As a CELTA student, I was tasked with analysing how the teacher teaches MEANING, FORM AND PRONUNCIATION. Here are my notes, in case it may help others who are doing similar tasks with this video, or want a summary of the techniques and actions used by the teacher. Note: the target language (2nd conditional) is only introduced at about 23 minutes into the lesson. The second part of the below notes cover that point onward, specifically regarding the target language. Meaning, Form and Pronunciation teaching techniques First 25 minutes of the lesson (before target language explicitly introduced) • The teacher set the scene with a picture. She elicited suggestions from the class about the context and what might be happening in the picture, to activate their prior knowledge and familiarise them with the upcoming stages of the lesson. She asked for suggestions about the scene using 3 questions to give focus to the discussion, then paired them up to let the students try to phrase their ideas and warm up their skills at the start of the lesson. • The teacher monitored discretely. • Vocabulary was introduced that would prove useful in the upcoming text. o She elicited wallet using realia and covered meaning in a sentence example, giving intonation in a whole phrase (and using controlled drilling of the phrase) as well as teaching the word stress and phonetics using the board. (MFP) o She also elicited charity and “donations” using images and context-bound sentence examples (MEANING), wrote the word to teach spelling, type of word, word order in the phrase (FORM) and checked with CCQs and flowed up with phrase drilling with attention to PRONUNCIATION. o Lastly, she used role play to elicit “careless”, although she had to give the students the whole word including the suffix, as they only got “take care.” Again, she checked MEANING with CCQs and phrasing, she wrote the type of word (in context) on the board to teach FORM and flowed up with phrase drilling with attention to PRONUNCIATION. • The teacher returned to the original scene-setting image and drew attention to the 3 focus questions on the board, designed to encourage “gist” listening for overall comprehension. • A listening comprehension text was played, illustrating the context, “if I found some money, I would….” o The text contained many examples of the target language. The difficult vocabulary had been pre-taught. The speed, rhythm and intonation of speech was a natural level for native speakers. o Students were immediately invited to check understanding in pairs, using the three focus questions and attempting to phrase what had happened in the text. o The teacher monitored discretely but did listen out to ensure understanding. o Students were asked to volunteer their answers checked with CCQs. o The teacher introduced a more focussed second listening of the text by setting a new task that was more closely related to the target language. Students were tasked to listen out for what Chris “would spend the money on” by choosing from a list of possible answers. o Students checked answers in pairs and the teacher monitored more attentively to check understanding of the task and the answers. Answers were verified with a controlled check with the teacher. Focus on teaching the target language (25 minutes into the 1- hour lesson) • MEANING o CCQs were asked to elicit answers regarding understanding of the phrase “If I found some money, I’d keep it.” o The difference between a hypothetical / imagined situation, (such as Chris speaking in the text) and a real situation were highlighted and checked. o As the concept had already been very well introduced within the context of the listening text, the students already had a good grasp of the meaning of the construction. o During the later form drilling, MEANING was again checked to confirm the level of possibility referred to in this construction as being a small, unlikely scenario, thereby differentiating the second conditional from the zero and first conditional. o A one-million-dollar note was used as a prop to illustrate the imaginary meaning of the construction. o The productive exercise where students had to choose whether a sentence applied to their own feelings or not helped the leaners to understand and use the meaning to give their personal opinions using sentence in the second conditional. o In one example on the written exercise, the order of the clauses was reversed, and the teacher checked understanding that the meaning was not affected by the reversal of the clauses. Following the group work exercise to form sentences by manipulating the given verbs, the student’s understanding of meaning was verified by getting them to give their personal answers to the dilemmas presented on the cards. • FORM o The teacher used a finger technique to highlight the sentence structure, word order, use of contractions and the individual word tenses used to make up the second conditional construction. o Areas of possible misunderstanding were highlighted, in particular, the use of the past tense to form the construction, but the fact that the sentence is talking about the present, thereby giving an “unreal” meaning to the second conditional. o Repetition was used followed by controlled choral and individual drilling. The fingers served as a reminder to students during their drilling, in particular to draw attention to the contraction “I’d”. o The teacher elicited the full form of “I’d” as “I would”. o Using the other vocabulary introduced in the text, the teacher elicited new sentence examples from the students in the second conditional, to check and drill knowledge of how to form the construction. o The Teacher then wrote the new examples of the form on the board, followed by the grammatical construction. (If + subj + past simple + subj + would + base vb) o She then introduced the negative form, eliciting the negative of “would”, “wouldn’t / would not” o The students practiced making new sentences in the second conditional by being given a set of verbs to change the end of the sentence “If I found some money...” This was done as choral drilling. o Next the students had the change the first clause, using a new verb example each time, which they had to change to the simple past. The second clause remained “I’d keep it.” Again, this was started as choral drilling but this time followed by individual drilling. o A table of examples was put on the board for students to choose either the affirmative or negative form of the second conditional to make new sentences. The students had to apply their own feelings and use the construction in a variety of situations. The work was done in pairs with the teacher monitoring and ensuring the form was used correctly. o The students had to use the construction to tell something about their partner, so they also had to use the third person form of the second conditional. o A written exercise followed, where the students had to put the verbs in each sentence into the correct tense to form the second conditional. An example was done together on the board first. Answers were checked as a group with the teacher nominating individuals. o In one example, the order of the clauses was reversed, to demonstrate that this is still correct and that the meaning does not change. o Students were encouraged to manipulate the form in oral pair work, by changing sentence examples to make them true for their own situations. The teacher monitored to ensure that students were using the full and correct sentence construction. o Once the teacher was sure that students could use and form the construction in the affirmative, negative and changing the subject, she introduced the interrogative form. o The form was elicited from the students and written on the board. Attention was drawn to the reversal of subject and “would”. o The question form using a “wh” word was also elicited and written up, using the full form If + subject + past simple + wh question word + would + subject + base verb. o In groups, students had to make question forms using sentence examples that required the verbs to be put in the correct tense and order. o Students checked their own answers with those written on the back of the hand outs, to minimise teacher talking time. o The teacher corrected a mistake that she heard during monitoring of a group work exercise, by writing what she heard on the board and eliciting the correct form from the students. “If it saw too many people, I’d leave a note.” She reminded students that the subject of the sentence comes after the “If”. • PRONUNCIATION o The finger technique helped with the pronunciation of the contraction. This was used to remind students throughout the lesson to use the more natural oral form with the contraction. o Choral drilling as well as individual drilling helped with practicing and checking pronunciation, as well as ensuring the learners spoke with natural intonation and rhythm and used stress appropriately. o The teacher corrected pronunciation mistakes orally and used demonstration of how to form the sounds using exaggerated mouth movements. o Students were first given the chance to correct their own pronunciation, as the teacher drew attention to a mistake, only by saying “pronunciation” and then repeating and affirming the correct pronunciation once it was already elicited. o Following monitoring of spoken group work, the teacher addressed a common mispronunciation of “saw”. She wrote the phonetic symbol /Ↄ:/ on the board and likened the sound to “horse”. She drew attention to the open jaw.
Dear Barbara. Thank you so much for your notes on this video, it really helps me to understand how to do observation on an ESL language class. Recently, I'm reading Learning Teaching, and I want to take the challange by attending the CELTA course.
First she elicited to help their understanding of the picture and to make them interested in it. Then she let them talk in pairs. This is used to increase STT ( Student Talking Time). While they were talking, she monitored. Then she asked comprehension questions and gave them a chance to contribute. Since only one student volunteered, she asked the other students' opinions. Afterward, she reviewed some words with them and had them repeat after her.. She also highlighted pronunciation and parts of speech, which helps them to understand the TL ( target language) better. ps: THESE WERE THE FIRST SEVEN MINUTES
Hello, my friend ! I would like to give u m'y way of presenting grammar lessons and i would be so thankful if u givee me ur feedback . NB i use thé inductive méthode Well , 1st i interact with m'y kids through questions in a context ,then i write 3_4 sentences on thé board which thé target language is mentioned then ask them to repeat chorly .NB i write all the sentences with one colour , i.e i dont write the target lge with diferent colour , then i move directely to thé tasks i ask them to do tasks 1st one :task based form and 2nd one : meaning based form. Then , i ask them to state thé rule by themeselves after doing thé tasks by themselves of course then i ask them to write sentences communicative task this is thé last one . this is a ppu méthode what do y think?
The teacher continuously addressing students with critical and meaningful questions that will lead to enhancing communicative approach l really liked her video.
Beautiful. I just got a job as an english teacher and I have to give a demo lesson. This is definitely what I need, but I would like to have a warm-up at the begining. Thanks teacher
I got some good activities from this video such as the big cloze flashcards and picture descriptions/self-made native dialogue. I really admired her many questions and use of several small activities. I must mention that an important part of making a lesson so successful is having students who are willing to participate and be attentive like these adults.
Thank you so much for this video, it''s a great demo of a grammar class. At first I don''t know how to deliver the lesson but now the stages are so clear :)
Great class it is, with a smiling face, teacher creats a comfortable environment: making the proper questions, sitting down and listening students, considering all the students equal way with encouraging words, sure she is an inborn teacher,God may bless the teacher ever,with much respect and love P A Noushad
What's best about this lesson is that the students come from different parts of the world, it's a multicultural class, ergo, English is the only way they can communicate each other.
10 years after the video was uploaded, am now on CELTA and it's still being recommended to watch. Looking forward to seeing what we can take away from it 😊
This up-close or in your face front squatting and monitoring is often uncomfortable for lower-level students. A better way is to stand at a little distance and focus on one pair at a time. Just my view.
Nice example of text based framework. At 58:00 she sits on a chair to monitor at student level which seems a lot more natural and much less distracting.
I agree. It makes me uncomfortable. I would have slowly walked behind them so it takes the pressure off of them. Also, students who have their back facing you, wouldn't know if you are listening to them or another group. Less pressure.
What's with so much hate going on here? I think she's a really good teacher. Of course, she could use more ICQs but overall, it's a very well-structured and logically staged lesson.
After so many years, this video is still being used as an observative example for tesol program in my university. Many useful things can be learned from it. The only problem is that it will be hard to make students who do not live in native-English speaking environment fully keep pace with teachers' instructions and explainations in English without the assistance of students' L1. It still troubles me, and maybe I'll find the answer in the future.
I've been teaching English to students in other countries for about thirty years and I always use English. You need to grade your language and use gestures, especially with lower levels.
Exactly, graded language, repetition and gestures are usually enough to get the directions understood. I’ve noticed that adults tend to expect the type of task they’re asked to do, and young learners tend to want to take action immediately, thus starting the activity in any way and getting further accompanying directions until they do it correctly. I’ve been teaching in a non English speaking country in an strict English only language school. Sometimes mimicking the action or demonstrating the expected outcome (provide a further example etc.) is more than enough.
I was asked to watch this video cause I'm taking an introduction to tesol.Something I noticed is that thi teache used a los og tools to help her students to uderstand the class. I love british accent I really enjoyed
I like the lesson. The teacher speak clearly and she makes proper questions. She tries to make students to participate in the lesson. She creates a comfortable environment. Visual stuff works a lot with students but I do not like the way she keeps sitting when students a discussing the subject. She could work more effectively asking questions to each group\pair. Probably she noticed that because in the second time She interacted more with them. She ask examples for them that is great. One more thing I do not like is interrupting when students they are talking specially if they are reacting well and engage on the subject.
I like the lesson. The teacher speaks clearly and she uses meaningful questions. She encourages students to participate in the lesson. She creates a safe environment. Visual stuff works well with students, but I do not like her seating posture when students are discussing the subject. She could work more effectively through a questioning technique: with each group\pair. Probably, she noticed that on the second occasion because she interacted with them frequently. She asked them for examples: that is great. One more thing: I do not like the interruptions when students are talking; specifically, if they are reacting well and engage with the subject.
Too much hate. What is it and what is that for? She's a really brilliant teacher, and I finally saw how to work with fingers. Before this video, I heard about this method a lot but didn't know how to use it. Thanks a lot!
I don't understand, the students have such a godd speaking skill and good vocabulary, still she drills the "t's a very old wallet" phrase a few times. They spoke much more complex phrases during the lesson.
This is great teaching, such a range of approaches and techniques used effectively. I'm referencing this for my DELTA so it would be very helpful to know the official lesson aims and level of students....
I am doing the same thing! I was stuck in preparing my next DELTA lesson, and this brought up all the techniques I had forgotten. Brilliant, so grateful!
Diagnostic assessment is an evaluative method used to gather information about a student's knowledge, skills, strengths, and weaknesses. It aims to diagnose the learner's understanding of specific topics or concepts. Unlike formative assessments, which occur during instruction, or summative assessments, which are conducted at the end of a learning period, diagnostic assessments are typically employed at the beginning to inform instructional planning. These assessments help teachers identify individual student needs, tailor instruction accordingly, and design targeted interventions to address any gaps in learning.
The only flaw with the lesson that I notice is that the same verb (found) is used during the whole lesson both in teaching and even in practice. A variety in the use of verbs could make the lesson more effective. However, the lesson goes very well as a whole.
Hello, Thanks for uploading this. I have used it to contribute to a university assignment that I am doing. I have used some screen shots from the video to. Thank you. Mike Russell Tokyo
It's a text-based presentation (i.e. the text being the listening) or language from a text. It's a P-P-P lesson with the variant of text presentation really.
Since this seems to have attracted so much interest, why not have a look at this series of posts too: pllabreu.com/index.php/2020/08/09/grammaring-part-1/
+Mimi shawi as soon as you see a picture, your mind automatically starts forming ideas and speculations about the contents of said picture. Look up schematics. It's a good technique when teaching english as a foreign language, to let the students try to phrase these imaginings, as opposed to bombing them with information. - They are not supposed to know, but letting them phrase their conjecture is good teaching.
A great lesson, but can you imagine a male teacher sitting in the middle of the students staring and smiling like that? :P Sorry to drop the maturity level here :( It's a sickness. If you're doing an observation of this lesson you may also want to include some negative points to help out your score (Critical thinking). One such example of this is how she doesn't give time prompts on activities. This is a little petty but important for your writing and evaluations. Don't get me wrong. This is a great lesson and it's not easy to find many negative points. Good luck!
Critical thinking in ELT is not about negative things, it's used to describe the ideas students come up with beyond what they can see or hear. For example, the teacher in this video made her students engage in critical thinking when she asked them to think about who Chris and Alex are and what they might be talking about, because it's not clear from the picture.
"She's a careless driver. Repeat that. She's a careless driver. She's a careless driver. She's a careless driver." I feel like this woman used the lesson as an excuse to vent her frustrations about her overly laid-back sister.
Okay so, if my teacher spoke like this, I'd not be able to understand her if I were a beginner. The students seem to know English, at least they have a decent grasp of it, well enough to understand the teacher. How well do Alex and Chris know each other? Her trying to elicit the friend response, is kind of weird. She already knows the word friend, she already knows colleague. You're not teaching something new here. I guess, what I'm asking is, this is for expert students, how do we pull off teaching on complete newbies? Edit: Holy hell, 2 minutes in, I think they're discussing in English among themselves? I can't quite make it out but, do they really need the teacher here? This is useless. Don't get me wrong. I'm not saying she's a bad teacher, but I just don't get the point of this, the students are speaking almost as well as the teacher. Jesus. CLASS UTOPIA is what you have here.
That's the point of the class, Prof, to create a student-centered environment so they may talk as much as possible with each other. It's called Communicative Language Teaching (CLT), do some reading. Many modern institutes are trying to incorporate this methodology into their syllabus.
You clearly wrote this comment before you even watched the video. These students are not completely new to the English language, this is why they can understand her. With that being said they are not fluent yet. Far from it. If you actually watched the video you could see that they need a lot of vocabulary and pronunciation help. Asking “do they really need the teacher there” is ridiculous question.
Over focus on technical grammar. Using the interacting whiteboard doesn't add a thing to the lesson. She has a good teacher presence but for god sake, get the students talking more. Too much passive learning.
The students talk lots in the second half of the class. The first half is the grammar presentation, and even then the students are talking and doing pronunciation drills. The reason there's a big focus on 'technical grammar' (?) is that it's a grammar lesson. What's the problem with the interactive whiteboard? She didn't use it in order to show off - it worked well because she had already prepared some of the slides to save time from writing everything out in class. It worked well, in my opinion. Interactive whiteboards are a nice resource as you can flick back and forth between slides rather than having to clean everything off. She used it well.
As a CELTA student, I was tasked with analysing how the teacher teaches MEANING, FORM AND PRONUNCIATION. Here are my notes, in case it may help others who are doing similar tasks with this video, or want a summary of the techniques and actions used by the teacher.
Note: the target language (2nd conditional) is only introduced at about 23 minutes into the lesson. The second part of the below notes cover that point onward, specifically regarding the target language.
Meaning, Form and Pronunciation teaching techniques
First 25 minutes of the lesson (before target language explicitly introduced)
• The teacher set the scene with a picture. She elicited suggestions from the class about the context and what might be happening in the picture, to activate their prior knowledge and familiarise them with the upcoming stages of the lesson. She asked for suggestions about the scene using 3 questions to give focus to the discussion, then paired them up to let the students try to phrase their ideas and warm up their skills at the start of the lesson.
• The teacher monitored discretely.
• Vocabulary was introduced that would prove useful in the upcoming text.
o She elicited wallet using realia and covered meaning in a sentence example, giving intonation in a whole phrase (and using controlled drilling of the phrase) as well as teaching the word stress and phonetics using the board. (MFP)
o She also elicited charity and “donations” using images and context-bound sentence examples (MEANING), wrote the word to teach spelling, type of word, word order in the phrase (FORM) and checked with CCQs and flowed up with phrase drilling with attention to PRONUNCIATION.
o Lastly, she used role play to elicit “careless”, although she had to give the students the whole word including the suffix, as they only got “take care.” Again, she checked MEANING with CCQs and phrasing, she wrote the type of word (in context) on the board to teach FORM and flowed up with phrase drilling with attention to PRONUNCIATION.
• The teacher returned to the original scene-setting image and drew attention to the 3 focus questions on the board, designed to encourage “gist” listening for overall comprehension.
• A listening comprehension text was played, illustrating the context, “if I found some money, I would….”
o The text contained many examples of the target language. The difficult vocabulary had been pre-taught. The speed, rhythm and intonation of speech was a natural level for native speakers.
o Students were immediately invited to check understanding in pairs, using the three focus questions and attempting to phrase what had happened in the text.
o The teacher monitored discretely but did listen out to ensure understanding.
o Students were asked to volunteer their answers checked with CCQs.
o The teacher introduced a more focussed second listening of the text by setting a new task that was more closely related to the target language. Students were tasked to listen out for what Chris “would spend the money on” by choosing from a list of possible answers.
o Students checked answers in pairs and the teacher monitored more attentively to check understanding of the task and the answers. Answers were verified with a controlled check with the teacher.
Focus on teaching the target language (25 minutes into the 1- hour lesson)
• MEANING
o CCQs were asked to elicit answers regarding understanding of the phrase “If I found some money, I’d keep it.”
o The difference between a hypothetical / imagined situation, (such as Chris speaking in the text) and a real situation were highlighted and checked.
o As the concept had already been very well introduced within the context of the listening text, the students already had a good grasp of the meaning of the construction.
o During the later form drilling, MEANING was again checked to confirm the level of possibility referred to in this construction as being a small, unlikely scenario, thereby differentiating the second conditional from the zero and first conditional.
o A one-million-dollar note was used as a prop to illustrate the imaginary meaning of the construction.
o The productive exercise where students had to choose whether a sentence applied to their own feelings or not helped the leaners to understand and use the meaning to give their personal opinions using sentence in the second conditional.
o In one example on the written exercise, the order of the clauses was reversed, and the teacher checked understanding that the meaning was not affected by the reversal of the clauses. Following the group work exercise to form sentences by manipulating the given verbs, the student’s understanding of meaning was verified by getting them to give their personal answers to the dilemmas presented on the cards.
• FORM
o The teacher used a finger technique to highlight the sentence structure, word order, use of contractions and the individual word tenses used to make up the second conditional construction.
o Areas of possible misunderstanding were highlighted, in particular, the use of the past tense to form the construction, but the fact that the sentence is talking about the present, thereby giving an “unreal” meaning to the second conditional.
o Repetition was used followed by controlled choral and individual drilling. The fingers served as a reminder to students during their drilling, in particular to draw attention to the contraction “I’d”.
o The teacher elicited the full form of “I’d” as “I would”.
o Using the other vocabulary introduced in the text, the teacher elicited new sentence examples from the students in the second conditional, to check and drill knowledge of how to form the construction.
o The Teacher then wrote the new examples of the form on the board, followed by the grammatical construction. (If + subj + past simple + subj + would + base vb)
o She then introduced the negative form, eliciting the negative of “would”, “wouldn’t / would not”
o The students practiced making new sentences in the second conditional by being given a set of verbs to change the end of the sentence “If I found some money...” This was done as choral drilling.
o Next the students had the change the first clause, using a new verb example each time, which they had to change to the simple past. The second clause remained “I’d keep it.” Again, this was started as choral drilling but this time followed by individual drilling.
o A table of examples was put on the board for students to choose either the affirmative or negative form of the second conditional to make new sentences. The students had to apply their own feelings and use the construction in a variety of situations. The work was done in pairs with the teacher monitoring and ensuring the form was used correctly.
o The students had to use the construction to tell something about their partner, so they also had to use the third person form of the second conditional.
o A written exercise followed, where the students had to put the verbs in each sentence into the correct tense to form the second conditional. An example was done together on the board first. Answers were checked as a group with the teacher nominating individuals.
o In one example, the order of the clauses was reversed, to demonstrate that this is still correct and that the meaning does not change.
o Students were encouraged to manipulate the form in oral pair work, by changing sentence examples to make them true for their own situations. The teacher monitored to ensure that students were using the full and correct sentence construction.
o Once the teacher was sure that students could use and form the construction in the affirmative, negative and changing the subject, she introduced the interrogative form.
o The form was elicited from the students and written on the board. Attention was drawn to the reversal of subject and “would”.
o The question form using a “wh” word was also elicited and written up, using the full form If + subject + past simple + wh question word + would + subject + base verb.
o In groups, students had to make question forms using sentence examples that required the verbs to be put in the correct tense and order.
o Students checked their own answers with those written on the back of the hand outs, to minimise teacher talking time.
o The teacher corrected a mistake that she heard during monitoring of a group work exercise, by writing what she heard on the board and eliciting the correct form from the students. “If it saw too many people, I’d leave a note.” She reminded students that the subject of the sentence comes after the “If”.
• PRONUNCIATION
o The finger technique helped with the pronunciation of the contraction. This was used to remind students throughout the lesson to use the more natural oral form with the contraction.
o Choral drilling as well as individual drilling helped with practicing and checking pronunciation, as well as ensuring the learners spoke with natural intonation and rhythm and used stress appropriately.
o The teacher corrected pronunciation mistakes orally and used demonstration of how to form the sounds using exaggerated mouth movements.
o Students were first given the chance to correct their own pronunciation, as the teacher drew attention to a mistake, only by saying “pronunciation” and then repeating and affirming the correct pronunciation once it was already elicited.
o Following monitoring of spoken group work, the teacher addressed a common mispronunciation of “saw”. She wrote the phonetic symbol /Ↄ:/ on the board and likened the sound to “horse”. She drew attention to the open jaw.
Dear Barbara. Thank you so much for your notes on this video, it really helps me to understand how to do observation on an ESL language class. Recently, I'm reading Learning Teaching, and I want to take the challange by attending the CELTA course.
thank you sooooooooooooo much for sharing!
Thank you so much. It would be very useful.
Thank you so much. You're awesome.
YOU ARE JUST AN ANGEL!
First she elicited to help their understanding of the picture and to make them interested in it. Then she let them talk in pairs. This is used to increase STT ( Student Talking Time). While they were talking, she monitored. Then she asked comprehension questions and gave them a chance to contribute.
Since only one student volunteered, she asked the other students' opinions.
Afterward, she reviewed some words with them and had them repeat after her..
She also highlighted pronunciation and parts of speech, which helps them to understand the TL ( target language) better.
ps: THESE WERE THE FIRST SEVEN MINUTES
hehehe I was thinking the same thing
Hello, my friend ! I would like to give u m'y way of presenting grammar lessons and i would be so thankful if u givee me ur feedback . NB i use thé inductive méthode
Well , 1st i interact with m'y kids through questions in a context ,then i write 3_4 sentences on thé board which thé target language is mentioned then ask them to repeat chorly .NB i write all the sentences with one colour , i.e i dont write the target lge with diferent colour , then i move directely to thé tasks i ask them to do tasks 1st one :task based form and 2nd one : meaning based form. Then , i ask them to state thé rule by themeselves after doing thé tasks by themselves of course then i ask them to write sentences communicative task this is thé last one . this is a ppu méthode what do y think?
Above everything else, I always respect a teacher who agrees to work with a camera!
The teacher continuously addressing students with critical and meaningful questions that will lead to enhancing communicative approach l really liked her video.
We are asking our tutor trainees to watch this video to fulfill an observation requirement. Great teacher! Thank you for the video!
You're an inspiration and I thank you for sharing this with us. This is just what I needed!
Beautiful. I just got a job as an english teacher and I have to give a demo lesson. This is definitely what I need, but I would like to have a warm-up at the begining. Thanks teacher
I got some good activities from this video such as the big cloze flashcards and picture descriptions/self-made native dialogue. I really admired her many questions and use of several small activities. I must mention that an important part of making a lesson so successful is having students who are willing to participate and be attentive like these adults.
Great class! I'll definetely try some of the techniques she has used!
Loved this video - I'm currently on a CELTA program and it was given to us to watch. She is a great teacher!
Glad it was helpful!
she is awesome as a teacher !!
her personality, the examples and the methods are the things that makes me feel its worthy...anyway great teaching.
Many thanks for ur uploading Best video for learners
Thank you so much for this video, it''s a great demo of a grammar class. At first I don''t know how to deliver the lesson but now the stages are so clear :)
Great class it is, with a smiling face, teacher creats a comfortable environment: making the proper questions, sitting down and listening students, considering all the students equal way with encouraging words, sure she is an inborn teacher,God may bless the teacher ever,with much respect and love P A Noushad
What's best about this lesson is that the students come from different parts of the world, it's a multicultural class, ergo, English is the only way they can communicate each other.
You wouldn't enjoy teaching in China then.
Excellent lesson that incorporates all the elements of PPP, together with Grammar and Pronunciation and form
10 years after the video was uploaded, am now on CELTA and it's still being recommended to watch. Looking forward to seeing what we can take away from it 😊
One of the best teaching demonstrations on CZcams!
Very good example of teaching! Well done)
This up-close or in your face front squatting and monitoring is often uncomfortable for lower-level students. A better way is to stand at a little distance and focus on one pair at a time. Just my view.
i thought it was not easy too. It would be difficult for me. She managed
Now that you pointed it out, I agree. It’s unnecessary and strange. I’ve never seen a teacher do that before
I found it uncomfortable and I'm not a low level student, it's just weird
Nice example of text based framework. At 58:00 she sits on a chair to monitor at student level which seems a lot more natural and much less distracting.
I agree. It makes me uncomfortable. I would have slowly walked behind them so it takes the pressure off of them. Also, students who have their back facing you, wouldn't know if you are listening to them or another group. Less pressure.
What's with so much hate going on here? I think she's a really good teacher. Of course, she could use more ICQs but overall, it's a very well-structured and logically staged lesson.
What's ICQ please?
@@adilserroukh5828 Instruction Checking Questions. For example are you going to work alone or in a pair?
Great lesson! I liked it very much.
It's very interesting techniques. Great class !
After so many years, this video is still being used as an observative example for tesol program in my university. Many useful things can be learned from it. The only problem is that it will be hard to make students who do not live in native-English speaking environment fully keep pace with teachers' instructions and explainations in English without the assistance of students' L1. It still troubles me, and maybe I'll find the answer in the future.
Exactly, my first thought as I heard this...
I am Ukrainian and have been teaching English for 10 years. Have no problem with instructions in English))
I've been teaching English to students in other countries for about thirty years and I always use English. You need to grade your language and use gestures, especially with lower levels.
Exactly, graded language, repetition and gestures are usually enough to get the directions understood. I’ve noticed that adults tend to expect the type of task they’re asked to do, and young learners tend to want to take action immediately, thus starting the activity in any way and getting further accompanying directions until they do it correctly. I’ve been teaching in a non English speaking country in an strict English only language school. Sometimes mimicking the action or demonstrating the expected outcome (provide a further example etc.) is more than enough.
I was asked to watch this video cause I'm taking an introduction to tesol.Something I noticed is that thi teache used a los og tools to help her students to uderstand the class. I love british accent I really enjoyed
I enjoyed the lesson. Nice style and techniques
Very good class and very effective for the students, thank you ever
cool to have teachers with that accent and knowledge of phonetics.
all the teachers i had, had a low quality accent.
Nice flow of the lesson, btw!
Everything's just fine if you have reasonable number of students. I have 27 in my class.
tell me about your lessons? How do you organize the class?
I have 35 and believe it's tough.
I have 50
Better than 2 and a "half"...
I have 5000 by the time I’ve taken the register it’s the end of class. I’ve unfortunately not been able to do any teaching yet
She sure does a great job!
Lovely and active teacher
I like the lesson. The teacher speak clearly and she makes proper questions. She tries to make students to participate in the lesson. She creates a comfortable environment. Visual stuff works a lot with students but I do not like the way she keeps sitting when students a discussing the subject. She could work more effectively asking questions to each group\pair. Probably she noticed that because in the second time She interacted more with them. She ask examples for them that is great. One more thing I do not like is interrupting when students they are talking specially if they are reacting well and engage on the subject.
I completely agree with you, could you show more strong and weak point in your opinion, i hope it will help for my assignment, thank you very much
I like the lesson. The teacher speaks clearly and she uses meaningful questions. She encourages students to participate in the lesson. She creates a safe environment. Visual stuff works well with students, but I do not like her seating posture when students are discussing the subject. She could work more effectively through a questioning technique: with each group\pair. Probably, she noticed that on the second occasion because she interacted with them frequently. She asked them for examples: that is great. One more thing: I do not like the interruptions when students are talking; specifically, if they are reacting well and engage with the subject.
The teacher's name is Lindsay Warwick
Thank you for mentioning!
I like the teacher Paullo. Who is she Id like to observe more of her.
I really liked the activity, Where could I get the audio listening?
Is it a real class or has it been prepared for the purpose of DVD of the book Learning Teaching?
Very interesting indeed
She is a skillful language teacher but i feel too much sitting down in this class.
mjr
tokyo
Too much hate. What is it and what is that for? She's a really brilliant teacher, and I finally saw how to work with fingers. Before this video, I heard about this method a lot but didn't know how to use it. Thanks a lot!
Not hate at all. Only an opinion. Be tolerant
I don't understand, the students have such a godd speaking skill and good vocabulary, still she drills the "t's a very old wallet" phrase a few times. They spoke much more complex phrases during the lesson.
A smart board is very useful for presentation !
Great use of CCQ questions in her elicitation .
This is great teaching, such a range of approaches and techniques used effectively. I'm referencing this for my DELTA so it would be very helpful to know the official lesson aims and level of students....
I am doing the same thing! I was stuck in preparing my next DELTA lesson, and this brought up all the techniques I had forgotten. Brilliant, so grateful!
Yes, I agree. I need to know the aims and level of students.
This is from the DVD which accompanies 'Learning Teaching' by Scrivener - 2011, I think
Level: Preintermediate Aim: To present and practise the 2nd conditional in the context of a conversation between colleagues.
@@annmariebsc Not really...
graet its easy toi follow each steps ,grammar is taught naturally ,
Diagnostic assessment is an evaluative method used to gather information about a student's knowledge, skills, strengths, and weaknesses. It aims to diagnose the learner's understanding of specific topics or concepts. Unlike formative assessments, which occur during instruction, or summative assessments, which are conducted at the end of a learning period, diagnostic assessments are typically employed at the beginning to inform instructional planning. These assessments help teachers identify individual student needs, tailor instruction accordingly, and design targeted interventions to address any gaps in learning.
Subscribed...
The only flaw with the lesson that I notice is that the same verb (found) is used during the whole lesson both in teaching and even in practice. A variety in the use of verbs could make the lesson more effective. However, the lesson goes very well as a whole.
one word, perfect..
There was a video about this same teacher. The video was called communicative approach. It is no longer there. :/ I used that video for my class. :(
what's the name of the teacher? (i need it for an assignment... i guess i could just make it up though)
Did anyone know, what role does input and output play in the lesson?
Place nameplates in front of students so that there’ll be no issues about forgetting a student’s name.
What are the main objective and enabling objective ??
In what ways has the lesson you have observed impact your thinking?
Hello,
Thanks for uploading this. I have used it to contribute to a university assignment that I am doing. I have used some screen shots from the video to. Thank you.
Mike Russell
Tokyo
Good
Pro teaching.
Great teacher and strong lesson
I wonder what's her name?
does anyone know the name of this teacher?
Anyone knows who this teacher is or where to find such demo lessons please?
does anyone know the name of the teacher OR some other videos for her?
I would be grateful.
Yes, she is Lindsay Warwick
is this made in brasil? cheers
Interesting
Does anyone know what is her method? Is it direct method or something else?
text based approach (teacher led)
Nice video
Thanks
Can the main teaching approach be considered as TBLT?
It's a text-based presentation (i.e. the text being the listening) or language from a text. It's a P-P-P lesson with the variant of text presentation really.
i hope i can get this courses i love celta
which level is this class please
Since this seems to have attracted so much interest, why not have a look at this series of posts too: pllabreu.com/index.php/2020/08/09/grammaring-part-1/
Hi @Paullo this link is not working for me
@@andywhomp Sorry andy, the site is down at the moment. too much work, not time to update...
Is this a special education classroom?
no its english as a second langauge
Do I need to have the C 1.2 level of English to take the CELTA course?
Generallly, English level should be high as much as possible but learning the teaching techniques is not based on the language level
What level is this class?
10:24 based and redpilled
What are they doing what are they thinking?! How the heck are they supposed to know? This is rediculious...
+Mimi shawi as soon as you see a picture, your mind automatically starts forming ideas and speculations about the contents of said picture. Look up schematics. It's a good technique when teaching english as a foreign language, to let the students try to phrase these imaginings, as opposed to bombing them with information.
- They are not supposed to know, but letting them phrase their conjecture is good teaching.
it's called brainstorming. It's to activate their prior knowledge and familiarize them with the following stages.
You shouldn’t comment on what you clearly don’t understand. Doh!
And it's spelt ridiculous.
My gosh, she says hundreds of thousands "okays", it's annoying, but overall her class is pretty good.
She is cute. I wish she would look at me with those kind eyes.
Korean Lab lol weird much ?
Can you tell me the teacher's name and the level of the class and what type of lesson this is. Many thanks
did you find out?
The teacher's name is Lindsay Warwick
What is the teacher's name?
Lindsay Warwick
A great lesson, but can you imagine a male teacher sitting in the middle of the students staring and smiling like that? :P Sorry to drop the maturity level here :( It's a sickness.
If you're doing an observation of this lesson you may also want to include some negative points to help out your score (Critical thinking). One such example of this is how she doesn't give time prompts on activities. This is a little petty but important for your writing and evaluations. Don't get me wrong. This is a great lesson and it's not easy to find many negative points. Good luck!
Critical thinking in ELT is not about negative things, it's used to describe the ideas students come up with beyond what they can see or hear.
For example, the teacher in this video made her students engage in critical thinking when she asked them to think about who Chris and Alex are and what they might be talking about, because it's not clear from the picture.
@@Ew72Qa Critical thinking can be applied to self-reflections and observations too.
What's her name?
Lindsay Warwick
What is she doing today in 2023?
"She's a careless driver. Repeat that. She's a careless driver. She's a careless driver. She's a careless driver." I feel like this woman used the lesson as an excuse to vent her frustrations about her overly laid-back sister.
Okay so, if my teacher spoke like this, I'd not be able to understand her if I were a beginner. The students seem to know English, at least they have a decent grasp of it, well enough to understand the teacher. How well do Alex and Chris know each other? Her trying to elicit the friend response, is kind of weird. She already knows the word friend, she already knows colleague. You're not teaching something new here. I guess, what I'm asking is, this is for expert students, how do we pull off teaching on complete newbies?
Edit: Holy hell, 2 minutes in, I think they're discussing in English among themselves? I can't quite make it out but, do they really need the teacher here? This is useless. Don't get me wrong. I'm not saying she's a bad teacher, but I just don't get the point of this, the students are speaking almost as well as the teacher. Jesus. CLASS UTOPIA is what you have here.
This is upper-intermediate level. The students must know lots of vocab
@@trucnguyen23 Haha, they are A2+.
That's the point of the class, Prof, to create a student-centered environment so they may talk as much as possible with each other. It's called Communicative Language Teaching (CLT), do some reading. Many modern institutes are trying to incorporate this methodology into their syllabus.
You clearly wrote this comment before you even watched the video. These students are not completely new to the English language, this is why they can understand her.
With that being said they are not fluent yet. Far from it. If you actually watched the video you could see that they need a lot of vocabulary and pronunciation help. Asking “do they really need the teacher there” is ridiculous question.
Over focus on technical grammar. Using the interacting whiteboard doesn't add a thing to the lesson. She has a good teacher presence but for god sake, get the students talking more. Too much passive learning.
The students talk lots in the second half of the class. The first half is the grammar presentation, and even then the students are talking and doing pronunciation drills. The reason there's a big focus on 'technical grammar' (?) is that it's a grammar lesson. What's the problem with the interactive whiteboard? She didn't use it in order to show off - it worked well because she had already prepared some of the slides to save time from writing everything out in class. It worked well, in my opinion. Interactive whiteboards are a nice resource as you can flick back and forth between slides rather than having to clean everything off. She used it well.
Couldn't agree more.
Maybe post a video of yours showing how it should be done?
What's her name ?
Any one knows?
Lindsay Warwick