Frostproof, Florida TESOL Online & Teaching English Jobs

For this unit, I found myself trying to put myself into an actual classroom. Aside from the studies on the page, the real goal here is to impart an entirely new language to young learners. The introductory language was helpful because it succinctly sums up the four things a student needs to do with a new language. More importantly, it called attention to the difference between a lesson that introduces grammar, vocabulary, and word functions and those that are presenting only new vocabulary, or grammar structure. I was reminded again that I think and speak of my native language in a holistic way that has become routine for me. Parsing out the “trunk” and “branches” of the language helps me to examine the parts that make up the whole sentence in English. I also found myself compelled to review Unit 3 again. I found myself more confident in applying activities to the specific phases of a lesson plan. Preparation would necessarily have to take into consideration the level of learning. I found myself considering food or animals as an appropriate subject for even the youngest learners. If I knew I was preparing for Beginners, I could prep pictures on index cards to pass around during an Engage phase. For those who are more advanced, a restaurant menu or a cookbook might make a more appropriate classroom tool. Overall, this unit gave me information on how and what is needed to teach a new language. It also added valuable review for the application of the ESA Methodology.