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Teach English in Gutao Zhen [incl. Gǔcheng Jiedao, Chengdong Jiedao, Chengxi Jiedao] - Jinzhong Shi

Do you want to be TEFL or TESOL-certified and teach in Gutao Zhen [incl. Gǔcheng Jiedao, Chengdong Jiedao, Chengxi Jiedao]? Are you interested in teaching English in Jinzhong Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.

As a native English teacher myself, teaching English in a country where the primary language is not English you must, whether the students are children, teenagers, or adults, keep them interested and intrigued in learning a new language. Humans in general get bored very easily if they just sit in a class and listen to a teacher. Have you ever asked yourself why? Because they are only using one sense, hearing. Now, I know you will say; well they are also using sight, but no, they can easily close their eyes puts their heads down (as many of us did in school) and they can still just be listening to the lecture. I have learned the way to keep children, teenagers, and adults attentive and involved in the lesson is to make sure they use more than one sense. It does not matter whether it is tutoring one on one or teaching a big group. They need to use more than one sense if you do not want your students to be bored. In the following article, I will introduce to you five activities with flashcards that cannot only peek their interest throughout your lecture but also get them thinking and speaking in English quickly. Firstly, as impeccably taught in this course, you always want to start with engaging with your students. For example, have a small chat with them as they enter the classroom. Start your lecture with a general discussion about flashcard games and the vocabulary they might encounter in these games so you can immediately get them to think and speak in English. The first game I want to introduce is the Matching activity. This is a vital activity to use in your classroom if you want your students to learn the English language. This activity requires flipping through vocabulary decks as the students tries to associate a word with a picture. In this activity, they not only trying to remember where the card is but also visually seeing what the object in English is. Because it is not always, evident to describe something as abstract as “equality” for instance. The second flashcard game is The Guessing game. This game requires you to describe what is on the card and keep them guessing on what the object might be. The more you can keep your students guessing, the better you will keep their attention. If you play with a sense of fun, students will want to remember vocabulary to keep the game going. The third activity is called Hide n’ Seek. The rules of this game is to have one student leave of the room and hide flashcards in different places in the classroom. Then have the student come back into the room and look for the cards. As student start finding the cards, they must then describe in English what is on the card. Not only does it keep them thinking it also keep them moving instead of constantly sitting down. The fourth activity is Missing Cards. This game works best either as a whole class activity or in small groups. The purpose is to place three cards face up in a row. Get one student to turn around or close their eyes and ask the student to turn one card over. Then try to guess the ‘missing’ card. Up the challenge by adding another card and repeat. Then, turn two cards over and so on. The last and final flashcard activity is called Story Time. They are already set up in groups as per the last activity so you just have to keep the class that way. In order to not waste much time moving the students around and making new groups. Start by distributing one card per student. They must create a story where the word on the card in the primary plot of the story. Then the class has to guess what the word on the card is. This game can become very funny and students make up a story where it revolves around a banana. Remember, cards do not have to be the primary focus of an activity, as long as they are being employed in one way or another. These activities do not just work great with kids they also work good with teenagers and adults. In conclusion, essentially find ways to use the vocabulary you have taught!


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