Conditionals and Reported Speech - Conditionals Overview
This video is a review of the conditionals in the English language. We take a look at the zero conditional, first conditional, second conditional, third conditional and mixed conditional. This video is specifically aimed at teaching the conditionals in an ESL setting.
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 unit 12 we learned about the productive skills: speaking and writing. These two skills are those needed to initiate communication and thus are vital for students of English to learn effectively. However, in all instances as with any topic or skill, it is important for teachers to hit the perfect mean of being instructive but not going too far and causing students to be confused and lose confidence. In this way most speaking lessons are divided into two parts: accuracy-based and fluency-based.
During the accuracy-based speaking section of a lesson teachers are focusing on a specific style of speaking- for example a particular tense, and/or pronunciation style- and are controlling and/or guiding responses from students. In this way students will be sure to practice the lesson's target. This situation is often achieved through drilling, model dialogues, or prompting and is done during the \"Study\" phase of an ESA-style lesson.
Yet, in the \"Activate\" stage of an ESA style lesson good teachers will often switch to a fluency-based style. In this scenario students are more in control of the output and teachers are not as concerned with a specific speaking style, structure, or pronunciation. Instead, as its name suggests, students are allowed to express their fluency and get creative. Creative-based communication can be achieved through communicative games, debates, or discussion (among others).
This style often creates a nice balance between teaching a target point (which may be intimidating for some students) while also allowing time for students to be creative, expressive, and relaxed. It is very important to ensure students ample time for experimentation and authentic creation of use of the English language. Too much structure and control in speaking activities can cause students to lose interest and worse yet confidence. Of course all skills (productive and receptive) are equally important but in this day and age society seems to place an extra sense of importance on speaking and thus it is all the more important for teachers to teach and foster this skill effectively in their classes.