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Apply Now!Home / TEFL Certification / TEFL Xinji / TESOL Rushan / Best TEFL Courses Abroad / TEFL Haikou
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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
There are big differences between two videos: obviously the first one displays a bad demonstration of an ESA lesson. For first, teacher’s attitude is not positive nor stimulating: to repeat continuously ‘it’s easy, it’s easy’ is not o good method to elicit students. To ask ‘Do you understand?’ isn’t worthwhile too, we learnt that asking students to repeat what a teacher has just told is a better way to see if students have it clear in mind or not. Again, teacher often turns his back to students to write on blackboard without saying a word for a while. The fact that he should ask their names every time is embarrassing, mining a good relationship between the two parts and making climate less intimate as long as the bad use of gestures, voice and eye contact doesn’t help to establish a good rapport with class. It can be noticed that the first lesson is a teacher centred one, lacking of STT and S-S interaction. T-S interaction is almost inexistent as not proficient too. Lesson consists of long silent periods because inefficient organization of work, timing, material and for a wrong use of working document (it’s visible that he read it for a long silent time maybe because he follows it too strictly). Problems here are not only in teacher’s behavior
and attitude but unfortunately heÂ’s also low on subject: he makes grammatical errors (writing them on blackboard too) that will be corrected only at the end of study phase/beginning of activate phase. We can say that engage, study and activate phases donÂ’t exist because theyÂ’re carried out in a completely wrong way: the first one is not appealing and doesnÂ’t elicit students, the second one lacks of good, clear grammar explanations, activate phase is similar to study phase and students are working alone without interaction and monitoring. Finally, his lesson doesnÂ’t include variety at all. A boring class time just bringing to students no more than no confidence in teacher and indolence in learning. The second lessons is managed in an amusing, fluent way. ItÂ’s not a TC lesson and has a long STT with a good relationship between teacher and his students. These are other notable points: visibility of names, good use of setting (they work in pairs), high S-S interaction, use of miming, better use of working document, low silent time in front of blackboard, use of drilling, good corrections (for pronunciation, too), effective monitoring and variety in all phases.
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