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0:04Hi everyone and welcome to teaching
0:07skills one. So this is one of our
0:08foundational parts of the course. So
0:11it's very important. I'm not going to
0:13lie, it's not the most of the dynamic
0:15ones that we're going to be covering
0:17over the next few weeks. But it is a
0:19very important foundational stage of
0:23this course. We're going to talk a lot
0:24about the terminology and we're going to
0:26be talking about the four skills, the
0:28reading, writing, listening, speaking.
0:30So why don't we get stuck in? I'm going
0:32to share our PowerPoint slides with you.
0:36And let's get going.
0:40Okay, so this is what I just mentioned.
0:42We're going to be
0:44looking at the
0:47four skills of um listening, reading,
0:49writing, and speaking.
0:53So at the beginning of most
0:55classes when we teach, we have
0:59a warmer.
1:01And we're going to go into a little bit
1:02of detail about what a warmer is in a
1:04second. But just like when you go to the
1:06gym, you need to warm up your muscles.
1:08When you go to a class, you need to warm
1:11up your neuro um
1:14neuro plasticity in your brain and fire
1:17up those neurons and so that they make
1:19connections in your brain.
1:22And a warmer can help us do that.
1:24So at the beginning of each section that
1:27we teach, each little input that we
1:29teach you on this course, we're going to
1:31give you an idea of a warmer. Now that
1:33is in the resources. When you go to the
1:35resources section, you will see a whole
1:37list of warmers. So you don't have to
1:39remember this. It's just to get you
1:41thinking about them. That it's really,
1:43really important when you teach that you
1:45do something to warm people up so that
1:47they're ready to receive, especially a
1:49language, because it really is a
1:51different part of the brain that really
1:53gets them moving.
1:54So a simple, very quick warmer, you
1:56haven't had much time. Um you possibly
1:59haven't prepared quite as well as you
2:01anticipating. So you can teach a quick
2:04warm up using top categories. So you
2:06could ask the students, for example, and
2:08this works better in a group than
2:09individually. So you could ask the
2:11students in a group to give you um a
2:14word
2:15associated with food.
2:17So that could be restaurant. And then
2:19the next person
2:21along then goes knife and fork. And the
2:23next person goes burger. And you carry
2:26on going like that. Now for us that
2:28would seem a little bit right and a
2:30little bit boring. But when you're doing
2:32it in another language and really
2:34searching around for that vocabulary
2:36that might not be the most general
2:37vocabulary that you've learned, it can
2:39be a great little warmer to do and
2:41really fire up those neurons for them.
2:44Okay, so let's jump in to teaching
2:47skills one
2:49and look at um
2:51our four skills.
2:52So we've got, as I explained, reading,
2:55listening, speaking, and writing. Four
2:58very different skills, but all very
3:01interconnected.
3:03If you were to ask your students what is
3:05the most important skill, they would
3:07probably tell you speaking. Speaking is
3:09the most engaging of the activities in
3:11the classroom. It tends to be the most
3:14fun. And let's face it, it tends to be
3:16the most useful. If you're out and about
3:18with your language, being able to speak
3:20and communicate is one of those basic
3:22skills that we all need.
3:25But speaking isn't independent on its
3:27own. So all these skills are very
3:29interconnected and all very, very
3:31important for for different reasons.
3:34So when, as I said, with with the the
3:39speakers in your classroom, the
3:40non-native speakers, the students,
3:42we do focus a lot on speaking in the
3:44class because you want your students to
3:47be engaged. But often the setup to a
3:50speaking activity will be a reading
3:52activity. So, to give them context, to
3:55give them vocabulary, to give them all
3:57those kinds of things. So, speaking just
3:59doesn't come out of the air with nothing
4:01else around it.
4:03It might, for example, be a role-play.
4:05So, you might have little role-play
4:07cards for them. Again, they've got to
4:08read those role-plays in order to do the
4:12speaking activity. Um
4:14reading tends to be more of a stealth
4:17study activity if it's big parts of um
4:20reading. So, you might set them a book
4:23that um is appropriate for their level,
4:25which can work very, very well as
4:28homework, especially as for a teacher,
4:30there's no marking, which is always
4:31nice.
4:33Writing is definitely the skill that you
4:35as the teacher will avoid most and which
4:39the students will avoid most. So, you
4:41kind of
4:42a little bit building kind of fire each
4:45other up with that. The students look
4:46negative when you bring out a writing
4:48activity, so you do them less, which
4:50means they have less confidence doing
4:51it, which means they enjoy it less, and
4:53round and round we go.
4:55So, what I would say is at least once a
4:58week, if you're teaching twice a week, I
5:00would say at least put 15 to 20 minutes
5:03aside to do a writing activity or set it
5:06as a homework activity that you could
5:07then swap in the classroom and get the
5:10other person other students to mark.
5:12You'll be amazed how many errors you'll
5:15um you'll the peers can find for each
5:17other they can never see in their own
5:18work. It's a great way to see errors um
5:22a writing activity, and it really does
5:25help with the structure. You know,
5:28everything that's is you read has been
5:31written by someone. And, you know,
5:33knowing when to put the full stops, when
5:35to use commas, which you would think are
5:38very similar in lots of languages, but,
5:40for example, with Spanish, it's very,
5:42very different. You can have much more
5:44elongated sentences than we would use in
5:47English, which makes them not make sense
5:49in the same way. So, it's really, really
5:51important that
5:53you consider that.
5:55Listening,
5:56if the students don't like writing, then
5:58listening is a whole different
6:01story as well. It's worse.
6:03They really, really struggle with
6:05listening. And
6:07part of that is, and I think this has
6:10changed you with the the change of
6:11technology, but part of that is it's
6:14often artificial.
6:15So, when you're using books and the
6:17listenings that have been created for
6:19that level, which is important, because
6:21if you've got a low level, you can't
6:23just put on a radio program or TV
6:25program and expect your students to know
6:27about it. So, it's been specially
6:30adapted, but it can feel very fake and
6:32very false.
6:34So, I think there's an awkwardness to it
6:36that doesn't make it fit naturally
6:38within the classroom.
6:39But, that's what we have. And so, the
6:42more you
6:43do listening activities, the less
6:46fearful your students will be about it,
6:48and the more that they will get
6:49accustomed to hearing a variety of
6:52different
6:53accents and different ways of speaking.
6:56What you'll find with your students is
6:58that they hone in to your accent really,
7:01really quickly.
7:03So, they'll get used to you and be able
7:05to understand you.
7:07And that's what's a little bit difficult
7:09about the environment we create in the
7:11classroom, because it can be very
7:14contrived. So, we set this up, they know
7:17us, they feel safe, they feel secure, we
7:19help them whenever they need. And so,
7:21when we take the student out the
7:22classroom and they go out there into the
7:24big wide world, they really struggle
7:26with speaking and listening skills. And
7:28obviously, those two skills very much go
7:30together. A conversation is a two-way
7:34communication activity. So, it's so
7:36important to be able to say
7:38and to listen.
7:40So, they they definitely go together.
7:45Okay.
7:49Writing going back to a little bit more
7:51detail on the writing is incredibly
7:54important for your adults and your
7:55business students. What you find is that
7:58the children, if you teach children, are
8:01more used to writing activities because
8:03of the way English is often taught
8:05around the world in a much more
8:06traditional written style. So, they're
8:09used to writing everything out. Whereas
8:11adults have more moved towards the
8:14communication style of English, maybe,
8:18you know, sending um or phoning up their
8:20colleagues, going to conferences, etc.
8:23etc. But, having
8:27good written skills that are appropriate
8:30within the context that they're using is
8:32incredibly important. What you will find
8:35is that, you know, students often in
8:37writing become quite blunt or it can
8:40appear rude when when a person reads it
8:42without the context of the person cuz
8:44obviously with email or something like
8:46that, all you have is the written word.
8:48So, it's really important that they
8:50practice what's appropriate um both in
8:54stone, tile, and style and content. So,
8:57that's something that is incredibly
8:59important for
9:01um your adult students.
9:04As I mentioned before, speaking and
9:05listening very much work together. And
9:08what you will find is that students will
9:09often jump into a conversation and then
9:12when there's a response, especially for
9:14example, think about a business student
9:17at a conference. So, during a meeting
9:21everyone speaks in a much more
9:23enunciated way.
9:25So, me doing this course is a perfect
9:27example. I'm going to be enunciating
9:29properly. I'm going to have clear
9:31diction, or I hope I am.
9:33And it's it's a very
9:36formal
9:37or much more formal situation.
9:40Whereas when your students come out of a
9:42business meeting and everyone goes to
9:43the bar for a drink and everyone loses
9:46that formality and the context of the
9:49vocabulary changes because they were
9:50talking business vocab and they're now
9:52in the bar talking about families and
9:54things like that. That's when they often
9:56really, really struggle with their
9:58listening skills. So they're able to say
10:00a few things, but when they hear stuff
10:02back, it can often really, really throw
10:05them and students really find that small
10:07talk very, very challenging. So thinking
10:10about activities to do in the classroom
10:12so that they've got that two-way
10:13interaction of both speaking and
10:15listening is incredibly important.
10:19Reading is something that really does
10:22help develop vocabulary,
10:24which obviously then feeds into them
10:26being have
10:28a better context with writing.
10:31So getting your students to read a book,
10:34read newspapers,
10:36read appropriate
10:38magazines for their particular industry,
10:40anything you can find that will engage
10:43your your students. So if you've got
10:46teenagers, for example, find out what
10:48they're into. You know, it may be that
10:50they've got some weird hobby or they
10:51like, I don't know, skateboarding or
10:54they like a particular genre of music.
10:58Whatever it is, try and tap into that
11:01and find articles that they would really
11:03want to read and it would really, really
11:05help with their vocabulary. It'll help
11:07with their punctuation and it'll help
11:09with their structure. I think reading is
11:11such a key skill with
11:15really boosting the levels of your
11:17students. That's something to think
11:18about.
11:22Okay. Now, this is always a contentious
11:25topic.
11:27Um do you need to speak the students'
11:29language to be a TEFL teacher? And the
11:31answer is absolutely it's not required.
11:34The methodology that we teach you and
11:36that you're going to experience in
11:37something called the UNL, which is an
11:40unknown natural language class that
11:42you're going to have, is going to be for
11:43language that you definitely don't know
11:45and the teacher isn't going to talk
11:47teach any
11:48is going to speak any English in the
11:49classroom. So you can see how that's
11:53definitely can be done without any
11:55without any issues at all.
11:58So the PPP methodology that we use,
12:00which you've already gone through and
12:02you can go back and and look at again,
12:04so the presentation practice production,
12:07is really an immersive method.
12:10What we know is that when translation is
12:13relied upon in the school setting, this
12:17can really inhibit the
12:21progress that students make. So it's
12:24absolutely not necessary.
12:27Just because it's not necessary doesn't
12:30mean it's it's sometimes not handy. So
12:32think of a couple of examples where this
12:34would be useful.
12:36Generally students make very similar
12:38mistakes when they come from a
12:40particular country or speak a particular
12:42language.
12:44For example, I could set a role play
12:46activity for a group of B2 Spanish
12:49students. I could probably leave the
12:51classroom and then come back and correct
12:52them.
12:53Because I know what mistakes they're
12:54going to make. I know what ED sounds
12:57sound
12:58they're going to make where they say
13:00played played, where they have a sound
13:03instead of a
13:04sound. I know some preposition mistakes
13:07they're going to make where they've used
13:08in instead of on or at, etc.
13:12So knowing that knowing a little bit
13:14about the language and the types of
13:16mistakes that student students from a
13:18particular homogeneous group make can be
13:21very very useful.
13:23Also knowing a little about language can
13:25help you see why the mistake happens.
13:28So, for example, if it's adjective noun
13:30or noun adjective, depending on the
13:33country.
13:34So, students will say, "It's a house
13:36big." as opposed to a big house, because
13:38that's how you would say it in Spanish.
13:41So, there's lots of things you can
13:42understand and realize um where they're
13:45coming from with that mistake. So, that
13:47can certainly help. And obviously, if
13:49you're spending any time in a country,
13:50we would hope that you would immerse
13:52yourself and that you're practicing the
13:54language. So, you'll be learning those
13:56skills. So, you'll be learning those
13:58skills as a student and you'll be
13:59learning those skills as a teacher to
14:02take them and adapt them into the
14:04classroom, which is very very useful.
14:10What the negative is this idea of making
14:15your students a little bit lazy. So,
14:17when your students know, and this is
14:20particularly so with teenagers, when
14:23your students know that you speak a
14:25particular language, it'd say you're
14:26bilingual or you have an excellent level
14:28of Spanish and you're in Spain.
14:30And we're looking forward to welcoming
14:31you soon.
14:32When you're here,
14:34if they know that you have a very good
14:36level, they will definitely
14:38not search out words. They will not
14:41trawl through their memory to try and
14:43find that word or that phrase or that
14:46definition, because they can just say to
14:49you, "What's this?" or "What's that word
14:51in in English?"
14:53and you know.
14:55So, you know, there's definitely a
14:57balance to be had in the classroom. I do
14:59think that knowing another language is
15:02useful. It's not essential.
15:05So, learn something, but watch how much
15:07you use it in the classroom, because
15:09your students will become massively
15:11reliant on it very very quickly. And I
15:14said teenagers, but also in one-to-one
15:16classes, where there's a very close bond
15:18between you and your student, that can
15:20become a thing where you end up having
15:21conversations in the other language, and
15:23that's not useful for anyone. So, just
15:26watch out for that.
15:28Young learners is something that in the
15:31Common European Framework of Reference,
15:33which we will be talking about, they do
15:35talk about how for children it can be
15:37useful to have some basic commands for
15:40safety in their language.
15:43I honestly think children, especially
15:44younger primary school children, are the
15:46most able to understand absolutely
15:48anything through actions, through facial
15:50expression, because that's how they've
15:53learned their language. They didn't
15:54learn a language, they absorbed a
15:56language. So, yeah, learn some basics,
16:00but I wouldn't worry too much about it,
16:02and you'll be absolutely fine. I came to
16:04Spain with not a word of Spanish and
16:06taught English very successfully, and so
16:08will you.
16:13Okay. So, let's have a look at a little
16:15bit of the terminology that we're going
16:17to be using throughout this course, and
16:19that you're going to be using as you go
16:20on to be a teacher.
16:21So, warmer. We talked a little bit about
16:24a warmer at the beginning of this course
16:26of this input, and obviously how it
16:29warms up the student, gets their
16:31synapses
16:32um
16:33firing away in their brain, and so it
16:35makes good um cognitive pathways, so
16:38they can recall the information much
16:41quicker.
16:42Rapport. I mean, it's a basic, isn't it?
16:45If you're teaching someone, you want to
16:47have good rapport. We all can go back to
16:49a teacher that we loved at school or
16:51when we're at college, university, that
16:54really inspired us, and generally they
16:56built an excellent rapport with their
16:58students and made us feel incredibly
17:00comfortable and that we really wanted to
17:02learn and felt very, very motivated. I'd
17:04say building rapport is one of the key
17:07elements to being a successful teacher,
17:10especially in Spain where
17:13that relationship between two people is
17:16so, so very key to having a successful
17:19relationship.
17:21Okay, so the next one's monitoring,
17:23modeling, and instructions, which will
17:25go very well together.
17:27So, monitoring, let's think about it in
17:29two different ways. So, we've got
17:30monitoring when we're in person. So,
17:33imagine we were in a classroom and you
17:35were filling this out.
17:37I would be walking around the classroom,
17:39just having a look over your shoulder,
17:41making sure you're doing okay. If you
17:43weren't, I'd bend down, have a little
17:45look at your paper,
17:47point you in the direction the direction
17:49you should be going in, and get you back
17:50on track. The good thing about
17:52monitoring is it doesn't mean after 5,
17:5410 minutes, however long you've set for
17:56the task, that the student there's a
17:58student in the corner, Juan, you
18:00actually has been doing something else.
18:02So, it makes sure that everyone's on the
18:03right page, on the right track, doing
18:05the right thing. And as you wander
18:07around, if someone does need help,
18:08they're more likely to put to just put
18:10their head up, make a bit of eye contact
18:12with you, and then, you know, you can
18:14help them.
18:16Modeling is key to any successful
18:19activity. And generally, when a model
18:22hasn't gone well,
18:24that is when or you've done an
18:26incomplete model, that tends to be when
18:28things go off the rails with an
18:29activity.
18:31The more complex the activity that
18:33you're doing,
18:34whether it be a warmer or a game or a
18:37role play, or um a postcard they've got
18:40to write, whatever it is, the more you
18:42do, the more complex it is, the cleaner
18:46and more precise your model has to has
18:49to be.
18:50So, think back to the car video, the
18:54terrible driving lesson video that you
18:56watched with the mom and the dad and the
18:59son all screaming at each other.
19:01If they had got into the car first and
19:03shown him the pedals, how the gears
19:06work, how the handbrake works, how these
19:10things all work together, it would have
19:12probably have been a lot more successful
19:14as
19:16driving activity rather than
19:19the crazy that was.
19:21So, model as much as humanly possible.
19:24Modeling and instructions go really,
19:26really well together and should be
19:29something that you think about as a
19:30pair.
19:32With instructions in the classroom, it's
19:35almost the opposite of what we do in
19:36life. If [clears throat] you don't
19:38understand something, I will take time
19:40and use more words to explain it to you.
19:43So, I might give you more examples. I
19:45might give you some context.
19:47In the classroom, the more we talk, the
19:49more we confuse. It's as simple as that.
19:51We need to keep our instructions very,
19:53very simple. So, it might be something
19:55as holding up the piece of paper and
19:58just saying, "Okay, I need you to do
20:01There we go, my piece of paper. I need
20:03you to do this. I need you to do this. I
20:05need you to do this."
20:07And that's all you need to say.
20:09It may be to say, "Okay, everyone,
20:11please take your phones and da da da da
20:14da da, write something, do this, or go
20:16to this app." And you show the app on
20:19your phone. Whatever it is you're doing,
20:21the more you can instruct and model
20:25cohesively together, the more likely it
20:28is that you'll have a successful outcome
20:31before you do it. Our biggest piece of
20:33advice and the thing that you'll
20:34probably do wrong numerous occasions
20:38is you get carried away and as you're
20:40telling them what they're doing, you're
20:42handing out piece of paper that they're
20:44going to work on.
20:46As soon as you give anyone anything to
20:47read, they'll start reading it. The
20:49moment they're reading, they're not
20:51listening to you. So, make sure you show
20:53the piece of paper, you explain what's
20:55happening, then you give it out, and
20:57then make sure there's plenty of time
20:59for any questions if anyone's got any
21:01going on. Once they get started, make
21:03sure you're monitoring around to make
21:06sure that we're all on track.
21:08Elicitation.
21:10Elicitation and CCQs, these next two are
21:12two things that go very, very well
21:14together.
21:15So, elicitation is making sure that
21:18you're not giving all the answers.
21:20So, when you go to your tasks after
21:23this, we're going to be both eliciting
21:25ques- answers from you, and then CCQing,
21:28so checking you understand.
21:30So, let's think of an example.
21:32You're in a beginner class and you've
21:33been teaching colors.
21:36And you put up you say you've got a
21:38yellow T-shirt on and you say, "Juan,
21:40what color is this?" And I know Juan's
21:42quite busy today. So, Juan, what color
21:44is this? And Juan says, um,
21:48"It's mellow." And it is yellow.
21:50And you say, "Ooh, very close." And you
21:54write mellow on the board, you cross out
21:56the M,
21:58and you make a space where you want the
22:00Y to be. And you say, "Can you have
22:02another go, Juan?"
22:03And he goes, "Yellow." And you just
22:05like, "Excellent, Juan. Well done.
22:07Yellow." So, he got there. He is more
22:10likely to remember yellow next time
22:14because of the experience you created
22:18for him to get that.
22:20So, when the synapses in the brain are
22:24created and connect,
22:27they they need lots of little paths to
22:29connect them. So, if we've just got a
22:31little synapse that's in the brain
22:33that's wandering around on its own,
22:35it'll get washed out at night because
22:36it's not needed. It's not connected to
22:38things. So, when we did that, there was
22:40lots of things that happened. You wrote
22:42on the board, he was thinking about it,
22:44he put an M, he remembered it wasn't an
22:46M, then he got a Y, and then he got it
22:48right. So, the synapses were really
22:51creating amazing pathways at that
22:53particular point. And that's what we
22:55want students cuz they're more likely to
22:57remember things when we give things lots
22:59of ways of of being cemented in the
23:02brain.
23:04CCQing make sure that it wasn't just a
23:07fluke. So, for example, he says,
23:10"Yellow." You're like, "Fantastic. Can
23:12you show me something else yellow in the
23:13classroom?" And you'd hopefully he'd
23:15point at a yellow post-it note or
23:17someone else who's got a yellow t-shirt,
23:19etc. So, that would be a CCQ. You'd ask
23:22for another example.
23:24For example, if you were teaching tenses
23:28and the student said, um I wented to
23:32London last week.
23:34And you're like, "Well done. So, I
23:36went." And then you underline ED. And
23:39you're like, "This bit?" And he's like,
23:41"Mhm, wented, yes." And you're like,
23:43"Okay. Anybody else can help Juan
23:46um with that?" And someone else says,
23:47"No ED, just went. I went to London last
23:50weekend." You're like, "Well done." So,
23:52again they've learned it. Juan, can you
23:54give us another example of where you
23:56went yesterday?
23:58And he said, "Oh, tomorrow I went to"
24:01You know that he hasn't quite understood
24:03it yet. So, you go back, you re-teach,
24:06you elicit, and then you CCQ again.
24:09You are going to see a thousand examples
24:12of this terminology in the classes that
24:15you're going to watch both online and
24:17the classes you watch when you're with
24:18us in Madrid. So, don't worry if this
24:21feels a little bit overwhelming at this
24:22point. You are going to have all of
24:25these absolutely nailed by the end of
24:28your course with us because we do it
24:31again and again and again and you'll be
24:33watching it and seeing it all the time.
24:36Okay.
24:39Couple more little bits of teach
24:40terminology that we use on the course.
24:42So, TTT is when, obviously, teach talk
24:45time is when the teacher is talking and
24:47student talk time is STT.
24:50In this type of course where we're
24:52teaching online and there's not this and
24:54the class isn't live, there's very high
24:57TTT.
24:58So, we have to look at ways that you can
25:00interact with the course that increases
25:03the STT,
25:04even if it's not actually talking. When
25:07you're here with us in the school in
25:08Madrid,
25:09we will make sure there's a huge amount
25:11of STT because we want to hear about you
25:13and what's going on.
25:15In the classroom, you very much want to
25:17have a balance of those two things.
25:20So, this is a little bit what we could
25:22kind of expect from classes.
25:25This is a ballpark because it will
25:27completely depend on what's going on.
25:29For example, if you're doing a writing
25:31activity, it might be low TTT and low
25:34STT. If you're doing a reading activity,
25:37the same could be true.
25:39But if we look at A1 A2, which are the
25:41lowest level, the elementaries and
25:43pre-intermediate,
25:44we would expect around 70 to 80% um TTT
25:49and between 20 to 30 of STT.
25:52Students at this level have limited
25:54vocabulary. They have limited things to
25:57say.
25:58Uh um an activity at the end of the
26:01class of the PPP methodology, the
26:03production, in an you know, an advanced
26:06class, they could do it for 20 minutes.
26:09In this class, you're probably, if
26:11you're lucky, going to get 2 minutes.
26:13So, there's a real difference between
26:15what students are able to do and
26:17therefore what we should expect them to
26:19be able to do.
26:20Intermediate B1s, between 70 and 30
26:24or 60 and 40 if you can get them to
26:26that.
26:28B1s have
26:31are a bit like
26:33toddlers
26:34in that they have all the ability,
26:37but not necessarily the context to put
26:40everything in. So, a toddler can walk,
26:43they can talk, they can eat themselves,
26:45they can do all these things. They're
26:46autonomous with their language, but it's
26:49very limited in they're able to do with
26:51it. Um, and don't always understand
26:53context. They don't always have a wide
26:55range of vocabulary,
26:57but they're functional.
26:59Once we get on to B2s, really anybody
27:02who's a B2 has enough level to do pretty
27:04much everything they need to do with
27:06their with their skills. They can write,
27:09they can read, they can listen, they can
27:10speak, they could go anywhere, they can
27:12travel, they can work in the language.
27:15So, it's a really high-functioning level
27:17and we'd expect where where we're
27:20looking at the 80% TTT and the 20% STT,
27:23we're looking at the absolute opposite
27:25here. So, we're looking at 30% TTT and
27:2970% STT and and higher as we get on to
27:32the advanced levels.
27:33Advanced levels are great. You can give
27:35them a topic and watch them go. You do
27:38some error and correction
27:39and that's all they need. It's It's It's
27:41an amazing thing to see.
27:43Every level has its own uniqueness and
27:45you'll you'll find the levels that you
27:48enjoy teaching most.
27:50And last couple of things, gesture and
27:52mime.
27:53Obviously, gesture and mime are very
27:55very very important, especially at those
27:56lower levels. So, it might be just like,
27:59"We're going to We're going to read the
28:01book now, so open your books." And it
28:03may be, "Have a look at the board." or
28:05something like that. You'll gain your
28:06own set of gestures. The most important
28:09thing is it doesn't matter how weird and
28:10wonderful they are, they just have to
28:12make sense and you have to be consistent
28:14with them. Consistency with gesture and
28:16mime is really really important. And
28:18we're not really talking about the the
28:20mime as in
28:22>> [clears throat]
28:22>> you know, "It's a book. It's a film.
28:24It's three words. It begins with a th."
28:26We're talking about the functional
28:30um, mime and gesture in order to get
28:32through
28:33the basics in the classroom. You won't
28:36need to use giant gesture and mime,
28:37obviously, once you get to really B1
28:40above, but for those A1s and A2s, it's
28:42incredibly important.
28:45Correction and drilling. Breaking down
28:47words, speaking slower, um
28:51you know, especially when it when you're
28:53talking about correction of phonetically
28:55correction, like how you say things,
28:57is really, really important. You need to
28:59break that down into much smaller
29:01bite-size units for your students to be
29:04able to hear it.
29:05What we tend to do, and this is
29:07something that we do when we do
29:09phonology, when you're actually at
29:10school in Madrid with us, is we we need
29:13to make sure that you're still speaking
29:15naturally.
29:16So, a perfect example is chocolate. We
29:19don't when you break it down, student
29:21teachers often say choc- uh
29:23let.
29:24And that's not actually how we say it.
29:26What we say is chocolate.
29:28We now don't have that middle sound. So,
29:30it's really important when you are using
29:32that slower breakdown method that you
29:34speak as naturally as possible.
29:37Repetition is good. Getting You say
29:39something, you get the student to say it
29:41back to you. We think that three times
29:44is the acceptable amount. After that, if
29:46they're still not getting it, move on
29:48and try that another day.
29:51I feel that correction is essential with
29:54higher levels.
29:55Higher levels have all the basics, all
29:58the foundations. What you're teaching is
30:00the gray area of English. You're
30:02teaching all the subtlety, all the
30:03beauty of the language. And they need
30:06correction. They might have fossilized
30:09errors from the past, which are really
30:11ingrained. Unless you constantly um
30:15bring them up with those, bring up those
30:17errors with them, they're really never
30:19going to hear them. They they It's they
30:21they don't hear them. Um and so, it's
30:23really important that
30:25yeah, that you you really get stuck into
30:27that. We will, again, do a lot of
30:30practice on correction error and
30:32correction as we go through the course.
30:35And that's all for teaching terminology
30:38and our four skills. So, make sure you
30:40now go to your tasks um in this unit and
30:44complete those and I can't wait to mark
30:46them. As always, if you've got any
30:48questions, make sure you have a look at
30:50the online sessions and come to our
30:53office hours.
30:54Okay everyone, thank you very much.

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