‭1.

Identify who is your student‬

‭ lways think about your student's level and status. How good are they at expressing their‬
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‭thoughts. The students should be free from fear of speaking. Don’t hesitate to talk. They need to‬
‭be away from their EGO first. Focus on letting the student to NOT HESITATE. From their own‬
‭teachers need to guide them properly.‬

‭There are 5 foundations when it comes to speaking‬

‭ .‬
1 ‭ arration‬
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‭2.‬ ‭Description‬
‭3.‬ ‭Explanatory‬
‭4.‬ ‭Logical‬
‭5.‬ ‭Rhetoric‬

‭ ARRATION: This refers to the student being able to speak in a narrative way while also‬
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‭speaking more (two or more longer responses) sentences in the subject-verb sentence form.‬

‭ ESCRIPTION: This refers to the usage of adjectives and adverbs whenever the student‬
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‭speaks. Take note that the student should not talk in simple sentences or sentences that seems‬
‭to look like it is spoken in just one simple sentence.‬

‭ XPLANATORY: A higher ability or skill. This refers to the student ability to speak in a way that‬
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‭they can explain things of why they are saying such things. The ability to explain what they say‬
‭can also be triggered with the help of the teacher by asking ‘why’ questions in an organized and‬
‭methodological manner.‬

‭ OGICAL: A higher ability or skill. This refers to the student’s ability to provide evidences to‬
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‭prove what they are saying. This can be from their own experiences, from studies or from‬
‭credible sources like books or articles from the internet.‬

‭ HETORIC: A higher ability or skill: This refers to the student’s ability to PERSUADE the‬
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‭listener of what they are saying. Rhetoric is connected to the student’s ability in the LOGICAL‬
‭skill where the student uses the evidences or date they have gathered to convince the listeners.‬
‭If the student is wants to learn more, the teacher can give more details to the student on what‬
‭are the different‬

‭ IPS / SUGGESTIONS What if the student does not want‬

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‭to open up?‬
‭1.1 Build connections with the student‬
‭ ind affection of the student or their passion. What do they like to talk about. Free from fear of‬
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‭speaking.‬

‭1.2 Know the Interest of the student‬

‭ nowing the interest of the student will let them talk more. If there are any mispronunciations,‬
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‭you can help the students pronounce it correctly while also saying it‬

‭1.3 Correcting the Student‬

‭Ask the student how they want to be corrected when they made a mistake.‬

‭ etting the students know how they want to be corrected is a good step for them to not have‬
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‭fear when speaking as well as without fear from being judged on how they speak. When student‬
‭use difficult words, the teachers should guide the students to use simple words‬

‭ I Suggestions [Tips: The teacher can choose the best‬

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‭suggestion from the given responses.]‬
‭1.‬ E ‭ ncourage regular conversation practice: Provide opportunities for your adult Korean‬
‭students to engage in regular conversation practice. This can be done through class‬
‭discussions, group activities, or pair work. The more they practice speaking, the more‬
‭confident and effective they will become.‬
‭2.‬ ‭Provide feedback and correction: Offer constructive feedback and correction to your‬
‭students during speaking activities. Focus on areas such as pronunciation, grammar,‬
‭and vocabulary. This will help them improve their speaking skills and become more‬
‭effective communicators.‬
‭3.‬ ‭Use real-life topics and scenarios: Incorporate real-life topics and scenarios into your‬
‭lessons. This will make the speaking activities more relevant and engaging for your adult‬
‭Korean students. Encourage them to express their thoughts and opinions on these‬
‭topics, allowing them to practice using the language in a meaningful way.‬
‭4.‬ ‭Promote active listening skills: Help your students develop their active listening skills, as‬
‭effective speaking often goes hand in hand with good listening skills. Provide listening‬
‭exercises and activities that focus on comprehension and understanding. This will‬
‭enable your students to better respond and engage in conversations.‬
‭5.‬ ‭Foster a supportive and inclusive classroom environment: Create a supportive and‬
‭inclusive classroom environment where your adult Korean students feel comfortable‬
‭expressing themselves. Encourage a culture of respect and open-mindedness, where‬
‭everyone's contributions are valued. This will boost their confidence and encourage‬
‭them to actively participate in speaking activities.‬
‭6.‬ ‭Incorporate role-playing and simulations: Use role-playing and simulations to simulate‬
‭real-life situations and encourage your adult Korean students to practice their speaking‬
‭skills. This can include scenarios such as job interviews, customer interactions, or social‬
 ‭ onversations. Provide feedback and guidance on their performance to help them‬
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‭improve.‬
‭7.‬ ‭Integrate multimedia resources: Utilize multimedia resources such as videos, podcasts,‬
‭and news articles to expose your students to different speaking styles and contexts.‬
‭Discuss and analyze these resources together, encouraging your students to share their‬
‭thoughts and ideas.‬
‭ .‬ ‭Set realistic goals and track progress: Set realistic speaking goals for your adult Korean‬
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‭students and track their progress over time. Celebrate their achievements and provide‬
‭guidance on areas that need improvement. This will help them stay motivated and‬
‭focused on their speaking development.‬
‭9.‬ ‭Encourage self-reflection and self-assessment: Promote self-reflection and‬
‭self-assessment among your adult Korean students. Encourage them to evaluate their‬
‭own speaking skills, identify areas for improvement, and set personal goals. Provide‬
‭guidance and support as they work towards becoming more effective speakers.‬

‭Show your common interest‬

‭ he teacher should show common interest to the student to keep the student talking. If the‬
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‭student might be short of their explanation, teachers help the student how to storytell by using‬
‭several sentences.‬

‭ he teachers have to keep asking the student to keep the student talking. Remember that the‬
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‭student should keep the answers at least 2 or more sentence.‬

‭2. #Hashtags words!‬

‭#socializing‬

‭ .‬ ‭Parents‬
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‭2.‬ ‭Siblings‬
‭3.‬ ‭Children‬
‭4.‬ ‭Relatives‬
‭5.‬ ‭Household‬
‭6.‬ ‭Kin‬
‭7.‬ ‭Ancestors‬
‭8.‬ ‭Generations‬
‭9.‬ ‭Home‬
‭10.‬‭Unity‬

‭You can utilize AI to get keywords.‬

‭You use Monica to create a number of keywords or hashtags for the students‬

‭For several sentences. Several sentences mean a long talk for the student.‬
‭Recall relevant keywords and link them in their storytelling.‬

‭ he students should develop hashtags words that are relevant areas. If the student is only able‬
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‭to know two words in the hashtags, then the sentence of the student will be also affected.‬
‭Teachers should give several feelings about it. Knowledge should be loaded also in storytelling.‬

‭3. Use Visual Language‬

I‭s used at the start of the talking. Using the hashtag words, the teacher will let the student read‬
‭the words as visual language and use them in sentences. The teacher can also guide the‬
‭student while speaking.‬

‭The worker put out the fire.‬

‭Knowledge has steps‬

‭(Conceptual and Abstract Knowledge)‬

‭Conceptual - used in social studies and Science.‬

‭Abstract -‬

‭1st level‬

‭2nd level‬

‭3rd level‬

‭4. Ask The Right Questions (Narration)‬

‭ he teacher should ask the right questions. The questions should be open-ended where the‬
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‭student can say many things.‬

‭5. Visualize the Picture (Visualization)‬

‭ he teacher can let the students visualize things in relation to the story. This can be in the form‬
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‭of images created using AI or images provided. Picture describing or visualization can lead to‬
‭describing things.‬
‭Pathway English‬

‭ rrow English utilizes arrows to pinpoint some words given in any sentence. Take for example‬
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‭the sentence:‬

‭“A group of workers has set fire to a barricade to protest.”‬

‭ he arrow serves as a guide for the student from the words in the sentence thus providing a‬
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‭better understanding of the sentence itself.‬

‭ n a side note, it is recommended to use the #hashtagged words provided at the early part of‬
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‭this method so that the student can retain the words itself especially if the #hashtag words are‬
‭new for the student.‬

‭ here are times when some words are difficult to find a counterpart imagery. Some of these‬
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‭words fall under the CONCEPTUAL and ABSTRACT.‬

‭What are CONCEPTUAL and ABSTRACT words?‬

‭CONCEPTUAL -‬

‭6. Describing what happened (Description)‬

‭ he student will describe what is happening. This includes details as to what he or she can see,‬
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‭feel, touch, and smell based on what she is saying using storytelling. Using appropriate and‬
‭vivid adjectives.‬

‭7. Express Action, Feeling and Reason‬

‭ tudents should tell what kind of feeling they have while talking. Students should also express‬
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‭the reason why they are feeling way. If the student is able to express their feeling and reason,‬
‭then the teacher can ask follow-up questions to the student so the student can say longer‬
‭sentences.‬

‭7. Correct Pronunciation and Grammar‬

I‭n relation to the student speaking using the method of storytelling, the teacher should also‬
‭correct the student for any mispronunciations as well as grammar mistakes. This will help the‬
‭student to speak‬‭more fluently‬‭like a native child‬‭American speaker.‬

‭8. Explain The Reason for the Answer‬

‭ eachers can ask the students why they came up with the answer to let the students speak‬
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‭more in relation to storytelling.‬

‭9. Retell the Story (Summary)‬

‭ he student will create a retelling of the whole thing that has happened in the story. This may‬
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‭include a summary of the narration part, a summary of the visualization, or a summary of the‬
‭description part of the story.‬