Overview of All English Tenses - Present Tenses - Present Perfect - Prompt Teaching Idea


Here now is a teaching idea for the present perfect tense. If you remember back, one of the main usages of the present perfect tense is to talk about past experiences at an indefinite time. Here, will be having students work in small groups. Each small group will receive a prompt. This prompt has various past experiences. However, not conjugated into the question. The challenge for the students will be to take one of these prompts and to create a question based upon it. For example here they see 'win' and 'a competition'. One at a time, the students will take turns forming the question. 'Have you ever won a competition?' The other people listening to the question in the small group, will exchange their past experiences, either 'Yes, I have,' and perhaps tell a bit about the competition, or simply 'No, I haven't.' At the end of a certain period of time, the teacher will ask all the students to stop and share some of the experiences included on this prompt. Then, based upon having done this with the aid of a prompt, the teacher can then challenge each group to come up with their own questions for other past experiences not seen here. Again, each student will take a turn forming their own questions. At the end of a certain period of time the teacher will ask the groups to stop and again share their feedback. All of the sentences created, whether they be questions, positive or negative statements will, of course, be in the present perfect tense.

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 had to be the most vital unit out of the whole class. Meaning that it applies to teaching as a whole, not just teaching English. It was highly informative and provided invaluable input about managing a class. It is rather comforting that the people who devised this course recognize that teaching a foreign language is not always going to be \"sunshine and rainbows.\"§1488424738 4810060§82284§1113§"In unit 5 I studied classroom management. The factors to be taken into account are: Eye contact: essential to establishing good rapport Gesture: to convey meaning, reinforce instructions (etc) Voice: one needs to have the correct clarity, projection and variety so as to be understood Students? names: useful when organizing an activity, getting his attention or acknowledging him. Grouping students: as a whole class, on their own and pair work. All of them has advantages and disadvantages. Classroom management: the way the position of the students is organized (orderly rows, circles and horseshoes, separate tables) Teacher position: according to the activity the teacher can sometimes remain seated (eg: when students are reading). This tells pupils about the role of the teacher and what they are expected to do. Giving individual attention: it is important that the teacher does not pick on the students whose names she/he already knows. Teacher talk time vs Student talk time: it depends on the lesson. The teacher will talk more when presenting, checking, giving instructions, establishing rapport, etc. In order to avoid unnecessary TTT, she/he should choose gestures, mimes, pictures, simple language (below the level being taught), etc. Writing on the board: teachers should try to reduce the amount of time they spend with their backs to their students. This can be done by using an overhead projector, preparing flashcards, inviting student to write on the board, write in small sections and turn around, etc. Giving instructions: to make them more effective, the teacher has to use simple language, use verbal clues and always ask students to explain back what they have to do. Establishing rapport: there are many tips in order to develop a good relationship with the students. For example: make students know a little more about their classmates, use different grouping techniques, personalize activities according to their interests, let the students help each other, etc. Maintaining discipline: it depends upon a number of factors such as: age, class size, reasons for learning, school code, etc. There are some which are the reasons why problems can occur: family problems, boredom, lack of respect, etc. They can be prevented or stopped by never losing the temper, being consistent and fair, showing respect, making the lesson interesting and varied, returning homework on time, etc. Responding to problem behavior: if the problem still arises, the teacher can change the classroom dynamic, focus on the behavior and not the student, keep calm and never shout, use the knowledge of their colleagues, etc.

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