Overview of All English Tenses - Present Tenses - Present Continuous - Miming


Another idea for the present continuous tense focuses on the action of miming. Because it's in the present continuous tense, it'll be critical that the student, who is doing miming, continues to do the miming as the students guess what he or she is doing. In order to do this, the teacher will ask one student to come to the front of the class and present them with a card. The card at low levels will just be one word such as 'sleeping,' 'surfing,' 'eating,' or 'playing'. As soon as the student is able to mine any one of those actions, the students continue to guess with 'You are sleeping,' 'You are eating,' 'You are surfing.' Now at higher levels what you could do is continue on from the base of the action and include something like 'You are playing football,' or 'You are playing video games,' 'You are eating spaghetti,' or 'You are eating spicy food.' Once the student at the front of the room doing the mining has successfully gotten their fellow student to guess the action, he or she then has a seat with the rest of the group and somebody else will come up to do another mime. Hopefully, by the end of the class, at least all of the students will have had a chance to come up and mime a certain action.

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.

Teaching foreign language to novice learners is a challenging and demanding tas.
Teaching foreign language requires the implementation of three main components including grammar, vocabulary and function.
The latter are complementary elements since each component completes and influences the othe.
Hence, for a balanced exposure of any new language; vocabulary, grammar and language functions should be used efficiently in an equal manne.
ESA are effective methods, along with its lesson types, to provide convenient and effective lessons of each of the aforementioned component.
By way of explanation, using ESA methods particularly straight-arrow and/or patchwork vocabulary lessons to teach vocabulary lesson is of great benefits and significance to EFL learner.
The latter tend to grasp the meaning of vocabulary lesson readily thanks to the flexibility of ESA methodologie.
On the same thought of line, introducing language structures goes in tandem with the usage of ESA method.
For a successful and enjoyable lesson, EFL teachers are supposed to expose the grammatical structures of foreign language based on the following criteria: their meanings, usages, forms and patterns as well as concrete usages in different context.
In so doing, exposing such grammatical structures through the use of ESA methods, allows the lesson to be more thorough and well-organize.
Patchwork ESA grammar lesson, for instance, enables EFL teachers to use a great deal of study and activate phases as long as the lesson starts with engage and finishes with study phase.
In this regard, EFL learners learn how to discuss their favorite holiday using past tense in the engage phas.
In addition to this, while in the activate phase learners will be able to form a brief summary of their favorite holiday; in the study phase, they will be capable of analyzing, comparing and pronouncing different ideas being already discusse.
After that, EFL teachers tend to provide learners with relevant vocabularies and expressions related to the holiday activity within another study phas.
In exchange and within activate phase, it becomes plain for learners to write and analyze their partners? best and/or worse holiday.
ESA methods go not only with vocabulary and grammar lessons, but also are essentially useful when language functions lesson are involve.
Languages functions refer to the concrete usage of a particular languag.
By way of illustration, expressing opinion, apology, refusal, joyfulness, agreement and disagreement are considered part of language function.
Like the case with vocabulary and grammar, ESA boomerang and patchwork lessons are viewed as effective types for the teaching of language function.
Hence, the efficient grasping of any involved language function is premised upon the appropriate usage of ESA lesson type.
Eventually, introducing vocabulary, grammar and functions becomes effectively comprehensive and digestible for learners only with the appropriate implementation of ESA method.

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