I play a game or do a warm-up to let them know they can be human.
Usually, I then give them a broad word picture of what is coming, very broad. After introducing myself, I enlist student tasks to speak or react to. One task, often fun.
I invite their take on what happened, then teach them a main lesson, word, style or grammar. I teach grammar; these guys are mainly unfamiliar with common speech. Grammar is simple. It has rules. Speaking is also simple, so we need to teach manners, response, correct English.
I do not teach with long writing or with reading texts. That is taught as a module inside what I have already explained above.
To engage them with studies and assignments, we first need to work around a vocab. Usage of the vocab, as little as 10 words, is the way to go. Study springs from "getting" a well spoken language set. Practice a set first, don't read first. In Taiwan I stopped other teachers from writing and reading sequences to start my lesson. There is not a mechanical sequence but organic intake after practising a speech set. This is usage.
For me, the above is necessary. It is not helpful to go into other things without basics. In a first-English language group of people you might try concepts, as a pre-organiser (overview). A speaker doesn't want to spend time saying Verb, intransitive or similar. They need a good idea, story(!), someone's experience. Connect.
So for most people Speaker or Foreign language person, Engage; Motivate; and give concrete tasks; it can be language task or thinking task.
Trained as a Teacher, I led a Team in PNG for Graduation and School Cert. Head of English
I went to Thailand, twice, as EFL and general English teacher. I also helped Research at M.I. in Eastern Highlands, P.N.G. I edited many people's writings there.
I was a SPELD Tutor when I left Uni, and SPELD teach literacy by the phonics method. 2 years, self sustaining all over Adelaide.
I had several Students from the Tutorial Assistance Scheme for indigenous (then ATAS), and visited students' homes. This seemed to work very successfully.
After some of these experiences, I taught mainstream High Schools in Taiwan. Taiwan is the island State which is self maintained and is Chinese, while it won't come under Beijing Authority. The teaching there is for non English speakers, needing a circumspect plan to help youngsters who are smart and speak pure Mandarin. Some of it is role-play and some Reader Theatre. Teachers followed National text with Graphics, and I rolled out a loan-book of conversation in each Class with a local teacher looking on! Books returned to me, I used them in the next Class. There was a lot of interplay between "Phutonghua" and English as medium for the Course - so not Immersion method. The land is Chinese favouring engagement with locals and young people.
Taiwan, Papua New Guinea, South Australia.
Specialising in Undergraduates, essay, assignments, formatting
10 years' SA
3 years' Papua New Guinea
8 years' continuous Business English University
5 years' Junior High English and dialogue play to Chinese learners
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