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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, two video are given as ESA demonstration. This note follows the same sequence of the video. In the first video, the teacher indeed follows the ESA principle but he does not accomplish a good result. In the engage stage, he simply elicits words from students in an intimidating way. His tone makes the students feel that there is no room for mistake. In the following sessions, he basically dominates the class, leaving little time for interactions between students. In short, it is just a bad example of teaching. In the second video, the teacher did a very good job on starting the class by asking the students to introduce themselves. It is one of the effective ways in engage stage. Thus a very friendly and productive atmosphere has been created before the whole class dive into the real teaching process. Students are divided into two groups to work on brainstorming animal names. After that, the teacher writes down the names of animals on the blackboard by having interactive questions among the students back and forth. He also provides vivid illustrations of the work, including body language, pictures and word-guessing games. In the activate stage, students give examples of animals using the word they just learned in a loose order. These two videos contrasts each other
so that an obvious difference between good and bad ESA teaching process is illustrated well. Inexperienced teachers can benefit from watching both videos know what to do and not to do in their own lessons. ", In unit 6 IÂ’ve got to see and compare two samples of the lesson made by the same teacher with the same audience and on the same topic. The difference between two lessons is in the methods and approach of the teacher
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