Warm Up + Games + Wrap up - DEMO class - Teaching English tips - ESL tips

Summary

In this captivating demo class by Mike's Home ESL, the focus is on engaging activities for teaching English. The session is brimming with exciting warm-up exercises, interactive games, and a lively wrap-up that involves all students actively. Mike's unique approach to teaching is evident as he uses playful techniques to teach vocabulary and spelling through games, keeping the learners entertained and eager to participate. This lesson encapsulates how language learning can be vibrant and fun, making English accessible and enjoyable for ESL students.

Highlights

• Mike kicks off the class with a lively warm-up to get the students energized. 🎶
• The use of a point system incentivizes participation and good behavior. 🌟
• Games such as 'Follow the Marker' make spelling fun and interactive. 📏
• Creative use of body language helps students grasp new vocabulary. 🤗
• The class wraps up with an engaging game that reinforces vocabulary effectively. 📝

Key Takeaways

• Engage your students right from the start with a dynamic warm-up routine. 🎉
• Incorporate games into your teaching to make learning feel like play. 🎮
• Use simple, repetitive language patterns during lessons to reinforce learning. 🔄
• Combine movement and language learning to cater to different learning styles. 🏃‍♂️📚
• Encouragement and positive reinforcement make a big difference in ESL classrooms. 👏

Overview

In this ESL demo class, Mike begins with a spirited warm-up session. Using music and rhythm, he sets a lively atmosphere that captivates the students' attention. This initial activity is crucial in preparing students to engage actively throughout the lesson.

Mike’s teaching approach is full of inventive strategies that focus on learning through play. His methods include games like 'Follow the Marker' where kids respond to cues, making spelling an enjoyable activity. This game-based learning approach not only makes classes more fun but also aids in better retention of vocabulary.

As the lesson concludes, Mike wraps up with a recap game that ties all the learned vocabulary together. The students are seen participating with enthusiasm, clearly having absorbed a lot from the session. This wrap-up activity not only reinforces what they have learned but also ends the class on a high note, leaving students eager for more.

Chapters

• 00:00 - 02:30: Music Introduction The chapter titled 'Music Introduction' begins with a melodious tone, indicated by the presence of music in the transcript. It sets an engaging and possibly thematic introduction to the subject matter or storyline related to music, leaving the specifics open to interpretation due to the absence of textual content in the transcript.
• 02:30 - 05:30: Instructions and Points System No content provided other than background music. Cannot generate summary without chapter details.
• 05:30 - 08:30: Music Interlude This chapter titled 'Music Interlude' primarily features music and applause. No specific dialogue or narrative content is present, making it a transitional or entertainment-focused segment within the larger work.
• 08:30 - 09:30: Instructions Using Nose This chapter appears to contain only music and applause, without any spoken or textual content to summarize.
• 09:30 - 12:00: Music The chapter titled 'Music' does not have meaningful content to provide a comprehensive summary as it only contains the phrase 'okay good your [Music]'. It seems incomplete or the transcript is missing essential parts.
• 12:00 - 14:00: Discussing Thirst and Tea The chapter titled 'Discussing Thirst and Tea' includes a lively exchange, perhaps taking place in an informal setting. The brief transcript suggests a dynamic interaction where the speaker, possibly in a leadership or authoritative role, makes a comment about not sitting down, indicating a need for attention or action. The mention of 'moocher' might imply a playful or teasing tone, suggesting familiarity among the participants. The reference to 'hands my desk good job' could indicate acknowledgment of a task completed, further hinting at a mix of humor and underlying themes of effort or contribution within the group context.
• 14:00 - 15:30: Plan Game Setup In the chapter titled 'Plan Game Setup,' the discussion revolves around a points system in a game. The speaker talks about allocating 5 points for being 'good' in some context, suggesting a reward-based system. There is an indication of a structured setup related to these points, possibly related to a game or behavioral task.
• 15:30 - 18:30: Encouraging Participation The chapter titled 'Encouraging Participation' focuses on the positive reinforcement of participation, using specific phrases of encouragement to boost involvement. The speaker praises Andy and Andrew for their contributions, acknowledging their efforts with compliments such as 'very good', 'good job', and 'beautiful'. These affirmations are interspersed with a reminder for personal organization or task management as noted by the speaker's reference to 'remember my desk'. The use of music in the transcript suggests an engaging and possibly relaxed environment that fosters participation and positive feedback.
• 18:30 - 19:30: Game - Spelling with Movements The chapter titled 'Game - Spelling with Movements' involves a music-based activity where participants engage in a spelling game that incorporates various movements. The sounds of music serve as the backdrop, potentially setting a rhythmic pace for the participants as they spell and move.
• 19:30 - 21:30: Game Simulation The chapter titled 'Game Simulation' begins with music playing in the background, setting the tone for the content to follow. The focus of this chapter is likely on the mechanics, theories, or principles behind simulating games in various contexts. This may include exploring how games are designed to mimic real-world activities or events, how simulations are used in training or predictions, and the technology that underpins these processes. The music possibly serves to engage the audience or transition into deeper discussions or demonstrations within the chapter.
• 21:30 - 23:30: Music & Conclusion The final chapter titled 'Music & Conclusion' appears to present an unclear or very brief transcript which is captured with the single word, 'okay'. This suggests that perhaps the chapter either contains silence, is not fully transcribed, or is meant to be a very brief conclusion. Without further context or details, it's difficult to provide a substantive summary.

Warm Up + Games + Wrap up - DEMO class - Teaching English tips - ESL tips Transcription

• 00:00 - 00:30 [Music]
• 00:30 - 01:00 [Music] [Music] [Music]
• 01:00 - 01:30 [Music] [Applause]
• 01:30 - 02:00 [Music] [Applause] [Music] [Music]
• 02:00 - 02:30 okay good your [Music]
• 02:30 - 03:00 don't sit down huh everybody place a moocher and hands my desk good job
• 03:00 - 03:30 yeah that's five points of NZ 1 2 3 4 5 ok ok 5 points if you are good I'll give you 5 points if you are not good so here we go yes if I say my desk
• 03:30 - 04:00 very good Andy good job Andrew beautiful right ok so remember my desk [Music]
• 04:00 - 04:30 [Music] [Music]
• 04:30 - 05:00 [Music] [Music]
• 05:00 - 05:30 okay
• 05:30 - 06:00 [Music] yes yes so use your hand yeah okay okay
• 06:00 - 06:30 [Music]
• 06:30 - 07:00 [Music]
• 07:00 - 07:30 [Music] [Music] [Applause] [Music]
• 07:30 - 08:00 [Music]
• 08:00 - 08:30 good means good very good
• 08:30 - 09:00 okay
• 09:00 - 09:30 yes okay use your nose all right yeah so
• 09:30 - 10:00 you're gonna take
• 10:00 - 10:30 okay thirsty
• 10:30 - 11:00 [Music]
• 11:00 - 11:30 thirsty noticed I was long hungry yeah I
• 11:30 - 12:00 want to drink something so I am right
• 12:00 - 12:30 all right I'm gonna drink some tea so
• 12:30 - 13:00 yes can you do me an answer
• 13:00 - 13:30 yeah good yes and it's good for your
• 13:30 - 14:00 body right probably not that young for you but yeah okay so remember yep TD okay so we got a plan game okay you are going to shoes you're going to use your head we use our hand
• 14:00 - 14:30 [Music]
• 14:30 - 15:00 and for you
• 15:00 - 15:30 yes I do do you like tea
• 15:30 - 16:00 no do you like do you like yes good job
• 16:00 - 16:30 alright thank you [Music]
• 16:30 - 17:00 [Music] [Music] okay come together all together all
• 17:00 - 17:30 right yes yeah all right so we're gonna play a little game okay you over your grain we're gonna play the spelling game so you will say you see T how to spell t you say [Music]
• 17:30 - 18:00 [Applause] [Music] okay now we gonna change okay you are going to follow my marker when I born at you you must say okay double chin judicial youngster one okay that's your teats a little protein
• 18:00 - 18:30 on so I'm gonna choose so be careful okay first let's go be careful if you don't say if I want you and you don't say okay
• 18:30 - 19:00 are you ready Juma's as well say only one letter you might hear two knocks one okay I try now go to medium for not you Tom okay okay don't help each other okay I will see if
• 19:00 - 19:30 you get it wrong you will be out of the
• 19:30 - 20:00 game okay [Music] [Applause]
• 20:00 - 20:30 [Music] [Music] if we had more students it's more fun [Music]
• 20:30 - 21:00 yeah right so remember all of these guys
• 21:00 - 21:30 okay remember this okay [Music]
• 21:30 - 22:00 [Music]
• 22:00 - 22:30 [Music] boom cha-cha one two three four three
• 22:30 - 23:00 two one everybody put your hands [Music]
• 23:00 - 23:30 [Applause] [Music] [Applause]