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TESOL Videos - Productive and Receptive Skills in the ESL Classroom - Writing Skills - Study Phase
So, for the study phase what we're going to do is to show them the idea of the cartoon strip. In the cartoon strip what there's going to be are some people with speech bubbles and this is going to represent where dialogue will appear and in the bottom, there are these rectangular boxes, where there will be descriptive things happening. So, it will explain the actual situation that these people are in. So, we get across the idea, first of all, that these are speech and these are for description and we can then show them a blank one of these cartoon strips and try to elicit from our students what could possibly the people be saying and in what actual situation are they in, in order for them to say that. Once we've gone through that, we can move on to our first study activity and in the first study activity, they'll be given a cartoon strip, which either has the dialogue missing or it has the description missing and the idea is that the students fill in the one that's not there. The second study activity can then switch that around. So, if the dialogue was missing, this time, they have to fill that in and so on and so forth. Remember for each of those activities that you need to demonstrate, elicit a correct answer, before you give out the material, then monitor feedback and correct. For the final stage in the activate, what we're going to then do is to put those two ideas from the study phase together and we're going to give them a cartoon strip which has neither the situational description of the language nor any dialogue in the speech bubbles and the students are going to have to fill in both of those bits of information. Once they've done that, they can then read those back to us for their feedback and we can correct any common mistakes between them.
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.
In the Unit 19 we speak about teaching special groups approach to which can be different from just teaching general English to adults. First special group we talk about is beginners. They are false beginners or absolute ones, we shouldn?t make assumption what they know, better just assume they don?t know anything and start from point zero. Some points we should keep in mind while teaching beginners: 1. Motivation for beginners is very important. Unlike the middle level students, beginners don?t know yet where they go and how to measure their own progress. When all they hear during the lesson is correction it might pun an idea into their heads that English is just not for them and give up. 2. Teaching beginners requires slow temp in everything: lesson?s pace, teacher?s talk. 3. Keeping everything visual will make a good deal in students? understanding new vocabulary. Second special group is young learners. Teaching children requires patience the most. In some points young learners teaching is very similar to the teaching beginners. Both of them should be praised enough during the lesson, for both of them to perform successful learning stand in need of fun and encouragement. For both of them teacher?s language must be simple and clear. Third special group is individual students. This type of lessons bring the biggest benefits to the students in terms of progress. As teacher