Needs analysis speaking activity — Transcript

Full transcript

1. 0:00[Music]
2. 0:04combine needs analysis Norm setting and
3. 0:07getting to know your
4. 0:08students these are all important right
5. 0:11we want to find out what they want um
6. 0:14what they are like of course we want to
7. 0:16get to know them as people as well
8. 0:17because this will build rapport and just
9. 0:21you might be genuinely interested in
10. 0:23what your student is like or what the
11. 0:25personality is like but we also want to
12. 0:28include some kind of a norm setting at
13. 0:30the beginning of a course um this is
14. 0:32especially important if you're teaching
15. 0:34teenagers but I think with adults too
16. 0:36it's important to talk about your rules
17. 0:39their rules agree on what the the way of
18. 0:43working will be between the two of you
19. 0:46what they expect and what you can
20. 0:49provide so I've brought you a little
21. 0:51activity for that it's a it's an easy
22. 0:54way to incorporate all these three
23. 0:56things into your needs analysis and the
24. 0:59way it works Works uh the the screenshot
25. 1:02that you have here is from the from the
26. 1:04preply
27. 1:05Whiteboard I've copied it there so you
28. 1:08can do it here but of course if you use
29. 1:10another um software like Zoom you can do
30. 1:12it there too I just like to do it on the
31. 1:14prle Whiteboard because it's interactive
32. 1:17and the student can draw on it and I can
33. 1:19add things to it so it's a really nice
34. 1:21record of what we did so these are all
35. 1:23cards and they're all connected to our
36. 1:25lessons or the person's life the
37. 1:28students life
38. 1:30we have yellow cards like free time
39. 1:33family reasons for learning English or
40. 1:35whatever language you're teaching work
41. 1:37holidays and education the student can
42. 1:40decide whether they want to talk about a
43. 1:42yellow card or a white one if they
44. 1:44choose a yellow card I tell them that
45. 1:47they have to talk for about two minutes
46. 1:50about this topic right so for example if
47. 1:53they choose free time they talk about
48. 1:55their free time activities that they
49. 1:57enjoy doing um maybe something that they
50. 2:00used to do when they were younger but
51. 2:02now they don't do anymore it really will
52. 2:05depend on the level of your learner of
53. 2:07course if you have a lower level learner
54. 2:09you might want to um set the time limit
55. 2:12shorter not to pressurize them or
56. 2:15scaffold um them by adding questions but
57. 2:19higher level students in my experience
58. 2:21don't usually struggle with this they're
59. 2:23happy to talk for about two minutes then
60. 2:26what happens is you know I can use this
61. 2:29for feedback but I usually just take
62. 2:30notes here at this point because I
63. 2:32really want to build a relationship with
64. 2:34my student and do error correction later
65. 2:37on but what I do want to include here is
66. 2:40the double sidedness or the the
67. 2:42reciprocity of a lesson because remember
68. 2:45we are setting norms and I want to show
69. 2:47my student that this is not going to be
70. 2:49a teacher centered lesson in which I'm I
71. 2:52will be asking you questions and you
72. 2:54will be responding and it will feel like
73. 2:57an interrogation but it's going to be a
74. 3:00conversation between two people and I
75. 3:03will be facilitating your learning
76. 3:05process so what happens after the
77. 3:07monologue is that you my student has to
78. 3:10ask me questions about my free time
79. 3:12activities for example if they have
80. 3:14chosen that card and this builds this
81. 3:18dynamic between us it's not always going
82. 3:20to be me asking questions especially
83. 3:23because often times we find that in
84. 3:25onetoone classes because of this Dynamic
85. 3:28lots of students don't learn learn how
86. 3:30to formulate correct questions because
87. 3:32they are used to just answering
88. 3:35questions so I will always tell them to
89. 3:38ask me questions about this topic it's
90. 3:40good to give them a number here too like
91. 3:43ask me three questions about my free
92. 3:44time
93. 3:46activities what happens if they choose a
94. 3:48white card now these are all connected
95. 3:51to either our Norms or the way of
96. 3:53learning that we're going to do together
97. 3:57for example error correction lesson
98. 3:58frequency booking and cancelling
99. 4:01homework all these topics so in this
100. 4:04case this is more like a conversation so
101. 4:08I ask my student for example if they
102. 4:10choose learning vocabulary I ask them
103. 4:13how they learn vocabulary how do they
104. 4:15take notes how do they keep a record
105. 4:17usually of the lesson and then we have a
106. 4:20little negotiation here right we talk
107. 4:23about what I think we could be doing and
108. 4:25then see what they think so this is more
109. 4:27like opening up um a conversation about
110. 4:31these topics I love this game because
111. 4:33it's very student centered and student
112. 4:36Le they are the ones choosing the topics
113. 4:40they are the ones deciding which ones
114. 4:43they want to focus on and again this is
115. 4:45a norm I want to be setting because I
116. 4:47don't want them to think I'm going to
117. 4:49bring all the topics to the lessons I'm
118. 4:51going to choose what we will be doing I
119. 4:53want this to be a student Le process and
120. 4:56I want this to be like this the whole
121. 4:58course so so this is the first step
122. 5:01towards
123. 5:04it