Here students are listening to a song and discussing it. This is a listening exercise at the same time that it is a cultural exercise because they are discussing the song and its role in the target culture.
Before your conversation session, go through the material assigned for the session. Make a list of the types of language usage and vocabulary that are covered. Based on this list, what speaking skills do you need to practice with the students? Also, consider what speaking skills covered in earlier sessions should be reviewed?
You should always go to your sessions with a written session plan. You may find you need to adjust your plans during the session, but you need to start with a written plan. Your plan should include practice of new language skills and also include some review activities.
Your plan should also include notes about certain vocabulary, expressions, or usages you will target for special attention during the session. For example, if your students are learning the names for foods, you should have a list of the specific food names they are learning so that you can make sure that those food names are used repeatedly during the session. Having a list will also help you avoid introducing food names different from the ones the students are officially learning.
If you are working with absolute beginners, your preparations should include a list of expressions you expect to use during the sessions. These expressions will help you stick to the expressions and phrases the student is learning on his/her own. Include expressions for greetings, partings, and words or expressions you have noticed in the study materials that the student has been using. By creating a list of “target” expressions for each session, you will have a list of phrases/sentences/words that you want to make sure you use and have the student or students use during the session.
Remember to practice speaking slowly before your first sessions. Practice speaking slowly with a few words and phrases you expect to use during your first few sessions. Work on a clear pronunciation of syllables and letters. It helps if students can clearly see how your lips and mouth move to form the sounds. You may want to practice in front of a mirror. This will take some time getting used to, so be sure to practice. As your students become more accustomed to the sounds of the language, you can gradually speed up your speech.
These are expressions and instructions that might be commonly used in a conversation session in which students are learning English. Conversation partners can use this sample for English as a starting point for creating a list appropriate for the language students are learning.
Yes
No
Okay
Words for praise: great, super, bravo, excellent
Please try again.
Please repeat.
Please speak, say, talk, etc.
Please stand up.
Listen carefully.
Ask [fill in name of person].
What does _________ mean?
Do you understand?
Common Question: Can I use outside materials not included in the student’s study materials?
If external materials (such as multimedia or authentic materials) correspond to what the student is currently studying in his/her study materials and as dictated in the syllabus then, yes, you may use external materials. At the end of the semester students will have an oral evaluation scheduled with a professional evaluator. This evaluator is testing the student based on what the student has covered in his/her study materials and syllabus and how s/he communicates. Therefore, your priority in planning the conversation speaking activities should be emphasizing the study materials students are using to teach themselves the language. If you find multimedia examples, such as online videos or songs that exemplify the material and complement the material without introducing too many new vocabulary words or advanced linguistic structures, then feel free to use them. Examples of appropriate and inappropriate external materials are illustrated below:
Appropriate: Student is learning the vocabulary for vacations and holidays. In the vocabulary for vacation, the student does not learn about vacationing in the mountains, only at the seaside or in a city. The conversation partner brings in a very short commercial in the target language about seaside vacationing.
Inappropriate: Student is learning the vocabulary for vacations and holidays. In the vocabulary for vacation, the student does not learn about vacationing in the mountains, only at the seaside or in a city. The conversation partner brings in a short advertisement about camping in the mountains.
Example of appropriate use of an external resource:
Create the lesson plan and expression list described below. If you are doing this training individually, you will need to e-mail your written work to the FCCSWL office before scheduling your individual conference.
1. Create a written plan for your first/next session. Your plan should be similar in format to the sample plan for Greek I (3B: Sample Plan). You should write the plan in a way that you can easily refer to it with quick glances during your session. You do not want your head buried in your session plan, but it is fine to refer to it throughout the session so that you keep yourself and the student on track. If you do not yet have the textbook and syllabus for the course you will work with, you may need to wait to do this step.
2. Using the list of commonly used expressions and instructions for conversation sessions for learners of English, create a similar list for your language that you can teach your students and use regularly in your sessions.