- This topic has 176 replies, 173 voices, and was last updated 4 hours, 31 minutes ago by
.
-
Posts
-
The trainer introduces short sentences and expressions in a logical order whilst also using questions to elicit these expressions from the learner. After occasionally correcting the learner, she asks the student to put these short sentences and expressions together to form longer sentences. By the end of the session, these sentences add up to become a presentation that the learner has put together themself, instead of being fed too much information at once and having to memorise and repeat it. In turn this helps the learner break up the content, understand the meaning and reason for each sentence as well as learning alternatives to use for each expression, depending on the context. It also increases the LTT and minimises any confusion. Over the course of the lesson, the learner has plenty of opportunities to practice and repeat the target language based on the theme of a presentation and welcoming and greeting an audience.
She organizes short sentences and phrases in a sensible way and uses questions to get students to say these things. Then, she tells the students to put these small bits together to make longer sentences. By the end of the lesson, these sentences make up a welcome speech that the student created, not just memorized. This method helps the learner understand each sentence’s meaning and purpose, and it shows them different ways to say things depending on the situation. It also makes learning easier and reduces any confusion.
By doing this, the teacher can find out what the learner already knows. The learner then repeats the words so that the teacher can check the pronunciation.
First, she is eliciting the vocabulary from the learner. She is doing this by asking questions to the learner. At least the feeling I had watching this video was that making a formal speech or reception is not that hard as we might think.
She is also constructing the whole reception speech by eliciting the vocabulary from the student and then by combining some of the expressions. The order in which she is introducing these expressions is planned as they connect logically. So, during the lesson we can observe the learner putting these structures together and creating, in an easy way, a speech without having prepared it before and without memorization.
Once the student has acquired some new expressions, she asks him to use them in a situation that she explains to the learner. During this introduction she also adds small changes to the situations that she presents to the learner in order to make him use these expressions in a more “flexible” and natural manner depending on who he is talking to.
She also makes the learner repeat the expressions multiple times, and this makes the learner become more and more familiar and used to these expressions. This repetition is made not in a forced way, but by asking him to welcome in another situation in which the expressions already seen are useful and his best tools to handle the situation.
This repetition also increases the production time of the learner and TTT decreases in consequence.In this way, it introduces the topic but gives the learner the opportunity to interject and figure out, based on the trainer’s questions, which direction to take on the topic and the required words. In a logical order and in small expressions, he gradually managed to compose an autonomous presentation sentence for an event.
The trainer gives the student gradually small chunks, to which there are added other ones and in the end they form whole sentences and as we can clearly see the whole introduction text. Repetition and rehearsing is fundamental in learning the language. It helps a lot not only to memorize the given material, but also greatly diminishes the chances that any mistakes can be made in the future. Role play is a fantastic approach which gives a student a possibility to live through the situation and feel himself/herself part of it. It perfectly works for various phycological reasons and certainly makes a student learn faster.
The trainer introduces a few expressions used at the beginning of the presentation and then gets the learners to repeat them in order. Why does she do this?
In my opinion she is asking him to repeat words in phrases to check for pronunciation and mistakes at first. After that she is asking the learner to come up with words and phrases for welcoming people. she is doing that so that the learner can come up with different options. The trainer can also check his knowledge on words and phrases about this topic. Also, it would be very hard for the trainer to correct the learner while he is saying all of the things without breaking down the text. What I mean by that is that doing it like that (breaking down the text/presentation) the trainer has more control over correcting mistakes and the learner has more possibilities to brainstorm different ways of saying words and phrases.
It’s done for learning purposes. Repetition with the addition of something new each time creates a structure in the student’s mind; This allows him to elicit and to construct a coherent and cohesive introduction of an hypothetical presentation.
It’s done for learning purposes. Repetition with the addition of something new each time creates a structure in the student’s mind; This allows him to elicit and to construct a propper introduction of an hypothetical presentation.
The trainer get the learner to repeat expressions in order as it may serve a few purposes as follows:
1. This engages the learner and she is able to correct pronunciation mistakes.
2. This method also reinforces memory and increases the chances that the learner will remember these expressions.
3. It provides a sense of partnership as they are working together to form the sentences.
4. It also increases the learner’s talking time and reduces the teachers talking time
5. Confidence is also increased as he forms strong presentation sentences.The trainer uses this technique to bring out language from the learner, introducing more words and sentences and getting them engaged in the lesson from the start. It also helps prepare for new topics and lessons. This method boosts learner participation and sparks interest, making them more eager to join in. Watching this video was enjoyable for me. Sometimes, the learner may need time to answer, but without a doubt it’s a beneficial activity.
She introduces small sentences and expressions in a logical order. She uses questions to elicit these expressions from the learner. She then asks the student to put these small sentences and expressions together to form longer sentences. Over the course of the lesson, these sentences add up to become a welcome speech that the student has put together himself, instead of being fed a long paragraph to memorise and repeat. This helps the learner break up the content, understand the meaning and reason for each sentence as well as learning alternatives to use for each expression, depending on the context. It also increases the LLL and minimises any confusion. By the end of the session, the learner has had lots of practice presenting these sentences together in the form of an introduction speech in various context and therefore more likely that he will remember what he has learnt today and will be able to use it in his work place.
She introduces small sentences and expressions in a logical order. She uses questions to elicit these expressions from the learner. She then asks the student to put these small sentences and expressions together to form longer sentences. It becomes a welcome speech that the student has put together himself. This helps the learner break up the content, understand the meaning and reason for each sentence as well as learning alternatives to use for each expression. It also increases the LLL and minimises any confusion. By the end of the session, the learner has had lots of practice presenting these sentences together.
The trainer tries to give a “checklist” to the learner, so he can plan his speech and give the answers in a logical order.
On top of that, repeating can be fundamental when learning new expressions, it helps self confidence, gives the time to think and allows the trainer to correct mistakes at once.
Helping the learner searching for information into his background can active his reasoning, much more than passive learning from a model.
In the end she introduces new ways to say the same things, but at this point the student is ready to learn the new vocabulary.The trainer introduces a few expressions used at the beginning of the presentation and then gets the learners to repeat them in order. Why does she do this? (500 words):
To expand his speaking knowledge. She elicits: “Warm welcome”. So he remembers the phrases well. She elicits: “I’m grateful to you.”
- You must be logged in to reply to this topic.
