This video provides a detailed overview of the passive voice of the English language. Watch the video to find out exactly what distinguishes the active voice from the passive and vice versa.
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.
Troubleshooting common problem situations was the title of this unit. When a teacher is meeting a new class for the first time it is vital to establish rapport. The teacher will want to find out about the students, their needs or aspirations with English along with their English level. Instead of using a course book, the teacher will want to use things like warmer activities, questionnaires and surveys.
Another common problem is teaching students who have different skill or knowledge levels. Different materials can be used if the difference in ability is wide, or different tasks using the same material. A teacher can pair stronger students with weaker ones or opt to do nothing at all.
Large classes provide dynamics and drama which an experienced teacher can use to their advantage by organizing humorous, involving classes. Some suggestions when working with a large class are using worksheets, pair/group work, choral repetition, appointing group leaders and speaking clearly.
It is to the students? advantage to not use their native tongue in class and the teacher can help by encouraging them to speak English. It is also important for the teacher to only respond to English. If activities are at the appropriate level and students have the necessary language to cope, it will be easier for them to speak only English. Additionally, the teacher?s explanations should be clear to all students so they don?t have to clarify in their native language.
There can be many reasons that students don?t want to talk or participate in class. Using pair work can help them practice in a safe environment as well as using controlled practice. Role-play can help students who feel more comfortable acting like someone else, and asking students to record themselves outside of class may help them to express themselves in a less threatening environment.
I have learned that it can take time and patience to find what motivates some students and the thing that motivates them one day may not necessarily be effective the next.