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She elicits short sentences and expressions in a logical sequence. In the further course of the lesson she then uses questions to elicit these expressions from the learner. Subsequently, she instructs the student to assemble these smaller components into more extensive sentences. Throughout the lesson, these sentences accumulate into a self-constructed welcome speech, rather than requiring the memorization and repetition of a lengthy paragraph. This approach aids the learner in breaking down content, comprehending the purpose and meaning of each sentence, and acquiring alternative expressions for varied contexts. It also enhances long-lasting learning and minimizes potential confusion. By the session’s conclusion, the learner has practiced delivering these sentences as an introductory speech in diverse contexts, reinforcing the likelihood of retaining and applying the acquired knowledge in their professional environment.
First, the trainer introduces the topic so that the learner knows what exactly is being worked on. This allows them to prepare themselves linguistically. The trainer now begins to elicit the required responses from the learner. This helps the learner to use the language they have learned and to resolve any difficulties directly. It is very important to note here that the trainer is careful to keep TTT low and thus increase LTT. Each individual phrase that is elicited is then put into a complete context. Once all the phrases have been worked on, the trainer moves on to putting these phrases into a complete presentation by the learner. In between, the trainer asks for other words that the learner must use. In connection with these other words, the learner should put them back into context.
It is important here that the trainer only feeds the learner a few words. The learner has to put their own knowledge into the language and the context and use it. If you have a one-to-one session, it can happen that the trainer has to speak more. This can be avoided through skillful questions and the right context.The trainer starts by eliciting some expression to get the session started. It is also a great way to put the trainer into context and introduce the session. She makes the learner repeats those expression in order for him not to forget, or get more familiar, with using the target expressions.
The instructor begins by presenting several phrases typically used to start a presentation, guiding the student to repeat them in sequence to understand their logical progression. Initially, the instructor uses brief phrases to ensure the student comprehends and can use them correctly. She then poses a question to gauge the student’s knowledge and ability to elaborate on the phrases. The student is then directed to return to the start of the presentation and begin anew. The instructor listens attentively, enabling the student to express himself fluently. She then challenges him with a question like, “what’s another way to say this?” to stimulate his thinking about alternative vocabulary. If the student struggles with a word, she provides the correct pronunciation. She then instructs him to start from the beginning again, allowing him to practice his new vocabulary and gain fluency and confidence.
This lesson is based on the theme of ‘presentations’. When someone makes a presentation, it is always done in a certain order. The general outline is: introduction, body/information, conclusion, questions. The introduction is the most critical part of the presentation because it is then that you can capture the interest of your audience. If an introduction is done poorly, then it will be very difficult for a speaker to win the audience back.
The trainer gets the learner to repeat the expressions so that he will completely master them to the point of eventually memorizing them. Knowing exactly what he wants to say and delivering it in a solid manner will increase his confidence, which is something that the audience will certainly notice. Speaking in public is a challenging task for a lot of people in their own native languages. Doing so in a foreign language requires more practice and effort but with results that can be extra rewarding.The trainer introduces short expressions that are to be used at the beginning of a presentation. This was made to elicit new vocabulary. This way the learner is using more appropriate, and more formal ways to greet the audience. Moreover the vocabulary he is acquiring belongs to a higher level of communication.
By repeating the sentences so many times, the presentation is more likely to be remembered, and could be used in the future if required in the work context.The trainer tries to elicit as many expressions as possible from the learner and builds on them gradually, elaborating more convenient expressions, then she asks the learner to repeat them in the correct order to reinforce the acquisition of the TL.
The trainer elicits target language from the learner by making step by step build up logical questions. She probably already fed (or the learner already knew the expressions) the expression so she makes the questions to allow the learner to practice them and to re check them. In the end, as a result, we can see how the leaner is able to connect every one of them in a logical complete “presentation content” which was the targeted language.
Were this not be an 1-to1 lesson,it could be a weave. I believe that the trainer gets the learner to repeat the introduced phrases in order to make as clear as possible the structure of a greeting and the use of each elicited phrase. Additionally, this way she increases the LTT and helps practice the flow of speech.
The trainer is presenting the lesson’s topic, how to greet people. Then she elicits what the student knows about it asking him by giving the context situation to have examples of diverse ways of presenting and saluting people in diverse scenarios. When some simple salutations have been practiced, the trainer starts to complicate a bit the vocabulary, for instance, she asks: if instead of talking for yourself you were talking for someone else (the company), then the student answers on behalf. Followed by a short presentation. Once the student has uttered the presentation with the required chunk of language the trainer requires him to move back to a certain scenario, where he starts good evening, and build up the presentation dialogue, extending more and more the same presentation.
She kindly upgrades the language by giving little hints for instance, using to, so, welcome to. Or adding So.
By constantly eliciting constantly pretending diverse situations. and going back a starting point the teacher is consolidating and making connections within the learner knowledge. It is most certain that this scenario is not unfamiliar to the student, as he naturally uses the name of the company in order to develop many of the trainer’s requirements or tasks. The student is encouraged by the trainer so she is building his confidence too, as this is a quite free producing activity.
After several rehearsing bits the trainer decides to look at the presentation from another view point. Away from presentation itself, focusing on the audience, so she elicits, diverse ways to refer to the audience, to get words this time she asks for synonyms, for example, how can you say problem, to elicit trouble, in order to introduce the sentence taking the trouble to… and then, once she gets the target language, she asks the student to go back to the starting point, and step by step building up a longer greeting using the target language. She repeats the same synonym technique several times in order to describe o refer to the attendees or to the person speaker person feelings.
The wrap up, she has some flash cards to describe a presentation, and then ask the student to imagine that he the CEO giving this presentation, and he must use the vocabulary that has been introduced. The last activity is a controlled practice with the listening a presentation, and an exercise.
The system that the trainer uses is constantly building and checking the student’s knowledge, besides, by making the student repeat and creating familiar scenarios the trainer is granting a more memorable way of learning, using previously learnt information, and mixing it with new one in order to create a whole range of connected vocabulary is certainly boosting the student knowledge, besides, the class is lively and entertaining, there is no time to get bored or think that is useless, because language is used with a purpose all the time, stimulating the student learning process, bringing the knowledge to real-life situations to motivate the learner.When a trainer introduces expressions at the beginning of a presentation and then encourages learners to repeat them, it serves several purposes:
Familiarization with Key Phrases:repetition helps learners become familiar with key expressions that are commonly used at the beginning of a presentation. This can include greetings, introductions, and phrases to capture the audience’s attention.
Aural Learning:hearing and repeating phrases aid in aural learning, allowing learners to develop better pronunciation and intonation. It helps them understand how the expressions sound in the context of a presentation.
Active Engagement:asking learners to repeat expressions promotes active engagement. It encourages them to participate in the learning process, rather than being passive recipients of information.
Memory Reinforcement:repetition is a powerful tool for memory reinforcement. By repeating key expressions, learners are more likely to remember and recall them when needed. This is particularly important for language acquisition and retention.
Building Confidence:repeating phrases helps learners build confidence in using the language. It provides them with an opportunity to practice and become more comfortable with the expressions, especially if they are new or challenging.
Cultural and Contextual Understanding:by repeating expressions, learners not only focus on the language itself but also gain a better understanding of the cultural and contextual nuances associated with the expressions. This is particularly relevant in language training where cultural awareness is crucial.
Immediate Application:learners can immediately apply the expressions they have repeated. This is beneficial in situations where they might need to use similar phrases in real-life scenarios, such as giving presentations, participating in meetings, or engaging in professional communication.The trainer in the video started with some expressions to open a presentation. With simple questions she elicited the expressions from the learner, for example “What do we say to greet them, men and women in the audience?” I noticed that she helps by nodding her head to reassure him that he is doing fine and encouraging him with words like fantastic and great. Then, she gradually passes on by saying “What about using morning or evening”. These open- ended questions are the foundation of keeping a conversation flowing. Here you immediately understand that the trainer is taking small steps, one by one to get the learner speak in an appropriate way, so that the end result is perfect. The way she reassures him to repeat everything by saying “Lets go back to good evening”. Repeating over and over, helps the learner gain the pronunciation and the conversation becomes more fluent. In fact, while I was watching the video I could see and hear that the leaner improved a lot by repeating and using the words that were elicited by the trainer. The end result was excellent, not only did the learner speak fluently thanks to the trainer that let him repeat all from the beginning several times, you could see that the learner felt comfortable and more confident. The trainers’ job is to help the learner hold a conversation or speech fluently, which he can find useful in his job etc…… In this video we are given a good example of how a trainer should inspire a learner.
the trainer built on to the structure of what can be a speech, by feeding language that the learner can memorize to use during the speech. Adding question to elicit response and getting the learner to build a cohesive structure…
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