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?