What's The Hardest Word To Spell

  Some and Any are two words that often cause confusion, which is why we have decided to take a closer look at the difference of the two words in this video. Firsly, some is a determiner used for positive statements while any is a determiner used in questions and negative statements. Consider the following situation: I asked the teacher if he could give me some paper. I said ‘Excuse me, have you got any paper?’ Unfortunately, he didn’t have any. The first statement is positive and therefore requires us to use some. The second sentence is a question and therefore, we need to use any. The third and final sentence is a negative statement which also requries us to use any. It's worth noting that we do sometimes use some in questions and we also use any in positive statements. For...  [Read more]

  In this episode, we cover the pronunciation of the word acumen. This word refers to a person's ability to make good decisions in a particular field. Suitable synonyms for acumen are shrewdness, sharpness, or cleverness. The word is of Latin origin from acuere (to sharpen). Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. This was the hardest unit, it blew my mind, the phonetics took me a long time. I feel like I need to digest it. Perhaps in some hours I will...  [Read more]

  In this episode, we cover the pronunciation of the word ilk. This word describes a person or a thing that is similar to a person or a thing previously referred to. Suitable synonyms for ilk are type, category, sort, and class. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. This was the hardest so far. Sometimes its to mush information before the next information comes. But this will not stop me. Its still interesting and i know i will like this job as a...  [Read more]

  http://www.teflonline.net The teaching idea covered here is one that would be appropriate for adult English language learners. It involves students writing a CV including personal data such as where they were born, their education history and their work experience. This activity could be a precursor to a job interview activity where students interview each other for different jobs using information from their CVs. By taking one of ITTT's TESOL courses you will learn useful teaching ideas such as the one covered in this video. There are number of options available to study from short 60-hour introductory courses to longer 120-hour TESOL courses. It is also possible to take ITTT's TESOL courses in-class at any one of our training centres around the world. Please visit the link...  [Read more]

  In this episode, Linda takes on the pronunciation of the word "obstinate". Enjoy the episode! Linda is a German/American ITTT alumna, teaching English in South Korea. Be sure to like and share this video if you find it helpful. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. In this unit I have learnt about words , how it sounds, and how...  [Read more]

  "In terms of the things that are negative about it, we've already said that it doesn't develop speaking but perhaps the biggest negative point about this particular methodology is that it's very unnatural. Ok, so despite the criticisms of this particular method, and particularly the fact that is unnatural, this particular methodology was in use all the way through the 17th, 18th and 19th century and indeed it's still in use today. However, Gouin in the 1880s and Berlitz in the early 1900s decided that this particular methodology was so unnatural that they wanted to come up with something new. The method that they came up with, they called the direct method. You will also sometimes see it as the natural method. What these two people were saying is that if we wish to learn a...  [Read more]

  http://www.teflcourse.net In this video the teacher trainer looks at the usage of the past perfect continuous. The past perfect continuous is used to talk about a past action that was continuing up until another point in the past. For example: Before moving to Korea, I had been teaching in Thailand for three years. ITTT's TEFL Courses provide you with the opportunity to find teaching jobs all over the world. Whether you want to work amongst the long history of Europe or spend your free time living the beach life in Southeast Asia, teach professionals business English in a thriving metropolis or teach kids out in the sticks, earning yourself a TEFL certificate with ITTT will make the right type of teaching jobs available to you. /// Are you ready to live and teach abroad? Click...  [Read more]

  http://www.tesolcourse.com Both the 120 hour TEFL/TESOL online course and the four week TEFL/TESOL in-class course cover the same academic content, i.e. grammar, phonology, teaching theories and methodologies. The difference between the two courses is the actual teaching practice component in the in- class course. During the in-class course trainees are given the opportunity to complete a number of observed teaching practice sessions. By having this practical teaching experience you are improving your job prospects. Follow the above link to find out more about the differences between our TEFL/TESOL online and in-class courses. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION Below you can read feedback from...  [Read more]

  Once we're satisfied that all the students have been engaged and that they've been given the opportunity to say something, we can move on to our study phase. Here, it may be necessary or useful to actually pre-teach some gaps in knowledge that have been shown from the engage phase and those gaps in knowledge may include actual grammar structures or indeed useful vocabulary and it's very important that, before we move on to doing any forms of activity, we check their understanding of this material. So, we need to do some study exercises. It's also very useful if you leave this information up on the board through all that study period. Those study activities can just be the normal types of gap fills or matching activities and, as always, we need to demonstrate those activities,...  [Read more]

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  Before looking at the methods or approaches themselves, there are some terms that we need to define. These are the approach, the method or the technique. Basically, these are hierarchical. The approach is an overriding set of principles that a method can actually make use of, whereas the technique are the things that we actually do in the classroom to approach that method. So, these three words are going to appear during the presentation. Again, for each of either the approaches all the methodologies we're going to ask four questions. So be it an approach or a method for each of those things: Where did it come from? What's its background? What does it involve when we're talking about actually in the classroom, in other words techniques? What is positive about it? What appears to...  [Read more]

  Our next particular methodology is accredited to James Asher around 1965 and is called total physical response. Asher looked at the way in which we learn our native language and he saw that most children, before they even went to school, have picked up a very large percentage of both the grammar and the vocabulary that they would use in their native language before any type of formal schooling. So Asher started to have a look at ideas of how to use the whole of our brain in language learning in the way that we do when we're very young. It's accepted that within our brain there are two hemispheres, one is the left hemisphere the other is the right hemisphere, and one of the functions of the left hemisphere is language learning. One of the major functions of the right hemisphere is...  [Read more]

  This video is part of our ESA Methodology series. The ESA methodology consists of three stages. In this series, we look at the individual purposes of each stage and typical activities for each stage. This second video introduces the study phase of ESA. The purpose of this phase is to cover the actual teaching of the lesson and to check the understanding of that material.The second stage or phase of the lesson is known as the study phase and really the purpose of this phase is to cover the actual teaching of the lesson and to check understanding of that material. Typically in an ESA lesson, the study phase will have two parts. The first phase of the study is to cover the actual teaching component in what's known as the board work and what we try to do in the board work phase is to...  [Read more]

  So, some of the ways in which we can avoid these problems occurring in the first place is to reteach the vocabulary that's going to be required in the particular activity and the grammar. Now, having said this, it doesn't mean that if we think about a particular article that they're going to read or a listening activity that they're going to listen to. They don't have to know every single word in there but they do need to know a certain number of words in order to actually make sense out of it. Secondly, most of the materials that we'll be using for both reading and possibly for listening will be what's called an authentic material. In other words, it's a real piece of material from a newspaper or magazine that hasn't been created for a particular class and so we need a very...  [Read more]

  Whereas stress is typically concerned with one individual word, intonation is generally concerned with the variation in volume and pitch throughout an entire sentence. Intonation carries the message of a sentence. It's particularly important when questioning or agreeing, disagreeing and confirming statements. It's also very important when expressing emotions and feelings. The normal pattern for intonation is the rise-fall. Few examples would be ?I haven't seen him for a week,? or a simple word as ?okay?. With the falling intonation, we?re indicating that we're finished speaking. Again, ?I haven't seen him for a week? and ?okay?. A few more examples would be ?I'll see you at six then,? or a question of information ?How do you spell rough?? These are straightforward statements that...  [Read more]

  There are two issues that need to be stressed when working with the international phonemic alphabet. First is the fact that we are no longer concerned with how a word is traditionally spelled. Additionally we need to stress that we are only concerned with the sounds needed to correctly produce a word. So rather than numerous spellings, which can often be pronounced in different ways, we have one symbol representing one sound. Once we can isolate a sound, rather than juggling various spellings, we can work with our students on how to say that sound. Doing that successfully is related to manner and place of articulation, which will be covered shortly. To get a better understanding of the phonemic alphabet, let's take a look at our chart. In the bottom half of our chart we have our...  [Read more]

  One of the major ideas here when writing on the board, is that we need to be aware that whenever we're using the board to write down information, we should not be talking and whenever we are talking we should not be writing on the board. This will inevitably lead to what's known as dead time when nothing is being said as we're putting information on the board. This dead time is not a problem but we can actually minimize it by using a number of techniques. We could use pre-prepared material. So we put information onto large pieces of paper and then instead of writing on the board, we actually stick those materials onto the board as we go through the class. Another idea is to actually ask students to write on the board for you. Another thing is that we could actually put work up...  [Read more]

  http://www.teflonline.net The Present Simple tense teaching idea in this video is called "20 Questions." The teacher frames this game in the context of, What's my job? Who am I? What am I? (for objects) A student comes to the front of the room and selects a card. The class then asks appropriate questions such as; Do you work in an office? Do you wear a uniform? And try to guess the job, person or object. The student with the card answers using the Present Simple. Each student has a turn and there is a two minute time limit for each person. When teaching the Present Simple tense or any other grammar point, a good English language teacher will always model the language correctly. Students need to be exposed to new language, they need to understand its meaning, they need to...  [Read more]

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{ "@context": "https://schema.org", "@graph": [ [ {"@context": "https://schema.org","@type": "SiteNavigationElement","@id": "#nameh0","name": "Typical onsite course learning experiences","url": "https://www.tesolcourse.com/tesol-faqs/tefl-tesol-courses/what-do-you-learn-about-teaching-by-doing-an-onsite-tesol-course/#nameh0"} ] ] } By participating in a four-week onsite TESOL course, trainee teachers gain practical and theoretical knowledge essential for teaching English as a second language. Key components of an onsite TESOL course include: Additionally, these courses usually encompass 120 hours of study and provide trainees with a minimum of 6 hours of actual teaching experience, accompanied by feedback from experienced observers....  [Read more]