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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.
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.
Lesson one had an array of mistakes from start to finish. First, he did not introduce himself and also didn't bother to learn the names of the students. Second, the teacher kept repeating that it was very easy, which could discourage students from participating in fear of being looked as stupid if they did not get the right answer. Also, the teacher did not start with an Engage phase and kept repeating auxiliary verb as if they were suppose to know what that meant right away. The teacher also did not give the students very much time to answer questions and immediately corrects the students without allowing them to correct themselves or allowing other students to come up with the correct answer. Finally, there were not any visual aids and he mumbled a lot, which made it hard to understand the entire lesson. At the end of this lesson, I would have felt like I haven't learned anything and probably would have been confused as to what was happening the whole lesson. The second lesson was much more fun and productive for the students. The first thing I noticed was he had a big smile and was enthusiastic to start. The teacher first introduced himself and then he learned the names of the students. Next, he engaged the students by having them think up some animals. He gave clear instructions throughout the lesson and had plenty of visual aids such as, pictures and motions he made to indicate flying or climbing: It also helped that he was clear in his speaking and did not mumble. The teacher was very encouraging the whole lesson and I would have felt comfortable asking questions. At the end of this lesson I would have felt more confident in my ability and would look forward to coming back to the class.