by Anna » Fri Oct 07, 2011 4:01 pm
Whenever we practise speaking in class, I always hope for some of the students to start talking and then others joining in the discussion, but of course, that is not always the case, well, not usually the case! I always try for the ones who do speak to feel confident and never correct or interrupt them. If I want kids who don't often speak in the class I have to ask them personally, it is the only way. I know that students who make a lot of mistakes never participate so I try to ask them very easy questions they can answer with yes/no/specific names or verbs. That way, they feel they can be part of the discussion witout making them feel bad about the situation. They don't use their mother tongue, they sometimes ask for words they don't know before trying to say what they want to say in English. Of course, discussion activities are a problem in mixed-ability classes as it is always the same students the ones who participate. But in a group of 30-35 kids, I am happy half of them want to talk!
I would like to teach the class described in exercise 5, of course I would, and I know that in small groups made up of students who have the same level, those activitites usually work. I like practising speaking when we split our classes in levels because then we can work on that skill, but in groups of 35, it is quite impossible...at least, it is for me. I would not change the activity plan at all...I think it is a good one
Whenever we practise speaking in class, I always hope for some of the students to start talking and then others joining in the discussion, but of course, that is not always the case, well, not usually the case! I always try for the ones who do speak to feel confident and never correct or interrupt them. If I want kids who don't often speak in the class I have to ask them personally, it is the only way. I know that students who make a lot of mistakes never participate so I try to ask them very easy questions they can answer with yes/no/specific names or verbs. That way, they feel they can be part of the discussion witout making them feel bad about the situation. They don't use their mother tongue, they sometimes ask for words they don't know before trying to say what they want to say in English. Of course, discussion activities are a problem in mixed-ability classes as it is always the same students the ones who participate. But in a group of 30-35 kids, I am happy half of them want to talk!
I would like to teach the class described in exercise 5, of course I would, and I know that in small groups made up of students who have the same level, those activitites usually work. I like practising speaking when we split our classes in levels because then we can work on that skill, but in groups of 35, it is quite impossible...at least, it is for me. I would not change the activity plan at all...I think it is a good one
