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  • Hello and welcome to the Teachers Room.

  • The show that's by teachers.

  • Four teachers.

  • I'm done and I'm Shaan.

  • And this episode's topic is there are many ways of presenting grammar and vocabulary.

  • It's good for a teacher to use a wide range of teaching models.

  • Exactly this.

  • Keep students interested and appeals to different learning styles.

  • Now bear in mind.

  • Guys, the examples we're going to show you.

  • I just simplified.

  • Please go away.

  • Do some research and find out how to apply your okay.

  • Number one p p p.

  • Potatoes, potatoes.

  • Potatoes.

  • Yes, Dan.

  • Oh, good hands hungry now.

  • Presentation.

  • Practice, production.

  • Oh, this is the most common lesson framework, isn't it?

  • Okay, I know this one.

  • The teacher introduces a particular piece of language through a text or listening.

  • Exactly.

  • So the teacher explains, presents the language or elicits from the class.

  • Then the next P practice provides the class with controlled practice.

  • And after the control practices done, we do the other piece produce students attempt to produce the structure in some sort of free this'll, particularly for lower levels or classes where you're introducing a totally new structure or vocabularies.

  • Pay attention, Class.

  • This is the present.

  • Perfect.

  • I very good.

  • Where have you been holding?

  • I've seen Teoh, Canada on New Zealand on Africa.

  • Tpp number two T T t.

  • Tomatoes, tomatoes, tomatoes loves test teach test.

  • Oh, I know this one.

  • This is the one where you get the students to perform a language task.

  • But don't help them so that you can assess whether or no or how effectively they can do it on depending on how well they do.

  • The teacher that teaches what they need rather than teaching everything all right.

  • And then the students will do a further task to incorporate the learning they just had with their old knowledge and hopefully performed the task better.

  • More practice.

  • That's right.

  • It's good to identify learner's needs, and it avoids teaching the same subject from the beginning, over and over and over again.

  • Exactly.

  • And it's much more interactive and student centred because they can help each other rather than teach.

  • Explain everything.

  • OK, Sean, Can you complete this sentence?

  • No.

  • Sorry.

  • The past tense of Go.

  • It's went.

  • It's an irregular.

  • So what did you do yesterday?

  • Yesterday I went to the beach.

  • Number three guided Discovery said the teacher gives the students examples of language.

  • Students work together to examine the language and attempt to understand the grammar rules behind and the teacher.

  • Congar.

  • I'd them by giving them questions or eliciting what the rules are.

  • And then we do the standard practice and produced agent.

  • Now this technique is really good.

  • Make students much more independent and engages them in the learning process.

  • Okay, Shawn, borrow and lend.

  • What's the difference there The same?

  • No, not quite the same.

  • Have a look at the propositions.

  • Which way?

  • Lend, boy.

  • That's it exactly.

  • Well done.

  • How do you present new vocab and grammar to your class?

  • Send us a video tip and you never know what may happen.

  • No.

  • We're gonna go to our web sites.

  • BBC learning English talk to find out how to send us a tip.

  • Next time.

  • Bye, guys.

Hello and welcome to the Teachers Room.

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A2 teacher teaching language practice task class

The Teachers' Room: Teaching Models 1

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    林宜悉 posted on 2020/07/01
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