Check out our Facebook page!
"Like" us to connect with other students, watch videos, see job offers and even get special discounts.
$199
Apply Now!$1,490
Apply Now!$1,195
Apply Now!$175
Apply Now!$4,000
Apply Now!Home / TEFL Certification / TESOL Bells Beach - Victoria / Teach English Edilillie
Check out Tesolcourse.com about Teach English Edilillie and apply today to be certified to teach English abroad.
You could also be interested in:
This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
CLASS #1 To begin with, as noted in the first lesson the teacher does not introduce himself and does not ask the students to introduce themselves either. He introduces the topic that the students have no idea about, the students do not know what modal auxiliary verbs are but the teacher right away goes ahead to elicit from the students the meaning and types of modal auxiliary verbs. The teacher does not take the students through the engage stage, but instead goes right to the study stage. The teacher is brief and does not explain to the students well, for instance when he asked about the grammar rules for the modal auxiliary verbs, the students without an idea of what modal auxiliary verbs are can never really know what the grammar rules should be unless explained to them. Perhaps he could have asked like “what are the grammar rules of modal auxiliary verbs according to person?” not just “what are the grammar rules?” The teacher uses vocabulary which is not for the level of the students, for instance “integrity”. The students’ level of participation is low because the students have no understanding of the topic. The teacher –student rapport is low, the students and the teacher are not identified with each other since there was no introduction from
the beginning of the lesson. The teacher turns his back on the students for a long time while he is writing on the board without turning back occasionally to look at the students. The teacher does not know students names. The students do not know what some animals are like. The teacher has a serious attitude during the first lesson. Throughout the lesson the students are working individually, the teacher has too much talking time. The students are not so engaged into the lesson because they have no understanding of the lesson. CLASS #2 The teacher starts the lesson with a good attitude, smiling with the students. He introduces himself and minds to know the names of the students as well. The teacher is able to engage the students by asking them to think about the different types of animals while working in pairs. The participation of the students is high because the students are familiar with the different types of animals and the teacher –student rapport is high because the teacher’s attitude is friendly. The students participate freely, willingly and actively. The teacher knows the students names and he is able to point out students by name to participate and answer the questions. The students’ attitude is relaxed and free with the teacher and they don’t feel intimidated.
The teacher explains other names of animals where necessary. The teacher uses pictures, clues, mimes and demonstrations to elicit animal names from students. The teacher continues to the study stage by telling students about a lot of words for movement and using mimes and demonstrations to elicit animal movement vocabulary from the students. The teacher uses low level vocabulary like “movement words” instead of “modal auxiliary verbs” that he used in the first class. He also uses gap fill techniques for students to complete and he licks the animal to a movement and the students are able to identify whether it can or cannot do that movement. The teacher also uses drilling and pronunciation to make sure the students pronounce can’t the right way but also tells them that normally “Cannot” is written but “can’t” is spoken. Also to make sure that they pronounce the sentence the right way as a class and individually. The teacher uses exercises as students work in pairs to determine what the animals can or cannot do and they discuss as a whole class. The teacher also assesses the students’ answers and gives feedback whether it is correct or wrong. The teacher links to the activate stage by showing the students his own animal, and they discussed
as a class what it can or cannot do. In pairs of twoÂ’s, he asks the students to draw their own imaginary animals and say what they can or cannot do. ", In this unit I watched two videos
Chat with our team or leave a message!
So confident are we in the quality and value of our courses, that if you are not fully satisfied with the service or product that you receive, then we will refund your payment with no questions asked. Please note that the refund request must be made within 3 days of submitting your online course payment.
"Like" us to connect with other students, watch videos, see job offers and even get special discounts.