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The trainer introduces short/small expressions in a logical order and asks the learner to repeat those same expressions. Then the trainer practices greeting people and students. Now the learner uses those expressions to make longer sentences. Through this method the learner elicits the target language and the TTT is lowered as the LTT is increased.
In dieser Unterrichtsstunde geht es um die Begrüßung und Verabschiedung von ausländischen Kunden.
Die Lehrerin füttert den Schüler mit einem neuen Wortschatz und simuliert mit ihm einen Vortrag. Er soll sich vorstellen dass seine Firma Besuch von ausländischen Kunden hat und er sie begrüßen soll. Er wiederholt die Ansprache einige Male. Bei auftretenden Fehlern fragt die Trainerin wie man es noch anders formulieren könnte. Durch das Wiederholen werden die Vokabeln und die Grammatik gefestigt.
Durch die Frage „wie“ soll er das Wort „Problem „ umschreiben.
Wenn der Schüler stockt und sich unsicher ist, lockt sie ihm die Wörter mit Mimik und Geduld raus. Während des Unterrichts bekommt der Schüler Karten und er soll sie zuordnen.
Die Lehrerin verlängert die Redezeit des Schülers und festigt das Erlernte.The trainer introduces different expressions used to welcome and thank people during a presentation. She elicits such expressions in a specific order and asks the learner to practice them in that order. She starts with the simpler forms and the increases the difficulty of the expressions. The trainer probably uses this technique in order for the student to get familiar with more difficult expressions, and to have him practice them step by step. By repeating the TL many times the learner can memorise it and feel more confident during the production stage. In the final part of the video, the trainer introduces a listening excercise. This means that the TL was also presented in order for the student to be familiar with the TL he would listen in the excercise.
The target language of this lesson are words related to addressing an audience (or giving a speech). The trainer starts by eliciting the words. Especially in the beginning of the lesson, the learner knows the words and target language and the trainer does not need to feed the words or phrases. When she elicited a few phrases she asks the learner to repeat it and pretend that he is the speaker. When the learner does it perfectly she starts to elicit a few more phrases. Once again she asks him to address an audience, but he should start from the top again. By doing this, the trainer ensures that the learner uses the target language in the correct way. Furthermore, the target language in this unit is usually used in a specific order. Therefore, the trainer asks the learner to repeat the target language in this order. There is a specific format when addressing an audience. The learner gets the opportunity to repeat the target language enough times as well as in the correct order. He should be able to use it in a real life setting after this lesson.
At the beginning, I want to express my great admiration for this exercise, the trainer’s style, and the learner’s interaction .
The trainer built the scenario step by step and employed several techniques such as individual repetition, Eliciting ,context ,some drillings… in parallel with feeding some vocabulary. Repeating learned information is highly effective because it provides a chance to check vocabulary word structures grammar structures or rules, pronunciation and so on .. In fact, Things can be remembered easily if we link them to a spatial or time frame .This is what the trainer actually did by creating the image and its related context . She does not pass to the next point before making sure that the learner has mastered the previous information, and based on it ,she carries on with the next step .The goal of all these repetitions is basically to use the target language correctly and speak it fluently and accurately.The trainer introduces targeted vocabulary, incorporating local examples to prompt the learner’s expression. Repeating the phrases in sequence aids memorization and establishes a pattern, reducing TTT and encouraging the learner to speak freely while self-correcting.
She is doing it to elicit. Commonly, eliciting is used to ask learners to come up with vocabulary and language forms and rules, and to brainstorm a topic at the start of a skills lesson. Collectively, people have a great deal of knowledge, both language and of the real world. This knowledge needs to be activated and used constructively. The teaching of new knowledge is often based on what the learner already know. Questioning assists in self-discovery, which makes information more memorable.
Eliciting helps to develop a learner-centered classroom and a stimulating environment, while making learning memorable by linking new and old information. Eliciting is not limited to language and global knowledge. The teacher can elicit ideas, feelings, meaning, situations, associations and memories. For the teacher, eliciting is a powerful diagnostic tool, providing key information about what the learner know or don’t know, and therefore a starting point for lesson planning. Eliciting also encourages teachers to be flexible and to move on rather than dwell on information which is already known. It involves the sharing of knowledge between teacher and learner. It promotes the notion of an exchange of information, helps to break down traditional teacher-centeredness, and begins to establish a variety of interaction patterns in the classroom. It is also fundamental to the inductive approach to teaching language and to learning through tasks and self-discovery, and a simple and effective way of getting learners to produce language.
The trainer uses questions to elicit some sentences and expressions from the learner like “Ladies and gentleman”. It is likely that trainers will first elicit known vocabulary/expressions and then feed unknown vocabulary/expressions, using techniques such as WH-questions and response/answer weaves. Learners will be exposed to formulaic. She introduces it in a logical order to help the learner break up the content and understanding the meaning and how each sentence depending on the context. The trainer asks the student to put these small sentences together to form longer sentences. Then the learner has to put all the expressions and sentences together without the trainer’s help to make a welcome speech. The trainer increases the LTT and decrease the TTT.
At the end of the session, the learner has practiced a lot of vocabulary and expressions appropriate for welcoming an audience during an event. Thanks to this, he was able to appropriate the different structures and he will be able to use them in his workplace more effectively.I think that the reason why the trainer introduced a few expressions and made the learner repeat them after her is to build foundational vocabulary. As we can see, all the taught expressions are related. By feeding and/or eliciting them and having the learner repeat after her, the trainer ensures that the learner understands the language he can encounter in such real-life situations. Besides, the act of practicing and repeating the phrases can help the learner feel more comfortable and confident using them whenever he has a similar presentation in his job.
The teacher begins the lesson by telling the student the topic they will talk about: “welcoming and greeting an audience.” Immediately starts eliciting useful expressions and vocabulary from him for the development of the target language. In addition to eliciting vocabulary, she also uses the technique of “Wh” questions to feed new words or phrases to use in this specific context. Since the beginning of the lesson, at the end of each point, the teacher asks the student to repeat what he has learned, giving him the opportunity to build the conversation step by step, moving from: the first initial greetings( for example, good morning ladies and gentlemen); giving a warm welcome; subsequently letting the audience know that he speaks on behalf of the entire company; continuing with: responding to the audience’s thanks (for example, it’s a pleasure); and thanking the visitors to be present (thank you for coming). In this part of the lesson, the teacher also feeds the student another way to say the same thing and show gratitude to visitors, like, “I’m grateful to you for coming.”. Even at the end of this part, the teacher asks the student to repeat everything again. This activity is very fun for the learner, useful to increase LTT and master the topic that the student is learning better and better. We can also say that thanks to this activity, the teacher can monitor the student’s understanding of the topic, check pronunciation (here we have an example of repetition exercise in a one-to-one lesson), correct any errors (such as took vs. have taken), and generate greater confidence in the student. As we can see from the TRP, the teacher continues to elicit or feed from the student other words such as “trouble” and “delighted” and phrases such as “take the trouble to come here”; “I’m delighted that so many of you could join us today”; “I’m delighted that so many have taken the trouble to come here today”, etc. After feeding other expressions (by still using the technique of the “wh” question), such as most of you, some of you, many of you, a lot of you, a few of you, those of you, etc., the teacher decreased the TTT and increased the LTT, showing the student some cards in which there are clear cues for further practice of the expressions learned, without the need for the teacher to indicate what he must repeat. All the repetition steps that we were able to observe during the lesson led the student (towards the end) to face the last oral activity requested by the teacher (pretending to be the CEO of the company and welcome all the visitors) with great enthusiasm before moving on with the lesson. In conclusion, it can be said that the teacher, by giving the student the opportunity to continuously repeat the same concepts following a well-defined order, has significantly increased the LTT and thus given him greater naturalness with the topic. By doing so, the teacher also prepared the student to better deal with the listening activity present in the TRP.
In this video, we see a one-on-one lesson, where the topic is presentations (business setting). The lesson begins with the teacher slowly, in a structured way, eliciting phrases from the learner. These phrases are ones you might hear during a presentation from the presenter.
Over the course of the lesson, the learner and teacher cover an entire introduction to a presentation. Through careful build-up and prompts from the teacher, the learner produces all the target language.
In this video, one can see how effective this style of teaching is. Through the repetitive nature of the lesson, the learner is able to thoroughly grasp all the target language and create a lasting memory. It is also very helpful for the teacher as she can constantly check for comprehension when revisiting the phrases. By the end of the short video, the learner is able to, with ease, recite the entire introduction.
Additionally, this style of teaching has kept the TTT relatively low. The learner has done the majority of the speaking through the eliciting and repetitions.
She introduces a fex expressions used at the beginning of the presentation in a logical order, in order to feed vocabulary and practice : proper pronunciation, consolidate the structure/expressions in different way. Repetition really help to be fluent in a situation, acting normally and for the trainer to check the good unerstanding of the subject and the structure/vocab and so on.
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