The
first week of teaching practice is already upon us. There is a frisson of
anticipation in the room as the three groups set up their lessons for the
students who are beginning to arrive, some with young children (cared for in an
on-site crèche), many from South Korea. The students are quickly organized by
ability into two large groups, with a small third group teaching one to one.
Lots
of different, newly learned techniques were in evidence as thirty or so
students were taught how to introduce themselves and then about the many
attractions of Kingston Upon Thames.
After a couple of hours teaching, the students left and we had a helpful feedback session with one of the ESOL tutors who had been observing us. They also briefed us on the subjects for next week’s lesson and gave some pointers on how to best prepare for it.
We reconvened after a short lunch for a theory lesson. Today’s topic was how to prepare for a spoken English lesson. We considered a range of issues students might face when speaking English, ranging from lack of confidence, to confusion over the order of words, to unfamiliarity with sounds. This was demonstrated as we had a practice lesson based on visiting a doctor’s surgery.
After a couple of hours teaching, the students left and we had a helpful feedback session with one of the ESOL tutors who had been observing us. They also briefed us on the subjects for next week’s lesson and gave some pointers on how to best prepare for it.
We reconvened after a short lunch for a theory lesson. Today’s topic was how to prepare for a spoken English lesson. We considered a range of issues students might face when speaking English, ranging from lack of confidence, to confusion over the order of words, to unfamiliarity with sounds. This was demonstrated as we had a practice lesson based on visiting a doctor’s surgery.
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