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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:
In this Unit we watch two lessons with the same student objectives that are taught in different ways. The first lesson is an example of bad teaching, and the second lesson is an example of good teaching. In the first lesson the teacher seems grumpy and unfriendly and annoyed with the students for not understanding the lesson, there is no S-S talking time, and it is all given in the form of T-S talking, or worksheets done alone and in silence. He doesn't check the students understanding of the material, except for asking 'Do you understand?', and when asked to explain a concept further tells a student he will explain later. The students are quiet and stressed throughout the lesson and do not seem engaged. In the second lesson the teacher immediately get's the students engaged with a quick two minute activity to list animals, and he then makes a list of animals and uses them to introduce the modal auxiliary verb (can/can't) and how to construct sentences using them. He then serves as a model for pronunciation in a call and repeat with the whole class as well as individual students, to ensure everyone is pronouncing the words correctly. For the activate stage, he gets students to make an animal of their own, and then show it to the rest of the class and make sentences using the sentence
structure taught earlier in the lesson. His attitude throughout the lesson is cheerful and friendly, and he makes good use of gesturing and flash cards. He also avoids using words that the students don't yet understand, like 'Auxiliary modal verbs', and he includes more S-S talking time.
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