Do you want to be TEFL or TESOL-certified and teach in Shiling Zhen? Are you interested in teaching English in Guangzhou Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
In unit 10, after watching two lesson videos. In the first lesson, -the students are confused and intimidated. - the students are unable to understand the lesson point because ,they are not given a clear explanation of the lesson point (modal auxiliary verbs) so find it hard to understand. The teacher failed in the following ways, - Reading a book while the students completed their work -Not praising the students for their efforts when they attempted to answer questions. -The teacher says the material is very easy and that anyone can do it. This makes the students feel reluctant to participate for fear of answering incorrectly. -In the second lesson I discovered that, -students participate effectively - The teacher has a positive and engaging attitude and the students respond with a high level of participation. - The teacher in other to help students produce more vocabulary and to aid their understanding, he used gestures and miming. -To help the students feel comfortable and keen to participate in the class, the teacher uses simple gesture . He smiles in the class. - He used his voice more effectively in that, he speaks more slowly and clearly. - To build a second rapport with the students, he learns the students? names and involves all of the students in the lesson. -The teacher uses a Straight Arrow ESA lesson plan structure - To link the study phase activity to the activate phase in the second lesson, the teacher links the study activity to the activate activity by defining the modal auxiliary verb can and can?t in the Study phase and then allowing the students to use the concept in a creative manner in the Activate phase. - Two prompting techniques used by the teacher in the second lesson, are the use of drawings made by the teacher and pictures of vocabulary items. - The Engage phase is effective in this lesson because it involves a concept that the students understand (animals). This encourages them to participate. - The active phase is more effective in the second lesson because, the teacher provides an example of the finished product in the second lesson. I also learnt in the videos that, it?s not good in the study phase to reprimand students for incorrect answers. The use of a second Activate phase activity may have proved useful in the second lesson.
