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The Language Teacher | |||||||||||||||||||||||||||||||||||||||||||||||
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QUICK GUIDE Key Words: Classroom management, Speaking, Interaction
Here are two ideas to teach and practice some classroom language which are especially
good with a new class. This approach also functions to introduce students to pairwork
if it is novel to them in the foreign language setting. In addition, it has the effect
of establishing a good rapport with the class. I write on the board the following language (adjusted according to language ability):
I then ask each student a simple question but very quickly, quietly, heavily accented,
or amidst a coughing fit. I point to the relevant language, if necessary. It may
take a student the use of four or five phrases of the above language to reach a correct
answer. The exchange may go like this: How many people live in Sendai? If someone balks at using the language, point to the relevant phrase on the board.
When they ask the meaning of creatures, draw them. Usually, someone will take too long to respond early on and I take this opportunity
to introduce a three-second rule. I get a person to ask me a question in Japanese,
and ham up the thinking-about-it body language for an obviously burdensome time.
I then ask another student to give me another question, and I answer with a quick
and confident, "Wakarimasen." I then simply say that after about
three seconds silence in most situations the communication breaks down, so it's better
to say something within three seconds. When I have finished with the above questions, I then get the students to write
the classroom language either on the back of name cards which they have on their
desk or in their textbooks. Next, I review large numbers and follow up with a basic number dictation. Needless
to say, the numbers are dictated quickly, quietly, while chewing a sandwich or whatever
it takes to have them try to 'control' your excesses. Usually, all it takes is a
smile and a gesture to the board or name card. If it is done humorously enough, students
respond readily. Finally, I ask the students to write down ten high numbers and to dictate them
to a partner. This is an opportunity for practice of the classroom language as well
as numbers. Some students will have problems thinking of ten numbers. Go around the
room and them to come up with the required numbers. This final activity is always
animated. Students check the dictation themselves. A fun follow-up activity for later, and one I always use with my English through
Drama students, reviews the spirit of the interchange and is a great warm-up activity.
It is also very useful for promoting the idea of eye contact.
I then ask a student to tell me the three-letter word I am going to write by moving my head in the air. As before, I ham it up a bit to prompt the use of the classroom language. I then get a student to write a word with his or her head while I try to figure out what it is. Then I let the students have fun with it, but, have them stand to do it. This increases student involvement. After a few minutes you will notice that the 'readers' often drop their heads and lose eye contact as they trace the word on the palms of their hands. I point this out, and also indicate the drop in energy that occurs and how the writer is left alone, in silence with the rather uninteresting view of the top of a partner's head. I suggest that instead of tracing the letters on their palms, they think aloud and verify their guesses using language or ask for a repeat performance. If necessary, I do an exaggerated demonstration of looking down and isolating a partner, and then parody the effect by getting outrageously bored. After this, students usually do brilliantly! Try it. This activity is an adaptation of Maley and Duff's (1982) 'Numbers in your head'
in Drama Techniques in Language Learning (Cambridge University Press). All articles at this
site are copyright © 1997 by their respective authors. | |||||||||||||||||||||||||||||||||||||||||||||||
