It can be daunting to have a group of near proficient speakers in front of you; they’ve dedicated years to studying and perfecting their language. What’s more, you might find yourself faced with an advanced grammar-driven syllabus that your class would eat for breakfast. How do you make sure that they don’t finish the course feeling slightly short-changed? I’ve put together in this post a few tips I’ve amassed over the past few years teaching advanced classes:
1. Get their hands on their own language
I bring my MP3 player to most lessons in case I’ve planned a discussion or a moment arises that’s suitable for recording the class. Of course, get their consent before recording – the first time can be a bit daunting. With the recording, you can play it back and correct as a class, transcribe it for a delayed error correction session or send it to your learners after class with a follow up activity. Either way, it gives your learners a great opportunity to get their hands on ‘their language’. At higher levels especially, motivation can be lower and there’s the temptation to become a bit complacent with their language. This added extra opens up a whole new dimension to working with what students provide you with.
You can also use this information for individual goal setting with learners or to give individual feedback on common errors or over-reliance on certain vocabulary/structures.
2. Take control of their own learning
I usually introduce my advanced classes to http://www.wordandphrase.info. I teach them about collocation and colligation and set them tasks to research new vocabulary and find alternatives across formalities, examples (with their grammatical patterns, e.g. I’m coming down with a cold – preference for the continuous). You can dedicate time at the start of class to sharing the results of the research.
3. Explore new contexts and functions for their language
Maybe they’ve done the same simulations a hundred times before. Change the paradigms a little by playing the angry client, the pushy boss, the colleague with emotional problems – these will put their linguistic skills to the test as they try and negotiate their way through new and challenging contexts.
4. Practice with longer turns
The safe zone – a collection of short turns negotiated between two or more participants in a conversation – that’s what I call it. C1 and C2 levels can comfortably remain here for a long time without pushing themselves to the limit. On the other hand, how are they at taking a longer turn? Describing a process, talking someone through the challenges of their jobs, filling someone in on the events of the previous week? Your learners will have to dig deep to find the right discourse features, vocabulary and grammar to successfully complete longer-turn tasks and feedback on this will be all the more immediate.
Your class can converse like pros, but can they follow a longer conversations, news programmes or a presentation and give feedback? These tasks are much more cognitively cumbersome and will add an edge to classes. You can even link it in to the recordings of previous discussions or longer turns and make comparisons between their language a more proficient models.
What are your tricks to make sure lessons leave your learners feeling challenged and satisfied with the content of your lessons?