| The key to successful English teaching in Japan is | | | | to teach giving directions by handing one student |
| remembering most Japanese learners have | | | | a pair of dark glasses and getting another to |
| already had 6 years plus of English lessons at | | | | guide the "blind" person around the school. |
| school. They are not looking for more of the | | | | Avoid over-correction in conversation lessons. |
| same. Here's some advice on how to survive and | | | | Learners will expect some feedback on their |
| thrive in the various teaching scenarios in which | | | | performance and tips for improvement, but this |
| you may find yourself. | | | | should not interrupt or discourage the main aim of |
| English Conversation | | | | fluency, Instead make a mental note of one or |
| By far the most common type of English taught | | | | two points to raise at the end of the session. And |
| in Japan is the conversational variety. As the | | | | always give more praise than criticism. |
| name suggests learners of conversational English | | | | Teaching Kids |
| are hoping to develop fluency in spoken | | | | Childhood is the best age to learn a language and |
| communication as well as familiarity with listening | | | | many schools have cottoned on to this, along with |
| to English. | | | | parents' best intentions, by specializing in children's |
| Many learners have considerable latent knowledge | | | | English classes. |
| of English (vocabulary and grammar rules) but | | | | Teaching kids is something you'll either love or |
| have little opportunity to put it to use. The most | | | | hate - there doesn't seem to be an in-between. If |
| important quality of a conversation teacher is a | | | | you decide to give it a go, the key is to make it |
| friendly and engaging personality, able to give | | | | fun. Adults choose to learn, kids probably don't, so |
| learners the confidence to put into practice what | | | | if you can't make lessons pleasurable for them, |
| they already know. | | | | they might become hell for you! |
| Get the learners to talk about themselves and | | | | Lots of games and activities are the order of the |
| their interests, and try to show genuine interest in | | | | day, preferably ones that have them running |
| what they are saying. However, when you have | | | | around, and lots of prizes (stickers, candy...) to |
| the same students on a regular basis there is only | | | | encourage getting it right. |
| so much to be said about ourselves. It helps to | | | | English for Examinations |
| have a ready supply of topics for conversation. | | | | English for examinations involves teaching |
| Reading newspapers (printed or online) is an | | | | students to pass TOEIC, TOEFL etc. |
| excellent and topical source of material, as is | | | | Many people need to pass exams such as TOEIC |
| surfing the Web. | | | | or TOEFL for progression at work or to study |
| Photocopy or print out articles for students and | | | | overseas. Exam students tend to be highly |
| use the article to introduce the topic. But avoid at | | | | motivated and much more serious about English |
| all costs having the students sit there reading | | | | than conversationalists. A nice chat about the |
| through line by line in lesson time. Instead tell them | | | | latest movie will not suffice here. The up side is |
| the gist of the story and perhaps get them to | | | | the earnings potential is significantly higher than |
| read a paragraph or so, or read it to them as | | | | conversation teaching. |
| listening practice. Then talk about it. Give them the | | | | Make sure you familiarize yourself with the |
| article to take away in case they want to finish | | | | requirements of the exam. Luckily there are very |
| reading it, or check unknown words etc. | | | | good ext books available, and this is one group of |
| Songs provide excellent listening practice, and the | | | | students that won't mind using a textbook. They |
| lyrics to most popular ones can be found on the | | | | will of course expect your input too, and this |
| Internet. Give students copies of the lyrics, leaving | | | | should include tips and strategies for exam |
| some blanks for them to fill in as they listen. You | | | | success. |
| can try talking about the meaning of the lyrics | | | | Business English / English for Special Purposes |
| afterwards, but beware - some songs defy | | | | Business English students study English for a |
| explanation! An alternative is to get the students | | | | special reason, ie business. Their needs may be |
| to sing along. Remember - Japan invented | | | | even more specific, eg for the travel industry, IT, |
| karaoke. | | | | or finance. It would certainly help if you have a |
| Role-play is another excellent way of stimulating | | | | background matching the students needs, eg an |
| conversation. With lower level learners you'll | | | | IT specialist may want to discuss the latest |
| probably need to model the language first, | | | | operating system in English. |
| perhaps by getting them to read through a | | | | Many companies hire English teachers to give |
| prepared dialogue (most students will be | | | | lessons to their staff, eg on a weekly basis. Such |
| competent at reading). Typical role-play scenarios | | | | positions can be quite lucrative. Companies will |
| include shopping, eating out, booking travel tickets | | | | require well-planned lessons, and will also expect |
| etc. | | | | teachers to follow any corporate dress code - |
| Try to make lessons as active as possible. I used | | | | probably suit and tie. |