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The trainer teaches the expressions in isolation first. The, she invites the learner to put things together slowly and in sequence. She makes sure that the pronunciation and the accuracy is right. Once the learner demonstrated not only a good grasp on the vocabulary and the structures, but also a correct pronunciation.
As a summative activity, the learner is invited to make a presentation. During the presentation the instructor gets a chance to hear the use of the target vocabulary/expressions. The instructor interrupts only once briefly for a correction on the use of a phrasal verb.The teachers aim is to get the learner to do a presentation, so she feeds some questions and makes the learner elicit one phrase at a time. Each time he finishes a new phrase correctly, she makes him add it to the presentation, so he gradually memorizes the previous phrases and builds confidence in saying the whole presentation out loud, whilst continuously learning something new.
A very good exercise.The trainer applies the chaining technique for the presentation expressions indicated in the 17.6.1 demonstration lesson in order to boost the two-speaker weave (trainer – trainee) and facilitate the learner’s memorization process. This technique involves repetition as a sort of consolidation of the expressions just learned. The difficulty for the learner is to remember the sequence but the trainer always pays attention that he does and if necessary, she intervenes eliciting and encouraging the missing words.
The trainer presents starts by eliciting and introducing the vovabulary she will get the students to practice. After this stage she proceeds with the questions. I also strongly believe that by using the cue cards it helps to elicit what the student needs to build up as far as full sentences are concerned. The questions are the answered by short responses and as they carry forward the answers become full-fledged and longer. The teacher´s aim/target is to have the learners engage more into an independent, free and fluid conversation, so that the students will be capabale to fend off into a a mix of various contexts at ease. The end result will obviously allow him to develop a good sense of phrase-structures in various shapes.
The trainer introduces a few expressions used at the beginning of the presentation and then gets the learners to repeat them in order to help the learners remember the order of the expressions. These expressions were expressions used in normal presentations so it is important that the learner recognises what expression to use when. Over the course of the lesson the learner repeats the various expressions to reinforce the learning.
The trainer introduces a few expressions used at the beginning of the presentation and then gets the learners to repeat them in order. I would say that she is doing this for a few reasons. Firstly, she is introducing him to or reviewing the language so he has a clear understanding of the words and phrases, without any mistakes or misconceptions. She is using this phase to make sure he is familiar with what is going to be taught in the lesson. The learner gets involved from the get go with general phrases and words that are going to be needed when writing a formal speech or presentation.
They practice these phrases and words by expanding and using a variety of different ways to do so. (warm welcome, on behalf of colleagues, management team etc). The trainer also asks questions that the learner needs to answer which is another repetition of these phrases putting in some extra practice.
The learner also has the opportunity to practice this by writing their own welcoming speech. At the end of the lesson All the phrases and words form a welcoming speech / presentation.
The trainer tells the learner they are going to talk about welcoming and greeting an audience. Rather than having the learner read a welcoming speech and creating a passive activity, the trainer has the learner come up with his own speech. She does this by eliciting a series of key phrases by asking questions. She then would ask the learner to start from the beginning of the speech and use the phrase he just stated. The trainer does this to ensure that he understands the meaning of each phrase, and then has him repeat it and use it from the beginning of the speech so that she knows that the learner knows when to use it in the speech. By the end of the practice, the learner understands the target phrases/language and when each is used.
Well getting a student to repeat the same expression repeatedly is a good way to get them to memorise. She also can make sure the pronunciation is correct and monitor the progress.
The teacher is using an imaginary situation for the TL. Some expressions which are necessary for the presentation are elicited and fed perfectly. And then the student is asked to respect again in order to complete the presentation properly. While eliciting and repeating, the teacher is weaving carefully and when the student in not able to say some expressions, beside the perfect feeding, some proper gestures are used. And at the production part again there is imaginary situation of CEO and the student is asked to welcome the attendees for the conference.
All in all,
The teacher sets up an imaginary situation for the TL and also she has the student repeat again from the beginning in order to check the accuracy.The trainer introduces the target language to the student gradually, building a logical structure for the specific context they are working on. In this way the trainer elicits the language from the student, while he practices and internalizes the different forms and expressions. It’s a also great way to increase the student’s motivation since he can feel an improvement: in the beginning he might feel he is not able to welcome or greet an audience, but he gradually feels more comfortable with the language.
The trainer uses this technique to elicit the target language and to familiarise the learner with the topic. The technique allows the trainer to introduce more vocab slowly and build on the speech the trainee as learned. By repeating the sentences this helps the learner remember the phrases and order of the speech. In addition, her method encourages the learner to speak more.
By starting with small, manageable expressions/target language the trainer lays a foundation for the learners to gradually build upon. Asking learners to repeat the expressions actively engages them in the learning process. This hands-on approach encourages participation and reinforces memory retention. The trainer may use questions to elicit these expressions from the learners. This not only reinforces understanding but also encourages learners to think critically. Instead of memorizing a long paragraph, learners are encouraged to put together sentences and expressions themselves. This promotes a deeper understanding. Breaking up the content into smaller chunks also helps prevent information overload and minimizes confusion. Learners can focus on mastering one expression at a time before moving on to the next. Through repeated practice, learners are more likely to retain and remember the expressions. This is especially helpful for using the language in real-world scenarios, such as in the workplace. The trainer’s approach enhances the overall language learning experience which keeps learners engaged, motivated, and actively involved in their own learning process.
The trainer introduces a few expressions and elicits a lot of target language from the learner in order to build on the vocabulary and structures relevant to the work that they are doing. The learner is able to produce a lot of different structures and by repeating them often, he can internalize them. The structures and expressions will start to feel more familiar to him and he will become more confident as he uses them more and more.
The learner builds upon the phrases and expressions to work up to an entire greeting for the beginning of a presentation and at a company conference. He comes up with various forms and alternatives (through the trainer’s eliciting) and is able to practice and repeat. It is clear that his practice allows him to build confidence and understanding, and will allow him to effectively utilize what he is learning in a real-world experience, such as at a real company conference.
The learner remains actively engaged throughout this part of the lesson as the focus remains on LTT even though this is the presentation stage of the lesson. This allows the teacher to keep TTT low even though in a one-on-one context and keep the focus on the learner speaking as much as possible.
The trainer introduces and elicits the target language that must be used in the lesson at the beginning, which also helps the learner to get familiar with the words. this also helps with later to begin role-play, statements, and responses.
Another thing repetition is very important as it helps the brain remember and adapt the transition from the conscious to the subconscious. repetition makes it easier for the learner over time to remember as it is rehearsed and practiced over and over, eventually, the learner will not forget what was taught as it will stay in the learner’s brain if it is repeated.
as the trainer elicits she links old and new information. The learner at this stage has begun to be familiarised with the environment.
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