Lesson Plans
Already mid-September.... My Thai time is growing short.
I have given notice, both to the Temple and the elementary school, that I will be leaving Korat in October. My plans include a little traveling, a couple day's work in Bangkok, and then flying back to the States in November. I'm still arranging and negotiating my winter employment. Something neither hot nor humid!
I'm also involved in a new blog project, and just recently posted my first entry. It was largely a capsulated version of what's been written here, but I did include some advice and logistics about teaching in Thailand. If you're interested, log on to www.coolworks.com and click on 'Blogging the Dream.'
But back to the blog at hand! I have been asked a number of times, 'How can you teach Thai students if you don't talk Thai?' Today's entry may be a tad dry for those of you not into lesson plans, but I'll attempt to answer that question.
First, allow me to set the scene at Wat Srakaow, the pratom (elementary) school where I teach four days a week.
The school is big; a number of buildings, and the larger ones are three stories high. The rooms are slightly cramped, and a fan minimally helps to mitigate the heat. There is a blackboard at the front of each classroom, a microphone, and about fifty students. Teaching each of the fifth and sixth grade classes once a week, I teach four classes a day for a weekly total of 800 students.
Typically a teacher in my situation relies on an established course book to construct ongoing lessons. But not being impressed with the relevance of available books, I have been creating my own lessons as I go. This would be a daunting task if I were required to produce 16 different lessons on a weekly basis. Fortunately, one lesson plan suffices for all 16 classes (with slight adaptation for varying skill levels).
My primary goal is to increase the children's familiarity with conversational English, and my primary method is FUN. If they are enjoying the lesson, they're going to pay attention and learn. If it's not sunuk (fun), they'll tune out.
I also like it to be fun for me, and I have immensely enjoyed the interactions with these kids. Have you ever seen the movie, 'Stripes,' with Bill Murray? I couldn't resist reenacting the classroom scene....
GREG: There she was, just a walkin' down the street, singing
STUDENTS: Do wha diddy diddy dum diddy do!
GREG: Holdin' my hand, just as natural as can be, singing
STUDENTS: Do wah diddy diddy dum diddy do!
GREG: Looked good!
STUDENTS: Looked good.
GREG: Looked fine!
STUDENTS: Looked fine.
Etc..
The structure generally I use is this:
We start the hour with some kind of game, and then move on to working with the day's vocabulary. Using mime, flashcards, realia, drawing, etc., I try to ellicit the words from the class in English. Failing that, I'll supply the word myself. After going over the words verbally, we then review them from a poster or from the blackboard.
Next comes the dialogue, utilizing the words we've just worked with in the vocabulary phase. The dialogue typically consists of six lines; a conversation between 'A' and 'B.' After extensive drilling of the dialogue, we work with lexis substitution. This involves keeping the same grammatical structure of the dialogue, but substituting different key words. Lexis substitution serves the dual purpose of adding vocabulary and increasing the applicability of the grammatical structure for general use.
Afterwards, we usually engage in a communicative activity, an exercise which requires the students to exchange information and reinforces the day's lesson. For example: Last week, the students were divided into waiters and customers. The 'waiters' passed out menus, took orders, and then delivered the food (props). I must admit, as a long-time waiter it tickled me to watch this scenario play out.
The hour concludes with another game. It's a wise truism to 'leave 'em laughing.'
Of course, this strucure is not etched in stone. I usually include a magic trick somewhere along the way, and often we cover a mini-topic not related to the primary theme. Sometimes, for the last fifteen minutes, I'll pass out a word puzzle for the kids to work on. This allows me the opportunity to circulate through the room, briefly practicing pronunciation with each student.
Like children anywhere, there's a whole spectrum of personalities. But generally speaking, these are really good kids. They're bright, eager, and very engaging. Some have walked right into my heart, and I will truly miss them.
I have given notice, both to the Temple and the elementary school, that I will be leaving Korat in October. My plans include a little traveling, a couple day's work in Bangkok, and then flying back to the States in November. I'm still arranging and negotiating my winter employment. Something neither hot nor humid!
I'm also involved in a new blog project, and just recently posted my first entry. It was largely a capsulated version of what's been written here, but I did include some advice and logistics about teaching in Thailand. If you're interested, log on to www.coolworks.com and click on 'Blogging the Dream.'
But back to the blog at hand! I have been asked a number of times, 'How can you teach Thai students if you don't talk Thai?' Today's entry may be a tad dry for those of you not into lesson plans, but I'll attempt to answer that question.
First, allow me to set the scene at Wat Srakaow, the pratom (elementary) school where I teach four days a week.
The school is big; a number of buildings, and the larger ones are three stories high. The rooms are slightly cramped, and a fan minimally helps to mitigate the heat. There is a blackboard at the front of each classroom, a microphone, and about fifty students. Teaching each of the fifth and sixth grade classes once a week, I teach four classes a day for a weekly total of 800 students.
Typically a teacher in my situation relies on an established course book to construct ongoing lessons. But not being impressed with the relevance of available books, I have been creating my own lessons as I go. This would be a daunting task if I were required to produce 16 different lessons on a weekly basis. Fortunately, one lesson plan suffices for all 16 classes (with slight adaptation for varying skill levels).
My primary goal is to increase the children's familiarity with conversational English, and my primary method is FUN. If they are enjoying the lesson, they're going to pay attention and learn. If it's not sunuk (fun), they'll tune out.
I also like it to be fun for me, and I have immensely enjoyed the interactions with these kids. Have you ever seen the movie, 'Stripes,' with Bill Murray? I couldn't resist reenacting the classroom scene....
GREG: There she was, just a walkin' down the street, singing
STUDENTS: Do wha diddy diddy dum diddy do!
GREG: Holdin' my hand, just as natural as can be, singing
STUDENTS: Do wah diddy diddy dum diddy do!
GREG: Looked good!
STUDENTS: Looked good.
GREG: Looked fine!
STUDENTS: Looked fine.
Etc..
The structure generally I use is this:
We start the hour with some kind of game, and then move on to working with the day's vocabulary. Using mime, flashcards, realia, drawing, etc., I try to ellicit the words from the class in English. Failing that, I'll supply the word myself. After going over the words verbally, we then review them from a poster or from the blackboard.
Next comes the dialogue, utilizing the words we've just worked with in the vocabulary phase. The dialogue typically consists of six lines; a conversation between 'A' and 'B.' After extensive drilling of the dialogue, we work with lexis substitution. This involves keeping the same grammatical structure of the dialogue, but substituting different key words. Lexis substitution serves the dual purpose of adding vocabulary and increasing the applicability of the grammatical structure for general use.
Afterwards, we usually engage in a communicative activity, an exercise which requires the students to exchange information and reinforces the day's lesson. For example: Last week, the students were divided into waiters and customers. The 'waiters' passed out menus, took orders, and then delivered the food (props). I must admit, as a long-time waiter it tickled me to watch this scenario play out.
The hour concludes with another game. It's a wise truism to 'leave 'em laughing.'
Of course, this strucure is not etched in stone. I usually include a magic trick somewhere along the way, and often we cover a mini-topic not related to the primary theme. Sometimes, for the last fifteen minutes, I'll pass out a word puzzle for the kids to work on. This allows me the opportunity to circulate through the room, briefly practicing pronunciation with each student.
Like children anywhere, there's a whole spectrum of personalities. But generally speaking, these are really good kids. They're bright, eager, and very engaging. Some have walked right into my heart, and I will truly miss them.
2 Comments:
ah greg, this is an inspiration for making classes transcendent! no wonder they want you to stay and teach everyone in town. hope to see you in the fall when you return.
Greg- Hope your travel plans include a swing through Seattle. We'd love to see you. Will be in SoCal over Thanksgiving but otherwise in town. Take care. Namaste.
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