I'm doing classroom observations via videos due the pandemic and have come across a lot of great material, including this video. I love instructors who are patient and genuinely care about providing the material in a way that helps students grasp it. She takes her time and doesn't rush through any of it, which is great for those students who are often overwhelmed by the material as it is. Thanks for posting! Keep 'em coming!
This is great! I've taught Life Pre-Intermediate, Intermediate, Upper Intermediate, and Advanced for the last three years! Great book, would recommend it to any ESL class. My approach is slightly different than what is showed in the video since I was teaching high-schoolers in groups of 20 to 25 students. But with little creativity, the Life series can accommodate to almost all ESL learners 15 years old and above.
@@АнастасияДенисова-щ9г After getting the students too know each other and used to group activities. I divide the class into groups of four to five and assign one animator for each group. Then the animator will then be in charge of asking the questions and conducting the task with the rest of the group while I walk around and spend sometime with each group. After a few minutes, I'd then have one to two students from each group deliver a brief summary of the discussion they had with their classmates. I made sure that in each class, I'll have this activity done at least once. But since I saw the same group of students five times a week, I had to diversify my teaching approach by not repeating the same lesson structure twice in the same week. Therefore Mondays were mostly speaking related activities, Tuesdays were mostly audio-visual based activities, Wednesdays were for grammar, and so on. The Life books were great because each unit had a lot of content that can be used to build activities with. In addition, the extra resources found on their website were also extremely useful.
@@abdelhamidcherragui thanks a lot, I'm starting to use this book this semester with 1st ns 2nd year uni students, big groups, about 20, online only, so got interested in your approach! Thanks a lot again!
Huge thanks for posting this. I've been a fan of the LIfe books and agree the material is great and worth finding ways to take it off the page as you say. A lovely lesson and great theory behind it.
Hello, I've got some questions about the class. First of all, what was the purpose of the video? Was it to advertise the books? Was it for us to see a specific methodology? Which one was it? Was it a reading skill class? Was it a sub-skills class? Which ones? Could you upload the lesson plan or the criteria the teacher took into consideration to plan this class? Thanks a lot for sharing!
@@richardbarclay7728 it is for advertising the book. how do you do that? attracting attention -> attracting trainees and training centres and having them observing the lesson so that some might say 'oh, nice stuff'. Marketing 101
Let's design a lesson about the poor being exploited, but not let's complicate it by asking about why that man is forced into taking such a horrible job. Well done National Geographical!
I'm doing classroom observations via videos due the pandemic and have come across a lot of great material, including this video. I love instructors who are patient and genuinely care about providing the material in a way that helps students grasp it. She takes her time and doesn't rush through any of it, which is great for those students who are often overwhelmed by the material as it is. Thanks for posting! Keep 'em coming!
Thank you for sharing these great observation models. Hope to see more videos teaching LIFE!
This is great!
I've taught Life Pre-Intermediate, Intermediate, Upper Intermediate, and Advanced for the last three years!
Great book, would recommend it to any ESL class.
My approach is slightly different than what is showed in the video since I was teaching high-schoolers in groups of 20 to 25 students. But with little creativity, the Life series can accommodate to almost all ESL learners 15 years old and above.
could you share your approach with such big groups?
@@АнастасияДенисова-щ9г After getting the students too know each other and used to group activities. I divide the class into groups of four to five and assign one animator for each group. Then the animator will then be in charge of asking the questions and conducting the task with the rest of the group while I walk around and spend sometime with each group. After a few minutes, I'd then have one to two students from each group deliver a brief summary of the discussion they had with their classmates. I made sure that in each class, I'll have this activity done at least once.
But since I saw the same group of students five times a week, I had to diversify my teaching approach by not repeating the same lesson structure twice in the same week. Therefore Mondays were mostly speaking related activities, Tuesdays were mostly audio-visual based activities, Wednesdays were for grammar, and so on.
The Life books were great because each unit had a lot of content that can be used to build activities with. In addition, the extra resources found on their website were also extremely useful.
@@abdelhamidcherragui thanks a lot, I'm starting to use this book this semester with 1st ns 2nd year uni students, big groups, about 20, online only, so got interested in your approach! Thanks a lot again!
My pleasure
Huge thanks for posting this. I've been a fan of the LIfe books and agree the material is great and worth finding ways to take it off the page as you say. A lovely lesson and great theory behind it.
Excellent video, Excellent book, excellent class! The Teacher is doing a great work!.
I absolutely loved your class and I'm excited to try LIFE for my classes in the future
Hello, I've got some questions about the class.
First of all, what was the purpose of the video? Was it to advertise the books? Was it for us to see a specific methodology? Which one was it?
Was it a reading skill class? Was it a sub-skills class? Which ones?
Could you upload the lesson plan or the criteria the teacher took into consideration to plan this class? Thanks a lot for sharing!
the video is used mainly for people studying how to teach a foreign language as an example of a class
To advertise the books? Seriously?
@@richardbarclay7728 it is for advertising the book. how do you do that? attracting attention -> attracting trainees and training centres and having them observing the lesson so that some might say 'oh, nice stuff'. Marketing 101
In the US, we call trams trolleys! They have trolleys in San Francisco :)
We call them cable cars or streetcars in San Francisco.
Great teaching, but I would like to hear the pairs of students (at least one pair) talking more.
Would you use this series for one-to-one lessons? How can it be adapted? I love the series!
Excellent! Thanks for publishing it!
We need more like this,pls
Great lesson indeed....
Kolkata is city in India in the EAST. :)
Was just about to say that !
the earths round so you can go to India in a westerly direction and say its in the west. Didnt columbus do that when naming the West Indies
Can I know the book's name please ?
I think the book's name is Life Pre-Intermediate.
Nice
Que buen video pero ya tengo sueño ):
si soy amiga, mejor vamos a mimir
Let's design a lesson about the poor being exploited, but not let's complicate it by asking about why that man is forced into taking such a horrible job. Well done National Geographical!
나 다음주부터 이레벨 수업 듣는데 망햇다 하나도 안들려