teacher development. Polski The 1-minute guide to plagiarism by Nicky Hockly.