Grammar 'n Vocabulary Lessons For Me

I am trying to learn and I don't want to make the same mistakes again. Here are a few things I would like to keep in my mind next time I teach a remedial course:

1. Never give them conversational practice excercises or role plays early in the course:
I think you need to first outline the building blocks of the language first and THEN give them oppurtunities to use the language. Of course, language is indeed learnt through USE more than through lecturing but with beginners I think it would be a good idea to let them feel they 'have' some 'tools' before they can actually start using them. I guess a good way would be to teach an item and then formulate authentic situations when they get to use those items. I wasted precious time trying to get them talking right in the begining of the course. 'Private' group discussions were absolute failures.

2. Debates on current issues:
Once the students feel personally involved in the activity given to them, they might just forget they are supposed to be 'learning' a language and use it anyway because of their inner desire to communicate or contribute to the debate. Of course the debate should be duly relevant to their experience. Though I have realized this pretty late, but I think the SUNDAY DEBATE section in the TIMES OF INDIA could be a good starting point. The debates present two opposing views on a current topic by writers from different professional fields. Like for example, the current debate in India on OBC reservations in higher education brought out spirited opinions from the students. Of course, not all will participate and those who did, did so because there has been a comfort level established after 30 hours of English class. I don't know how successful this would be in the begining of the course.

3. Vobulary webs/ Associated meanings:
I learnt this from a representative from Cambridge University Press (CUP). He said that while he was taught 'thin' and 'fat' in 4th grade, he came across 'frail' only in the 7th grade. The student's vocabulary need, however, does not wait that long. If the student has to describe his uncle who was in the hospital, he would need 'frail' instead of just 'thin'. So it makes sense to teach vocabulary through associations. A whole list from 'thin' to 'fat' and 'overweight' (along with the negative connotations of calling someone 'fat') should be given. Associated vocabulary like thin-weak-frail should also be provided.

I try always to let the students guess the meanings of new words from the context. Now I think they are more confident about making their guesses. Many a times they get it right too. Moreover, I now try to give them associated words too, based not only on meanings but also sounds and spellings. For instance, when teaching them 'CINDER' I also told them about 'CIDER' which looks like cinder but is different. From 'CELLAR' we reached 'DUNGEON'. From 'CURIOSITY' we arrived at the proverb, 'Curoisity kills the cat'; and from 'MILLINER' we obviously landed on to 'MILLIONAIRE'; dagger-scabbard, sword-sheath and so on.
I think it's important to give them a sense of achievement-they get that when they remember the meanings.

Another thing this CUP rep told us was that we must teach need based vocab. Like, 'ecstasy' is a very fine word, but just how many times have we felt 'ecstatic' in our lives to use it? Good point, no?

ELT anyone?

Ok so it's been a long time since I last posted. Sometimes the technical bits can be very intimidating, specially for a technologically challenged person like me. However, I am going to key in some things soon. Just almost finished a remedial English course with some 16 year olds. This was my first attemt at remedial English as a teacher..just began teaching professionally last year...needless to say, it was a learning experience. I don't think I did a very great job. I was new, the syllabus design and execution was given entirely to me, I had little expertise and no experience. And to top it, they gave me the boy's class! And you know it can be with teenage boys, specially when they know that the teacher is 'new'. Well, the course is almost near its end and though I have greatly overcome the hostility of the kids (I think they kinda love me now!), I think there was much more I could have done with them. I want to review somethings. Like what worked, what did not and what could have worked. Most importantly I think there needs to be more organization before begining any course. And during the course too. I think I lagged behind there. As I always do when it comes to organizing. Anyways, all ELT teachers..I think I will have something to share very soon!