kyo28
Member
Glad I could help.
The telephone game is indeed a great addition. Those were also used in our practicum lessons but I forgot to mention them. :sweat:
At the very beginning it's hard indeed. You can only work with the building blocks they have and that's not a lot. Very first lesson we were asked to write some words on the blackboard with a turnbased system, or just plain characters, not even words. Because we were only starting out then.
We had 4 hours a week of practicum, with a group of 20 students (approximately). From those 4 hours I think most of it was the students talking. The teacher only interjected to give additional explanations, correct us or explain the assignement(s). So I think 3/4 of the time was used for the students talking, 1/4 for the teacher's explanations. The idea was really to get us to open up and talk as much as possible, so we could become more fluent at it.
Also, our practicum teacher worked in close collaboration with our grammar and vocabulary teachers. When we studied a new grammatical structure, the practicum teacher would focus the next session on us using those structures, to really drill it in.
The telephone game is indeed a great addition. Those were also used in our practicum lessons but I forgot to mention them. :sweat:
At the very beginning it's hard indeed. You can only work with the building blocks they have and that's not a lot. Very first lesson we were asked to write some words on the blackboard with a turnbased system, or just plain characters, not even words. Because we were only starting out then.
We had 4 hours a week of practicum, with a group of 20 students (approximately). From those 4 hours I think most of it was the students talking. The teacher only interjected to give additional explanations, correct us or explain the assignement(s). So I think 3/4 of the time was used for the students talking, 1/4 for the teacher's explanations. The idea was really to get us to open up and talk as much as possible, so we could become more fluent at it.
Also, our practicum teacher worked in close collaboration with our grammar and vocabulary teachers. When we studied a new grammatical structure, the practicum teacher would focus the next session on us using those structures, to really drill it in.
