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Teach English in Loufan Zhen - Taiyuan Shi

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Learning Teaching Skills As teachers, we need to know what skills our students want and need to develop. Therefore, teachers need to learn teaching methodologies and become comfortable lesson planners. Additionally, as teachers, we need to be able to control the crowd, understand body language, give students help, and deal with students’ problems. When we face different students, we need to use different methods for teaching adults or kids, groups or individuals. Teaching skills include the two receptive skills of listening and reading, as well as the two productive skills of speaking and writing. In the following paragraphs, I will explain how teachers can learn to plan an ESA lesson to help them better enable their students to learn. As one might expect, the first section of an ESA lesson plan, the “Engage’ section, is designed to get the students talking and thinking in English. In my experience teaching, I have learned that it can be useful to begin by asking students questions about their opinions on the topic. The students might be a little bit shy to talk at the beginning, but I can use some warm up games to help students relax and to be comfortable talking to each other. Additionally, I sometimes ask straightforward questions and let students answer in English. This also gets them thinking in English. Sometimes, they don’t know how to describe the things that they want to say, but they can use their body language to show me, and I can help them find the right word. After I’ve warmed up the class, I’ve learned how to use the second “ study” section of an ESA lesson to introduce and drill new concepts. I’ve also learned that this can be a good opportunity for me to monitor students’ progress on a more individualized basis. First, I will introduce new vocabulary to students, which becomes helpful for later when we read through the task. This way, they will be able to understand the topic. Second, the structure of a grammar point usually needs to be explained and practiced with students. I’ve found that this method helps students to learn sentences structures and how to use them to make a sentence. But I’ve also learned through experience that it is essential to allow students to practice new vocabulary and grammar at the board or with worksheets. I think that any teacher who has would agree that learning to utilize pairs or small groups is very helpful in encouraging students to talk with each other. Usually, I will let students do gap fill activities and matching exercises. For example, I will draw pictures and write vocabulary words on the whiteboard and allow students to match them. The last section of an ESA lesson is “activate.” This part of the lesson helps students use their language knowledge to form context based output. They can use all the words that they know to share their own thoughts with each other. For example, I could allow students to give a presentation, or use role play to practice conversation. For example, if we were using a topic like “how does law protect us?”, students could use any words that they know (not only today’s new vocabulary) to describe their thoughts on the topic. They could use some words like safe, law, protect, peace and so on to communicate. I’ve learned how important it is to encourage students to not be afraid to speak, even if they make mistakes. Finally, I try to give students feedback so that they can continue to improve in their free time outside of class. I have learned that ESA can provide a successful model for teaching a class, by giving the instructor clear steps to follow. Additionally, it has helped me as an educator to aid students to learn more efficiently.


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