Here is a lesson that is proving to be really effective.
Pre-face: I am teaching students based on the textbook and testing speaking dialogues. Every class I link the speaking dialogue into my lesson as much as possible. Many times the speaking dialogue is linked with the other book material. I try to teach the textbook words and vocabulary using as much supplemental material and reference to the textbook as possible. Since my Korean teachers teach them all the material from the textbook my role is to get them to practice the material in the context of a conversation.Often we do not have time to discuss the students level so every warm up much include an asessment of how far I can go in each lesson. My plans often turn into two or three different lesson plans in the course of what can be done and what the students can do.
The topic:Telephone Conversation
The objective: Linking speaking, listening, and conversation structures together of the telephone conversation I am testing but also teaching; these include, "Who is this," This is Semi Speaking? Is Jinho there? I'm sorry he isn't here right now. Can I leave a message? Tell him Semi called. Okay. Thank you. Your welcome?"
Step One: Introducing Target Language, practice pronunciation and structure
Activity 1: Telephone Game
1. I set the students up into a semi-circle. I tell them we are playing the telephone game. It's also written on the board along with the objectives.
2. I demonstrate how to play using some Korean if necessary. Then I start. I feed them everyword of the target language until it loops back around to me. What comes back to me varies from exact to hilarious. Then I tell the students what the phrase was.
3. I write down every phrase they should say on the board.
4. At the end of the game we wrap up by reading together the conversation
Step 2: Making Connections
Activiy 2: Sequencing
1. Students sit down and I give them each a paper called "Who is it?" It is from Dr. Finch's great book, Tell Me More.I have them order the telephone conversations in sequence. The vocabulary is slightly different but the meanings are the same so the better students will make a connection quickly between the game language and the structure provided.
Alternative Option for low level:
I provide a matching and sequencing sheet adapting the material to lower levels who don't understand the context by splitting the sheet into a matching the phrase with the korean to then having students sequence 1 of 3 conversations.
Activity 3:
1. Once the students have completed the sequencing I tell them to speak with a partner I assign them to based on their behavior towards the other. Judgement is based on my previous experience pairing them for good or bad.
Or: if students are less mature, shy, or very low. They speak one on one with me. I'm limited to how many students I can do this too in a class.
Most of my students can only reach this activity.
Activity 4:
1. Advanced students in the classroom that get here than make their own dialogue and speak to each other. Most of my students can not get to activity 4.
