Evaluation and Testing of Students - Business English Exams


This video is part of our video series on "Evaluation and Testing of Students". In this video, we look at some of the most common business English exams people take around the world. Many EFL teachers around the world need to prepare their students for these international proficiency tests.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

This unit overviews the different methodologies that have been used when teaching foreign languages to student.
Although there are many different methodologies that may be used one of the most effective methods is the Engage, Study, and Activate (ESA) metho.
It combines key elements of language learning that provide enough flexibility and excitement needed in order to have a successful learning environmen.
The Engage stage is basically a warm-up where the teacher must get the students talking in English and ready to participate in the lesso.
One of the ways this can be done is by writing the alphabet onto the board and ask for words that begin with each letter of the alphabe.
As different students do so the teacher will erase the letters that have been used to start words alread.
The teacher will not help unless there is obvious difficulty with certain letter.
For example, finding a word that begins with \"x\" may be difficult for those learning English as a second language and are at a lower leve.
The second stage is the Study stag.
This is where students will be presented with worksheets and other classroom assignments that will allow them to utilize their skills and practice new material that has been taught to them by the teache.
The third stage is the Activate stag.
This is when students are able to present and practice what they have learned with minimal interjection from the teache.
For example, getting set up into pairs and creating dialogue based around the material they are learnin.
Once the pairs prepare their conversations for the assignment they will present in front of the clas.
The teacher will let them speak without being interrupted and will give feedback afterward.
While reading through the material of this unit I began to make connections between the reading and my own personal experience.
The ESA method was used in my Korean language course when I studied abroad at Ewha Women's University in South Kore.
Thinking about the real life application of this method through a student's perspective I can understand how this is helpful for language learnin.
I now also have a better understanding of why my professors taught the way they di.

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