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TESOL Videos - Overview of All English Tenses - Present Tenses - Present Continuous - Usages
The two most common usages for the present continuous tense as it relates to speaking about things in the present. We have actions in progress at the time of speaking, specifically right when it's being said. So I can say ?I am teaching right now.? However, we also have actions in progress around the time of speaking. ?I'm reading a good book.? Now, of course I'm not reading a book just now but I started reading a book in the past I am reading it perhaps today sometime and I'll finish reading the book at some point in the future. Again, I'm not doing it just now but around the time of speaking.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
This unit focused primarily on the methods and techniques a teacher could use when instructing their students. After reviewing this unit I came to realize that it is completely possible for a teacher to have little to no interaction within a lesson plan as suggested by such methodologies as task based learning and the silent way. In both of these methods the teacher only interacts in student activities when a mistake or error arises. Moving through this course I find more and more instances where being a teacher sometimes means stepping away from the lesson plan and allowing the students to interact with it themselves. For example the introduction of the ?ESA? method explains that a teacher must elicit a response to understand where the students are in a lesson, therefore more talk time and engagement is given to the students. Then a teacher should form a study plan where the students understanding of grammar/spelling and any errors that may arise are covered. Finally in the activation stage the students should use their current knowledge of the language as much as possible with little to no correction focusing more on fluency than accuracy. This ?ESA? method can be arranged in many various ways such as the ?Boomerang? and the more elusive ?Patchwork? methods. Another interesting part of this unit is the overview of how to give proper feedback. A strong point given is that a teacher should not only correct mistakes and errors a student makes but should also commend good work. I also hadn't considered that the primary forms of correcting should be students self correcting and student to student correcting. This again provides another opportunity for the teacher to step back from the lesson and have the students engage.