New Galilee, Pennsylvania TESOL Online & Teaching English Jobs

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Here Below you can check out the feedback (for one of our units) of one of the 16.000 students that last year took an online course with ITTT!

I learned from this unit how to introduce new vocabulary, grammatical structures, and language functions. In addition to learning how to introduce new vocabulary, we learned the rationale for why to choose certain new vocabulary to introduce. When selecting new vocabulary to teach I will be sure to make certain it's appropriate for the student language level, it's appropriate for the task, the word is used frequently, and it is easily teachable. How easy or difficult it will be for a student to learn the words will depend on similarity of the word to the students' native language, similarity to an English word they already know, spelling and pronunciation of the word, and appropriacy. I'll be sure to educate the students on the spelling & pronunciation, meaning, usage, where it belongs in a sentence, and how it interactions with or affects other words, when introducing a new word. Grammar and vocab are usually introduced with the straight arrow ESA approach, so here is an example lesson I would do to introduce them to vocabulary for food: Engage: I will show them pictures of foods I miss from home, and foods I've tried in whatever new country I'm in. Then have them discuss their favorite meals at home and any new foods they've tried. Study: Show a clip of a Top Chef or some other Food Network cooking show to hear them speak about ingredients. Then a word and picture matching activity for ingredients and food shopping at a grocery store. We would then do a drilling pronunciation exercise to ensure they are pronouncing the words correctly. Activate: I would pre-cut pictures of the foods we've discussed onto pieces of paper, and put students into pairs. Each student gets a stack of the pictures of all the foods. One student holds onto the stack. One student has a meal in their mind that they would like to make (like a sandwich). That student asks the other for "bread", and the student with the pictures should be able to find the picture of the bread and present it to the student making the meal. They continue until the student has all the ingredients for their sandwich, and then switch. Students get up and present the "meals" they made by showing all the ingredients they have. To learn new grammatical structures, the students need to know the meaning, usage, forms & patterns, and any differences in spoken and written form. In order to present the present continuous grammar structure, I would do the following ESA lesson: Engage: I would ask prompt questions, such as "Is anyone learning a new language?" and they all should respond, "I am learning a new language." Or, "Is anyone wearing yellow?" if anyone is, they would say, "I am wearing yellow" and so on. Study: Project a picture with many different activities going on, such as a scene at the beach. After I show it for a minute or two, I would flip it over and they'd have to recall what was going on in the picture, such as, "She is wearing a bathing suit", "They are playing volleyball", "He is saving someone's life", "She is surfing". Activate: Have pre-cut cards with occupations on them, show one to each student before they get up in front of the class to mime the occupation, and the students would have to guess, such as, "Is he arresting someone?" Is he a policeman? etc. Language functions stress the activate phase and therefore the boomerang ESA lesson is best.

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