The spinning coin ▪ Date: 2022.01.01 ▪ Title (Unit): The spinning coin ▪ Grade (Level): Grade 3 ▪ Lesson Focus: Similes ▪ Objectives: Students will be able to recognize and create similes. ▪ Keywords: Fast, flat, slippery, pale, sharp, black, blind, thin, colorful, light, noisy, wise ▪ Materials: PowerPoint, A4 Paper, Worksheets Procedure Details Presentation Introduction of Content and Language (Time: 10m) Greet the students as they enter the class. Review the content from the previous lesson. Briefly go over any useful vocabulary or expressions from that class. Start PowerPoint on new material. Introduce what a simile is and explain when you use it. This will be intertwined with teaching and explaining any new vocabulary the students are unaware of. Make sure to have the students repeat after the teacher so that they are practicing not only writing, but listening and speaking. Practice Students begin to work with language (Time: 15m ) During the last part of the PowerPoint, students will have to fill in blanks on certain slides. This will start them practicing the expression structure and using the correct vocabulary. Once the PowerPoint is complete and the students have a grasp on the target language the students will complete a worksheet. The worksheet will work as practice for the students and an assessment for the teacher. The teacher will move around the room assisting and monitoring the student’s progress and understanding. Production Students internalize and use language (Time: 20m ) Students will be given an example of a comic and an explanation of what is expected from them. They will have to use multiple similes to create a comic story. They will first write down their script on an assigned worksheet. Once that has been checked by the teacher for spelling and grammar they will be able to start drawing and creating their comic strip. The strip should be between 5-6 boxes in length. The students will most likely not be able to finish their comic strips in the remaining time. They will give their work to the teacher and will finish up the comics the following lesson. Once all the comics are complete the students will present them to the class. Assessments or Other Work (Time: N/A If the students finish during the lesson they will present their comics in the remaining time. ▪ Anticipated Problems & Solutions -The students take longer than expected on the worksheet Solution: Make sure to introduce the comic strip activity so that we can start it immediately in the following lesson.
Directions ▪ Date: 2022.01.01 ▪ Title (Unit): Directions ▪ Grade (Level): Grade 3 ▪ Lesson Focus: Speaking, listening, and writing ▪ Objectives: Students will be able to…give directions from point A to B ▪ Key Expressions: Go right, left, straight / Next to / Between ▪ Materials: PPT, code paper worksheet, whiteboard, a prize for the winner Learning Stage Teaching Model Activity Introduction Warm-up 5mins ◎ Greetings • How’s it going? - Good. / Great. / Not so good. / Not bad. ◎ Review and set up the learning objective Let’s review the expressions and keywords with PPT. • Constructing directions. - ex. Go straight two blocks and turn left at the market. • Emphasize using “at the _______” format. • Review “next to” and “between” • Students will be expected to answer questions presented to them. ◎ Presentation of the learning sequence Activity 1. Review sections A-D Activity 2. Now I Can Activity 3. Writing Game (Egyptian Code Game) Developments Activity 5mins ◎〔Activity 1〕Review Sections A-D • Open your books to page (number). Listen to the teacher and follow along in your books. In section ‘A’ please listen to the dialogues and find the locations they are talking about on the CD. Write the corresponding numbers correctly with the locations. • In part ‘B’ we will practice listening and reading. You will need to listen to the dialogue and then choose the correct choice. Circle one of the two options in the parentheses. We will listen to each sentence two times. • Part ‘C’ will be dialogue practice. Look at the pictures and talk about them with your partner. Ask and answer how to get to different places on the map. After everyone has practiced for 4 minutes, we will have volunteers show some examples. • Part ‘D’ is a writing exercise. Look at the pictures and read the sentences. There are some errors in the underlined parts. Find the errors and write the correct sentences. ◎〔Activity 2〕Now I can • On the bottom of the page you will see a map of Jane’s town. She visited two places that day. You need to write the directions from her house to the museum and Kayla’s restaurant. ◎〔Activity 3〕Egyptian Code Writing Game • Let’s play the code writing game. 1. We will separate into teams of 4. 2. Two students will have the code paper and two students will be writing on the whiteboard. 3. When the teacher says ‘go’ the people with the code paper will look at the TV. They will have to check the code and tell the other students what to write. 4. Once they have completed the code, they raise their boards and points will be awarded based on speed. 5. Spelling, punctuation, and capitalization are important and necessary to receive points. Consolidations ◎ Review • Let’s review the key expressions. - Go straight and turn left. - It’s next to the _______________. - It’s between the __________ and the ___________. ◎ Guiding for the next class • We’re going to start lesson 5 next week.
Opinions ▪ Date: 2022.01.01 ▪ Title (Unit): Opinions ▪ Grade (Level): Middle school ▪ Lesson Focus: Speaking and listening ▪ Objectives: 1. Students will be able to…Express their own opinions 2. Students will be able to…Agree 3. Disagree with other student’s opinions ▪ Key Expressions: 1. Do you agree with? 2. Yes, I agree because… 3. No, I disagree because… ▪ Materials: PPT, gap-fill worksheet, bingo board, whiteboard, a prize for the winner Procedure Details Presentation Introduction of Content and Language Describe activities that will introduce students to a new language, or activities that will refresh the language for review. Time: 10m 1. Greetings: Welcome students to class and ask simple questions about the day. 2. Warm-up Activity -All the students stand up. Have the teachers make statements which force students to make their own opinion. The teachers will ask questions along with using hand gestures and if they agree with the statement given, they will remain standing. If they disagree, they will sit down. This process will be repeated multiple times to get students engaged in the new vocabulary. 3. Introduction of material. PPT slides defining keywords and expressions. Practice Students begin to work with the language. Time: 10-15m 1. The teacher will present PPT slides with dialogue. The PPT will show images and videos along with text so that the students are able to grasp the material. (Ex: Image of Kimchi is shown with the statement ‘Kimchi tastes so good!’ and teachers use the target language to express if they agree or disagree, followed by answering why they agree or disagree). We will then ask a few students if they agree or disagree with the same question the teacher has just answered. 2. After multiple slides of different images and questions, students will be given a gap-fill worksheet similar to what was practiced on the PPT to work on individually. Production Students internalize/master and use language Describe the activities that show how students will use language to communicate with peers or how students will use reviewed language to communicate with their peers Time: 15-20m 1. Opinion Bingo- Students will receive a bingo board with opinionated statements in the boxes. They will have to move around the classroom and find students who agree or disagree with the statements and have those students circle the agree/disagree symbols in the box and sign that particular box. The First-person to get a Bingo yells ‘BINGO’ and the game is over. 2. Once student yells BINGO they have to present to the rest of the class the people on their board and their corresponding statement. Assessment / Extension Activities / Home fun Assign any additional work that assesses or reinforces the students’ mastery of the lesson objectives. Time: 5m 1. Before students leave the room, they are asked a question by the teachers. They have to respond with their opinion. If they are unable to respond they move to the back of the line and if they are able to answer they are able to leave the class. ▪ Anticipated Problems and Solutions Have time left over at the end. (Solution: play short video clips and ask their opinions on them) Students argue amongst each because of differing opinions (make sure to explain during presentation how everyone is entitled to their own different opinions.)
Food and Health ▪ Date: 2022.01.01 ▪ Title (Unit): Food and Health ▪ Grade (Level): All ▪ Lesson Focus: Speaking and listening ▪ Objectives: 1. Students will be able to advertise a specific food item. 2. Students will be able to comprehend words related to cooking and taste. ▪ Key Expressions: 1. grilled, boiled, baked, fried, pan-fried, tossed, steamed, pickled, fermented 2. Salty, sweet, sour, spicy, bitter, savory 3: airy, crunchy, crispy, creamy, oily, and chewy ▪ Materials: PowerPoint, sample menus, YouTube video of advertisement, worksheet Procedure Details Practice: Students begin to work with language (Time: 00:00) Teachers will distribute sample menus for the following familiar cuisines: Korean, Indian, American, Chinese, Japanese, Italian, Vietnamese, and Turkish. One menu will go to each table of students. Each table will also receive a picture dictionary of ingredients. NET will do a listen and repeat exercise, to ensure pronunciation of ingredients. Teachers will show a video and tell students to listen to how a food is cooked and the ingredients. Production: Students internalize and use language (Time: 00:00) Students will be given a worksheet to guide them in making their advertisements. At their tables (in groups of 4-5) students will review their menu and create a new dish. They must create an advertisement for their restaurant and the new dish by following the guidelines on the worksheet. Students are encouraged to be creative. Students will present their ads to the class. Each student must speak once during their presentation. Teachers will ask concept check questions to the class to ensure their understanding of their classmates’ presentations. Students will vote on the best advertisement. Assessments or Other Work (Time: N/A) Teachers will distribute worksheets. Two students from each group will be the waiters/waitresses. The remaining students are customers. They must visit each restaurant and order food using the dialogue on the left-hand side of their handout. Students should record their interactions in the allotted spaces.
What do you want to be? ▪ Date: 2022.01.01 ▪ Title (Unit): Lesson 1 – What do you want to be when you grow up? ▪ Grade (Level): All levels, Grade 1 and 2 ▪ Lesson Focus: speaking and listening ▪ Objectives: 1. Students will be able to talk about what they went to be in the future. 2. Students will describe different jobs and their roles. ▪ Key Expressions: 1. I want to be …, because … 2. He/She is a [job title]. Her/His job is to [job role]. ▪Materials: Small whiteboards (or blank sheets of A4 paper) for team drawings. Procedure Details Presentation Introduction of Content and Language (Time: 00:00 Show some pictures of different jobs and ask students what they want to do after they graduate, and why. Ask how about being a teacher? Introduce some job roles before introducing the job name. Check the understanding of all the introduced job names. Choose a student to randomly select one of the jobs, and explain why they want to do that job in the future. Repeat with a few more students. Practice Students begin to work with language (Time: 00:00) Classroom discussion. Ask students what they think the best-paid jobs are. What are the pros and cons of these jobs? Ask about the most dangerous jobs in the world? Show movie clip “Ten Most Dangerous Jobs in America”. Talk about the pros and cons of some of these jobs. Production Students internalize and use language (Time: 00:00) Play Taboo. Arrange the class into three or four teams, each with a team captain. In turn, the team captains come to the front and describe five jobs in English (without using 3 specified words). If their team gets the right answer, they get a point. If any other team gets it right, no one scores. If needed, repeat with another set of team captains. Extra Time Activity (Time: 00:00) Ask students what they think the best job in the world is. Show some slides of “dream jobs”. Discuss the pros and cons of these jobs. Ask what students think is the worst job in the world. Show some slides of “worst jobs. Ask students in their teams to design and draw a dream job and a worst job. They can then present these to the class. If time, all the teams can vote to find the best dream job. OR: For lower-level classes, skip the Taboo game and spend more time on this activity. ▪Anticipated Problems & Solutions Many students at this school may have the same job in mind after school. So, we can talk about dreams and bad jobs to elicit more different answers.
Worlds Foods ▪ Date: 2022.01.01 ▪ Title (Unit): Lesson 1 – World Foods ▪ Grade (Level): Grade 1 ▪ Lesson Focus: World foods and ordering at a restaurant ▪ Objectives: 1. Students will be able to identify different world foods 2. Students will be familiar with dialogue to order at restaurants ▪ Key Expressions: 1. May I take your order? 2. How much is it? 3. Yes, I’ll have_________ ▪ Keywords: taste, find out, look for, cart, hotdog, pretzel, beaver, tail, real, flat, thick, crowded, stick, insect, even, starfish, yummy ▪ Materials: PowerPoint, Grade 1 Textbook, Comprehension Worksheet, A4 Paper Procedure Details Presentation: Time: 15mins Greet the students and ask them how they are doing. Introduce today’s topic: “World Food”. Pass out the worksheets for students to make English to Hangeul translations. The translations will be for all of the new vocabularies. Go through PowerPoint exhibiting the new vocabulary, as well as, new and different world food that the students are unaware of. During the PowerPoint, it is essential to present the new dialogue as well. Elicit dialogue from students when presenting new food. Procedure Details Practice: Time: 10-12mins Open the textbooks to page(number). Begin reading “The World’s Street Food”. Have the students read one sentence at a time followed by the next student doing the same. Continue in that manner until the entire story has been read. Once the students have finished reading the teacher will read the story back to them. This makes sure that they are able to check the pronunciation and rhythm of the story. Give the students a quick True/False worksheet after reading the story to make sure that they have interpreted it fully and correctly. Procedure Details Production: Time: 10-12mins Have students create their own menu. They will work in groups of 3-4 during this section. They will have 10 minutes to create a menu. They will choose 5 items that were taught to them during the lesson. They can choose other food items that are not in the lesson, but can only use one Korean dish on their menu. Once their menu is complete they will go around to other groups and place their orders. The teacher will present the students with example dialogue on the board so that they can resort back to it for help. Procedure Procedure Assessments or Other Work (Time: N/A ) If there is extra time, each group will present the orders that they have taken from the other groups. This will be a good way to practice and to teach more new dialogue. Example: What did he order? He(name) ordered the pizza and French fries. ▪ Anticipated Problems & Solutions: -The students are having more trouble than expected with the dialogue Solution: Spend more time on the dialogue instead of doing the True/False worksheet. -Students are unable to create a proper menu because their English level is too low. Solution: Make the groups before class has begun so that every group has a high, medium, and low-level student.
Making a Paper Airplane Lesson Plan ▪ Date: 2022.01.01 ▪ Title (Unit): Lesson 1 – Making a Paper Airplane ▪ Grade (Level): Grade 1 ▪ Objectives: Be able to use new English vocabulary as well as give instructions. ▪ Key Expressions: 1. First….Second…..Third 2. Fold in half. 3. How far can you throw it? 4. Who is the winner? ▪ Materials: 1. Worksheets for explanations 2. PPT explaining the key vocabulary. 3. Extra A4 paper for paper airplane construction 4. Pen/pencil, markers to decorate their planes Step Procedure Materials Main activity Activity 1: Welcome students to class and put them into their specific teams. Present the PPT explaining today’s activities. This will also cover the key vocabulary and expressions. (10 minutes) Activity 2: Work together as a class to create some sample and model paper airplanes. This will help the students learn different techniques as well as work together as a team. (10 minutes) Activity 3: Now all of the teams will have ten minutes to create their own paper airplanes. They will receive three sheets of A4 paper. They can only create three different planes. They will have to vote on the plane they believe has the best design. They will also need to write down instructions on how they created their airplane. (15 minutes) Activity 4: There will be different events to test out the paper airplanes. Teams will take turns testing accuracy and distances. The team with the best overall scores from both events is the champion!(5 minutes) PPT, A4 Paper, Worksheet, Pencils
As of February 4th, the Korean government lifted all the entry restrictions for some countries, including South Africa. South African Nationals entering Korea with a long-term visa, will undergo the following process. Submit a PCR test: Tested 48 hours before traveling. Domestic test: PCR Testing upon arrival. Quarantine: If you have accommodations, then you can quarantine in your residence for 7 days. However, people traveling on a short-term visa will have to quarantine in a government facility at their own cost. Once you are in Korea, some of the main domestic measures are as follows, regardless of the vaccination status: 1. Compulsory facemask in indoor and outdoor public areas 2. Gatherings are limited to 6 people max. 3. Most facilities operate until 9:00 pm, including restaurants. 4. Any event has a limit of 50 people.
Things to Know Before Moving to Korea Known for K-Pop and K-Food, South Korea is a hub of bustling life. You can explore different parts of the Korean lifestyle. Recently, more and more expats have been moving to Korea, which means you won’t be alone. Living in Korea will be an exciting adventure and also broaden your perception of different cultures. Developed and modern, Korea has high living standards and a reasonable cost of living. 1. Language Even if you don’t speak Korean, you can survive in Korea. Many Koreans can understand English even if they don’t speak it. With the increasing number of foreigners visiting Korea, more and more Koreans have begun to learn foreign languages such as English, Chinese, and Japanese. Most of the signs (and menus) in Korea are in English, which means you can find your way around easily. Tourist sites also have guides that can speak English, so don’t hesitate to ask for help. 2. Safety South Korea is actually a very safe place to live with CCTV cameras everywhere and a no-gun policy implemented. Let’s say you go to a restaurant or cafe; you can leave your things at a table and not be afraid that your things will be stolen! At night, the streets are well-lit and you can find people in restaurants and pubs or strolling around town. Korea’s so safe, you can walk around outside after midnight without fear. I mean I go to convenient stores at 2 or 3 am when I can’t sleep. 3. Food I am pretty sure everyone knows Kimchi by now. Right? Kimchi is a side dish you will find in almost all the meals in Korea. While Korea offers a variety of meat, pork and chicken are the most popular. One of the most popular dishes in Korea is samgyupsal, which is grilled pork belly and is traditionally eaten with side dishes, lettuce, and rice. You may also know this dish as Korean-BBQ. There are a lot of restaurants with foreign cuisines as well. So, you won’t feel left out if you haven’t adapted to Korean food. 4. Public Transportation The small country of South Korea is connected by an intricate system of busses, subways, and trains. Seoul has some of the best transportation which makes traveling fast and efficient. Traveling from one place to another is also affordable, with subway fares starting at 1,250 KRW, which is around $1 USD Bus transportation is another efficient way to travel. With a variety of town busses, intercity busses, highway busses, and airport limousine busses, you can get around Korea easily. Korea also has dedicated bus-only lanes that allow you to get anywhere even during rush hour. If you’re traveling from Seoul to Busan at the other end of the peninsula, riding the bullet train only takes 2 hours and 15 minutes. Bullet trains are not only quiet but also comfortable and run often throughout the day. Korea’s public transportation is constantly expanding and improving with new subway lines expected to open over the next few years. 5. Shopping Korea is well-known for cosmetics and clothes. Almost every street corner has some type of beauty store which sells everything from skincare to snacks. Unfortunately, clothing in Korea is typically one-size-fits-all, but some stores do sell a variety of sizes, such as H&M and Zara. Shoes in larger sizes are hard to find, but you can find some online. Myeongdong, Hongdae, and Dongdaemun are some of the hot shopping locations and you can find clothes for around $10 USD. Underground shopping centers are also great places to find bargains for around $5 USD. 6. Lifestyle The Korean lifestyle is fast-paced and never slows down. The work culture in Korea is completely different compared to other countries. One of my favorite work cultures in Korea is the staff diners. (Hoesik), the tradition of eating and drinking after work is not uncommon and many workers eat and drink with their bosses and return home late. University students also enjoy drinking in the evenings, and if you live in a college town, you will see many hanging out in pubs and bars. Understanding the Korean culture will help you better understand the people. People make up a culture and you have a chance to learn a little about what it’s like to live in someone else’s shoes. As long as you’re open and positive, you will have the best adventure of your life in South Korea!
Taxation and the 4 major insurances in Korea Income Tax Like any other country, taxes are generated if you have a source of income in Korea. Taxation may however differ depending on mutual government agreements. Taxation eligibility Country Public school Hagwon United States Exemption for 2 years Taxed Canada Taxed Taxed United Kingdom Exemption for 2 years Taxed Ireland Taxed Taxed Australia Exemption for 2 years Taxed New Zealand Exemption for 2 years Taxed South Africa Exemption for 2 years Taxed The 4 major insurances. National Health Insurance: In Korea, employers must provide health and medical insurance. Health and medical insurance may cover medical, dental, or accidental coverage or a combination of the three. If health and medical insurance are covered, the employer may pay for all of it or the employer may pay half. Be sure to ask the employer if the insurance covers international hospitals as well as local hospitals. This is a mandatory subscription. Employment Insurance: It is a national insurance system implemented for protecting workers’ rights and interests. National Pension Scheme: This insurance is created to prepare for the time one is not able to work. (pension after retirement). It is also determined by mutual government agreements. Several countries require employers to pay into a pension, or retirement plan. In most cases, the employer pays half and the teacher pays the other half. Depending on a teacher’s citizenship and the agreement with the teacher’s home country, the pension can be claimed at the completion of the 1-year contract. Industrial Accident Insurance: Compensates the employees for any occupational accident. This insurance option that provides both employees and their employers a certain level of financial protection in case of an injury incurred on the job. 4 major insurances Insurance Employee Employer National pension 4.5% 4.5% National Health insurance 3.495% 3.495% Employment insurance 0.9% 0.9% Industrial accident insuranc N/A Matched by employer Eligibility on national pension Country Membership Subscription Refundable Payment United States Yes Lump-sum return Canada Yes Lump-sum return United Kingdom Yes Non-refundable Ireland Yes Non-refundable/added to native country pension Australia Yes Lump-sum return New Zealand Yes Non-refundable South Africa No N/A
ESL teachers' most common interview questions. This interview usually has three parts, basic, career, and in-depth educational questions. While teaching English to other language speakers, you interact with a diverse range of students. This interview allows you to talk about your unique teaching techniques which you think are useful to students. The interviewer is also able to evaluate if you are suitable for their students. ESL Interviews are conducted on skype or zoom. If needed, in-person interviews are conducted for instructors already residing in Korea. (Covid-19 terms and conditions apply) Here are some of the commonly asked questions. Employer to Instructor Basic questions Career questions In-depth educational questions -Tell me a little about yourself -What do you like about being a teacher? -What are your strengths and weaknesses? -Why Korea? Is there a specific reason you want to teach in Korea? -What interests you about our school? -What do you like to do when you are not working? -What qualities do you have that will help you teach at our school? -What are your teaching techniques? -How would you motivate students? -How do you handle demanding parents? -What are your professional goals? -Do you have a mentor o someone you look up to? -How do you relieve your stress? -How do you handle negative responses from students? -What do you think are the advantages of knowing a different language? -What are our expectations for living and working in Korea? -What are your salary expectations? -How would your past colleagues describe your teaching methodology? -Why did you choose ESL education? -What kind of students do you think you could work with the most efficiently? -Have you ever taught in another non-native country? -What do you consider as your biggest teaching achievement? -What aspects of your teaching have changed with experience? -Which other languages are you fluent in apart from English? -Where do you see yourself in 5/10 years? -It can be challenging learning a new curriculum in a new country, how will you adapt and cope with these changes? -How would your approach with a 1:1 student differ from that of a group? -How would you go about establishing the needs and objectives of a student? -How do you think you can manage a class with students who don’t speak English well or at all? -Give an example of your most challenging student and how you handled the situation. -What factors would you consider in lesson planning? (e.g., topic, level of students, strengths of students -How is teaching online different from teaching in a classroom? -Have you ever been in a situation where students question stumped you? How did you handle that? -How do you feel about having another teacher in class while teaching? -Would you be comfortable in performing additional day duties like substituting? -Have you ever had an in-class emergency? How did you respond to that? -What do you believe is the hardest thing to teach? -How would you rate your ESL lesson planning abilities? -Have you ever disagreed with the higher management? Explain -How technology efficient are you? -What do you do to ensure you are understood in class? Instructor to Employer -What kind of resources are available to help in lesson planning? -Are there senior members/mentors to guide new teachers? -Apart from teaching, are there any additional duties I might have? -How many English levels are there in your school? -Is there any procedure for students to move up or down a level? -If there is no set curriculum, what kind of teaching preparation is expected? -Is class preparation part of the working hours or not? -Are there any professional development or internal growth opportunities? -What is a typical day like for a teacher in your institute? -How is the culture between teachers at the school? -Are there opportunities for professional and social interaction among colleagues? -What types of technology do you have/use in your classrooms? -What type of anti-bullying measures are you taking at your school? -What are some of the inevitable challenges one is expected to face at your school?
How to film Self-Introduction Videos While filming a short intro video may seem time-consuming, if you follow this guide closely, this video should help schools want to hire you. The first impression is the most important! Therefore, your video is a crucial part of getting hired in Korea. The introduction video should be around 2~3 minutes long and must be submitted as a link or as a .wav, .mp4, or .mov file. Setting Up Your Appearance Keep things professional in business casual clothing with no visible tattoos or facial piercings and make sure your hair is neat and uncovered. Video Presentation Shoot your video in front of a neutral background (like a wall or bookshelf) and stabilize your camera (or phone) in a safe place 2-3 feet (60 cm) away from you. Do not hold your phone. Make sure that there’s enough lighting to clearly see your face and that the mic can pick up your voice clearly. Try to film the video in ONE take. Speaking Look directly into the camera and practice what you’d like to say before shooting to make sure you meet the video time requirements. Do not read from a piece of paper! Speak loudly, clearly, and confidently. Be animated and speak enthusiastically in a friendly way. Caution: Try not to use “um” or “ah” when speaking and don’t speak too formally. Putting it All Together When reviewing applicant videos, school directors focus on how you present yourself. Smiling and acting energetic will help them picture you working with their students and increase your chances of being hired. What to Talk About As you are applying for an English teaching position, directors want to hear what you sound like in English. 1. Introduce yourself, including your background and education 2. Why you want to be an English teacher in Korea 3. Why you’d make a great teacher 4. Your experience teaching, tutoring, and/or experience with children Note: If you don’t have any experience with teaching, talk about the work experience you do have and how those skills apply to teaching. Do not start out by saying, “I do not have teaching experience . . .” 5. An interesting fact about yourself that makes you stand out. My Checklist The video is stabilized and not shaky My face can be seen well and the lighting is good I am smiling and speaking clearly without many “ums” or “ahs” I am speaking at a good pace; not too fast or too slow The audio is clear and in sync with the video Unless specified the video should be at least 2~3 minutes long.