Demo lessons for adults is a lot more unpredictable
than for kids, since unless you ensure they register
before coming, you won't predict the following facts
which you need to take into account: their age, English
level, existing experience of English or not, what
requests they may have: e.g. what kind of course,
whether or not they want a group or private lesson,
their budget.
If you want to create a successful impression, it's
wise to request the following information on a registration
form before the demo. However, if that's not possible,
then make sure they fill in our visitors form and
make your own notes for reference. Actually we seldom
provide demo lessons anyway unless you are teaching
an existing group lesson. It's wise to plan an especially
accessible or fun lesson. However, you shouldn't interrupt
the current students lesson too much.
QUESTIONNAIRES
It may be a good idea to use a class questionnaire
e.g. one of the find someone who? activities which
are on our website. Try this kind of activity after
everyone's brief self introduction or news. This way
everyone gets involved in a predictable but simple
activity, involving exchange of personal details.
Also if the newcomer is not yet confident enough
to participate, best not to pressure them too much.
If you let them be to observe without letting them
feel as if they are being ignored, that's fine. However,
be sure to address them privately at the end of the
lesson and complement them or point out any good reasons
they may have to join the lesson.
However, if it's obvious they won't fit in with this
class because it is the wrong level or for them be
sure to ask them to talk to us or to the student manager
(who is responsible for the lesson). Also be aware
some younger people may reject the idea of joining
a lesson with seniors, because they feel it will be
too slow and not focused enough (an observation which
is often true).
Basically judge for yourself what they may be looking
for and any obstacles? …because unless these
obstacles are addressed, chances are they won't join!
USEFUL STARTING OUT ACTIVITIES
1) Cloud Game (for self-introduction)
Before the students enter the class, write simple
words or short sentences in clouds on the board or
a large sheet of paper. Now tell the students in English
(and in Japanese, if need be) that you are going to
introduce yourself (by pointing to what you wrote).
Tell them, however, that they must ask you the questions.
For example, I write: Thus, they have
to ask
Riktam, Ice cream, natto e.g. What's your name?
29 swimming, hiking e.g. What are your hobbies?
U.K. 1 brother etc. e.g. Where are you from?
How to extend the activity and raise difficulty level:
Now add more details to existing points e.g. now
you can write:
Rik, June 3rd, 'Donald', a brain surgeon
Now the students should ask more extended questions
from the original data
e.g. What's your nickname? your …birthday?
…Your brother? etc.
Why do this warm up activity?
This activity examines their confidence, enthusiasm,
participation; ability to use correct grammatical
and sentence building skills; work on their own.
Problems getting any questions out of them at all?
Then write the start of the questions on the board
e.g.:
What ?
When?
Where?
Thus they can easily understand what kind of questions
to ask.
Note: Very low level students may refuse to ask questions
or be unable to in a situation which they are still
uncomfortable with. Don't push them away from feeling
welcome!
2) Which teacher is mine?
If you have more than 3 students, this game reviews
same question making skills. Each student is given
a list of data about yourself, the teacher e.g.:
Riktam Riktam Riktam Riktam
29 35 26 41
single married divorced m. with 1 child
How to introduce the activity:
Students have to decide which data they think is
true or false (marking ? or × next to it). To
expain what to do, I give them easy examples first
e.g. I write:
George Bush then I write: French?, next to it. Now
ask them to write ? or × next to this Q. about
Bush. Get them to use the following expressions:
(?) I think (George Bush) is (French)
(×) I don't think (G.B.) is (French)
Also to have them learn to say rejoinders too since
next they may work in pairs or alone to identify which
data about you the teacher, they believe is true or
false.
(0) I think so (too) or (X) I don't think so.
Production:
Now ask them to prepare similar notes to talk about
themselves for 2 minutes, then to present themselves.
You may wish to close the lesson here or continue.
3) Check FAQ Instructions and classroom expressions:
Explain in Japanese that lots of communication is
done with physical expressions, eye signals, gestures
- not just the words alone. Now do some gestures and
ask for their meanings in English. For example, elicit
'Stop', 'Okay', 'Come here!'
Now hand out a list of not more than 10 expressions
in Japanese and or other pieces in English. Ask them
to match the Japanese and English expressions in a
small group or pairs. Next act out these same expressions
and elicit the spoken expressions from the students.
You can find these FAQ expressions on website!
e.g. 'Once more please!' , 'Excuse me!`. `Shut up!`
If they are confused, give them hints by adding words
to your gestures
e.g. : '(Excuse me) Waiter!`
Finally ask them to write the expressions in the
missing gaps on a list of the expressions in bothlanguages.
4) How about visitors to existing lessons?
Assuming you know the visitors English level roughly,
choose a fun and well organized listening exercise
from a text. Make sure the exercise is stimulating,
plus the expressions and related vocabulary are useful,
relevant & not too tricky.
Examples: Units from 'Passport (Travel) English`,
O.U.P. or `Survival English'
Advice: this approach is recommended with students
who have already told you what kind of course they
want to study e.g. travel, business or daily English
skills.
Note: If they don't believe your lessons
will be useful, related to their request, as well
as energetic, they may not come back again!
A successful routine for demo lessons
will save you time and stress each time, but unless
you are flexible and catering to each new person or
class, then new visitors who are your potential students
will feel that their requests are going acknowlededged!
So learn a routine and polish it!
