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The trainer introduces the topic and elicits each sentence slowly and step-by-step to create a more organic flow of conversation. Through repetition, she can gauge the learners grasp of the context of greeting an audience. The trainer also explains the usage of each greeting based on each situation. This way, learners are able to understand clear structures better and can implement them in their conversations easily. This also creates a more interesting way for the learner to practice greeting an audience in different situations. The learner will be able to understand when to include certain greetings and when it is not necessary, thus, making an impactful introduction to his presentation.
Having the learner practice the greeting each time from the beginning, helps the learner memorise basic structures of greeting an audience better and the learner can also implement this into his day-to-day work situation easily.The lesson aimed to use presentations expressions. The trainer encouraged the learner to use those expressions to help him remember the sequence of the expressions. This made it easier for the learner to know what came first, what came later in a typical situation.
The greeting is first in any presentation, then she continued with the welcome expressions, later she asked the learner to say the expression when someone is not speaking for himself (on behalf of a company). After that, she asked him to say expressions to welcome the audience. The trainer continued asking the learner to use the expression in specific situations. She asked a set of expressions used in the specific situation: presentations.
The expressions were taught before, in a logical sequence based on an outline the trainer had prepared. She guided the activity in such an organized way to facilitate the learner to remember the expressions that he would use in a similar situation.
The trainer intended to help the learner know the presentation expressions quite well by rehearsing them until he could recite them backward if asked.
The trainer asks the student various questions about how to greet people/visitors (especially in a business/presentation context), introducing the expressions to the lesson. It is important that the student fully understands the context of the greeting before repeating it. How to greet/what a specific greeting is used for is given to make sure the student fully understands. In order for these various phrases not to become confusing (and to check that the student fully understands) she asks the student to repeat them in order, creating a whole greeting. The teacher asks the student to create phrases for different situations, but it is important to the repeat the whole greeting at the end, putting everything together in a logical order as they would in a real situation outside of the classroom. By the end of the lesson, the student has had a lot of practice with the vocabulary/words used in different situations/ and putting it all together into correct phrases. It’s important that the student understands the content, and so it is better to break up the language before putting it together at the end.
In this video the trainer builds up the whole welcoming phrase from the beginning to the end of the sequence. Trainer and learner work on it step by step, putting a few sentences into a row. Every of these sentences has their own purpose e.g. greeting the visitors, welcoming them, thanking them for coming, expressing that you’re grateful and overwhelmed by the number of visitors and then introducing what the presentation will be about. For every new expression the trainer wants the learner not only to make a full sentence about that but also to put it together with the expressions learned beforehand. Not only does that help to practise and automize the welcoming phrase, it also helps you to remember what came in the first place for the final little roleplay they did at the end of the video. Automizing a welcoming phrase is so important, especially if it’s necessary for your job because you have visitors from other countries several times a year. Presentations are for many people a stressful situation and you tend to forget words because of being nervous. That’s especially the case if you have to use another language. Automizing the welcoming phrase helps you to remember it even in that stressful situation and prevents you from embarrass yourself.
There was a problem to watch the video.
They are, however, I give my contribution. I consider that the trainer introduces these expressions in order to obtain the expressions that are used to greet people. Because it is mentioned in the PRT, the intention of presenting age expressions of the topic in the presentation is to support students to relate to their own experience. Using local examples to personalize the theme is one of the techniques that is applied in the feeding stage. These expressions can be used in the first stage of the lesson to greet the students. The trainer showed the right place and time to use these expressions. And he repeated them in order to practice.In my opinion the trainer uses this technique in order to feed to the learner the necessay expressions for a good presentation in a logical order, and elicits a repetition from him because this helps him remembering things better. She introduces the expressions step by step, and in this way at the end the learner is naturally led to organize an entire hypothetical on the basis of those words, verbs end expressions.
The trainer in this demonstration follows the TRP to elicit phrases from the learner which would be used in a presentation context. As the lesson progresses, more vocabulary is added phrase by phrase, so that the learner incorporates each phrase into a welcoming speech for an imaginary audience. The trainer uses questions and answers, elicits synonyms, prompts the learner to self-correct, and feeds words when necessary. Over the course of the exercise, the learner repeats the phrases a number of times practicing the use of various welcoming statements, statements of gratitude, personal pronouns, and quantifiers within the context of addressing an audience. The learner seems well prepared to produce the target language, and there is a sense of rapport between the learner and trainer. The lesson proceeds smoothly and the learner is able to produce most of the language requested without hesitation.
I think the way the trainer makes the learner repeat the expressions for a presentation is very interesting. Every time the learner adds a new bit of words, the trainer makes him go back to the beginning and start over. I believe this is an excellent way of introducing and reinforcing new language. By repeating the same expressions over and over again the learner is bound to absorb them. He only adds little bits at a time which makes him more and more confident in the learning process. The trainer is always there to elicit the new words and she does this in a fantastic manner. She helps him correct himself by gesturing and eliciting. She only feeds the word “you” when he actually asks her to help him out.
In the end, I think this is a very useful technique to memorize words and strengthen vocabulary. As the Latins say “repetita iuvant”.The trainer is going to prepare the learner for giving a lecture on behalf of a company to a large group of people, so he’s going to need some fixed phrases and expressions to start with.
The trainer tries to elicit the vocabulary items presented in the TRP one by one, because the TRP introduces them in a logical order, i.e. the order one is supposed to say them in a presentation. Therefore, she follows the steps suggested by the TRP in order to elicit the vocabulary in the right context instead of just presenting them.
Most importantly, she goes over the items one by one, but she asks the learner to repeat the previous item elicited/presented as well, since repeating them from the very beginning helps with fixing the order of the expressions in the learner’s mind. This way, the learner not only learns the expressions, but also the order in which those expressions are used.At the beginning the trainer leaves the student a bit on his own to evaluate the student’s range of knowledge. Then she progressively introduces a few short sentences and expressions. The good thing is that she always encourages the student by repeating the former information plus the new vocabulary so that he can integrate bit by bit the new concepts.It’s an excellent system to consolidate the key sentences related to this specific presentation in front of an audience. By repeating again and again the same words, it is quite a good way to ensure that the participant is actually learning, memorizing vocabulary and strengthening his prononciation. Moreover , teaching in this way not only reduces the teacher’s talking time but also enhances the learner’s confidence.
As we have learnt in our foundation coarse , the INLINGUA method is to firstly get the trainee to speak as much as possible, elicit and feeding are also illustrated in this video
The trainee is definitely at a high level as he demonstrating his skill set in the production phase, the trainer is going through repetition of task and students flourishing
I will just point out that I would suggest she face him so she can acknowledge him betterWell, fortunately I could watch and hear the video!
The trainer starts of wanting the learner to make a short welcome to a gathering of business people.
Gradually more words are added, and each time the learner builds on the former sentences.
This is done so that the learner will remember the words and also develops a skill to say longer sentences.
This continues with other welcoming phrases and referring to items of relevance to the audience (long travel). In the end the learner is able to make a small welcoming speech.At the end the teacher gives a sheet of paper to the learner with a text. Simultaneously the learner listens to a recording of a person speaking the words on the sheet of paper.
By doing this the teacher wants the learner to hear how such a speech is given: intonation, pleasant voice that creates a nice atmosphere, and right pace.
Afterwards she could ask the learner to give the speech on the paper, but not reading it directly.In general I would not say “fantastic” so much as the teacher does in this video…
At the beginning, the trainer introduces a few expressions and then gets the learner to repeat the words and phrases in order. It could be that she does this for several reasons:
1.To break the ice with the student and to get them comfortable with speaking out loud and organising his/her thoughts in context to what they are covering in class at the moment.2. In order to establish a set and commonly accepted structure used with public speaking that can give the student confidence and a sort of guide to follow.
3. This is a learning opportunity which teaches the student useful vocabulary/phrases. Once the student understand the structure and vocabulary, they can incorporate it themselves.
The video shows an experimented trainer looking for eliciting most of the words and phrases regularly used in the opening of a meeting or to welcome representative member of one particular company.
In this context, the trainer opens the discussion telling the learner that the session will cover all of about welcoming and greeting an audience. So, she starts with small question like “what do you say men and women in the audience?” Once obtained the target words (ladies and gentlemen), the trainer asks to the learner to add the word “good morning/afternoon/ evening in order to obtain a long sentence, like “good morning, ladies and gentlemen”. The trainer makes a mental picture of a group of visitors than came to the company to attend a meeting and ask to the learner to modify the previous sentence to welcome them. In this case the elicit sentence should be: “good morning, ladies and gentlemen, welcome to the company”.
The elicit work was continued progressively to elicit more words to add to the initial sentence. For example: “Good morning, ladies and gentlemen, I’d like to give a warm welcome on behalf of the company.”
Along the session the trainer makes the learner to repeat the sentences. At the end of the session the learner had total confidence on all of the words he needs to attend an event. At the same time, the learner improves his vocabularyThe teacher elicits all the target vocabulary from the student in the order listed on her lesson plan. Student’s level allows him to use his schemata to successfully help her present the comprehensible input she intended to cover during this one-on-one. I assume the reason why she had him repeat the vocabulary is to help student retain it through recycling and practice.
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