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TESOL Videos - Productive and Receptive Skills in the ESL Classroom - Speaking Skills - Study Phase
Once we're satisfied that all the students have been engaged and that they've been given the opportunity to say something, we can move on to our study phase. Here, it may be necessary or useful to actually pre-teach some gaps in knowledge that have been shown from the engage phase and those gaps in knowledge may include actual grammar structures or indeed useful vocabulary and it's very important that, before we move on to doing any forms of activity, we check their understanding of this material. So, we need to do some study exercises. It's also very useful if you leave this information up on the board through all that study period. Those study activities can just be the normal types of gap fills or matching activities and, as always, we need to demonstrate those activities, elicit correct answers before we actually give out the material and, once they are doing the activity monitor. When it's complete, we can then feedback and correct as necessary.
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.
In the first video, the teacher appeared disgruntled as if discontented with teaching. His facial features and tone were discouraging and intimidating which in turn created a tense atmosphere where the students were reluctant to participate. By continuously saying the lesson was easy intimidated the students further to answer, out of fear of being ridiculed. In contrast, the teacher's attitude in the second video showed enthusiasm and interest in the lesson. He managed an excellent rapport with the students creating an amusing and relaxed atmosphere that got the students involved and interested in contributing. In the first video, the teacher didn't follow any of the strategies of effective teaching. At the start he failed to introduce himself nor show interest in knowing the students, unlike the teacher in the second video who warmed up to the students from the start. In the first video, the students were confused and lost with the lesson because there was no explanation of the topic nor use of any elicitation technique. Much of the class was spent on worksheets while the teacher positioned himself in an unapproachable manner. His study phase lacked any learning content void of pronunciation drills, spelling and meaning of words etc. However, there was great class participation in the second video. Students felt comfortable and motivated to partake in the lesson. The teacher opened the class with a game sparking interest in the lesson. He had a good use of gestures and elicitation techniques like miming, flashcards, prompting and role playing unlike the other video which didn't employ any of these techniques. Interaction among the students were facilitated by pair work unlike in the second video.