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