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The trainer introduces small sentences, target words for the learner to use in his presentation, making sure he understands the assignment and repeating these words are the best way to memorize them. Once he gets the words he is able to use them in formal and informal phrases.
The trainer first elicits the words and expressions (target language) from the learner. This way, she ensures the learner’s preexisting knowledge regarding the TL as well as correct pronunciation and use within a sentence. Once these phrases are elicited, the trainer helps the learner put them all in order and in a specific context – that is, welcoming an audience to an event and thanking them. This way, she makes the learner practice a whole speech instead of separate words and phrases. It has been shown that memorisation works better when the target language can be associated to a particular situation or context. In this video, the trainer creates a context for the learner to memorise the TL in an optimal manner, so that he will be able to use it in the future.
Using short sentences and expressions; she has the learner respond using the various expressions through questioning.
Repetition in this case is key. The more times the learner practices in various situations with slightly different responses, the more concrete, clear and fixed mentally the new language will be.
The trainer introduces sentences and expressions in a methodical, logical way. Starting from short and direct sentence structures, she proceeds by using questioning to elicit these same expressions from the learner. Following a gradual path of expression, she asks the student to intertwine these sentences/expressions together to create longer, more complex sentences. Though such modus operandi, the learner is gradually introduced to vocabulary and structures he might not know or might have trouble putting together without a pointer. That provided by the trainer, who can both redirect the learner when he strays away and observing the learning process.
Over the course of the lesson, singular sentences are added up to then create a welcoming speech. Because such speech comes from the student himself, he is not fed a paragraph to read, memorise and repeat. Breaking down the content in smaller, easier to remember units is beneficial to the student because he understands the meaning and reason behind each sentence as well as learning alternatives to use for each expression, depending on the context.
LLL is increased and confusion does not occur.
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.The trainer is introducing a order, to the learner, on how the lesson that possibly flow. The trainer could also be assessing what the learner knows or doesn’t know. It’s also a nice warm up to get the learner speaking and thinking in English. The trainer can build on or help elicit/feed weaknesses, or even strengths, during the lesson with this simple warm up.
This was in my opinion the liveliest class yet. Although there was only one student, he seemed happier possibly because he was receiving 100% individual attention.
The expressions the trainer introduced in the presentation are ones which are relative to a person in his position in the company, so he is focusing better. He’s learning something of practical use, not just doing an exercise.
The practice stage shows him repeating short and then longer sentences as he gains fluency and confidence. Clearly, he is interested. He needs to feel and understand the differences between certain expressions as well as using them in chronological order. There is no point in learning the expressions by heart and putting them in the wrong order. That would make everyone feel uncomfortable.
By the end of the video, the learner seems delighted with his progress. It made me very happy to see a satisfied customer!
Apparently the trainer builds on some knowledge that the learner already has because he responds to her questions accurately for the most part. She guides him through the activity in this way so that he gets used to saying these bits and pieces of expressions until he can manage reproducing the entire introduction with more ease and confidence. This learner is clearly at a higher level and whatever was done before this part of the lesson prepared him for the activity that was effectively carried out in the demonstration video.
The trainer tries to feed and elicit words and sentences from the learner after she introduces the theme of the lesson. She goes step by step and makes sure the learner has understood all the sentences for greeting an audience and then asks him to repeat them all at production stage. If she had fed him all this information together at once in the beginning of the lesson, it would be super difficult for the learner to recall the information and not get confused. The purpose of the trainer is for the learner to not just memorize the sentences but understand their meanings and why they are being used. This way the sentences all come together naturally and also will stay in his head much better.
The aim of this activity is to make sure the learner acquires bits and pieces of sentences in sequences they can easily remember, in order to build up a whole welcome introduction. By putting one by one short expressions together like a puzzle, the trainer eases the way for the student to memorise the lexis. In addition, the trainer elicits possible alternatives to the expressions used by the student to broaden their vocabulary. The learner is fed with a few key words to practise and repeat as a process to recall a whole text and be able to reproduce it in front of an audience. This is an excellent method to get the student acquainted with specific topics in particular situations.
The aim of the video is to learn greeting and welcoming an audience. The presentation is formal in tone and the video clearly shows a typical process of feeding, eliciting and practising.
First of all, the trainer feeds the learner with short questions in order to elicit short answering expressions from the learner. By doing so, the trainer paves the way for the student to memorise the lexis and ease the verbalisation. Furthermore, the trainer encourages the learner to ponder over possible alternatives to broaden their vocabulary.
Meanwhile, The trainer constantly asks the learner to go back to the beginning to make him repeat in order to gain skill and recall the expressions acquired. The learner practises a series of short expressions in different sequences. That enables him to put them together in the shape of a coherent introduction speech.In this first stage, the trainer introduces phrases of general use in a presentation, placing the student in a situation that he can possibly face, to give an order to the construction of his welcome speech.
It places a context, in this way, the student feels this study experience his own, keeping motivation high.
These phrases are used as connectors since they articulate the discourse of expression and oral compression. In this way, the student puts his knowledge into practice, establishing the construction, understanding the moments in which he introduces the sentences; object of study, with the help of its trainer, who will check in an empathetic way, the correct pronunciation of the words and the links to achieve a fluid communication.
Through the TRP you will be able to reinforce the knowledge acquired.In this sample lesson, the trainer introduces the target language at the beginning as a presentation stage. the trainer also elicits and feeds expressions used in a conference. The point of making the learner repeat them is called repetition so that the learner uses the new vocabulary in a real context as the trainer said, imagining he was in a conference. The trainer was introducing new expressions and the learner was repeating them to create a small monologue.
Expressions and sentences are in the logical order. She asks questions to elicit each word or expression. After each new item she has him repeat the expressions before it. To my mind, she does it to consolidate the target items. There is no other learner. He can’t hear or use it enough. So he himself has to repeat those items for automatization.
In the video the trainer first elicits from the learner the phases that are commonly used while delivering a presentation. After every new phrase has been elicited, she asks the learner to repeat all the presentation introduction from the beginning, thus creating a “snowball” effect. This following the pattern technique allows the learner to better memorize the beginning of the speech and reach the point when it will be coherent, flawless and effortless.
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