Assure vs Insure vs Ensure - English Grammar - Teaching Tips

 

In this video Linda explains the differences between "assure", "insure" and "ensure". They not only sound similar, but those three words also make an outcome sure but they are in no way interchangeable. "Assure" is used to speak out a promise or say something with confidence, for example "I assure you that he is a great lawyer". "Ensure" is used to make something certain, such as here: "Please ensure that you will be home at five o'clock today"."Insure" means to protect an object against risk by buying an insurance policy from an insurance company, like here: "I insure my television because it was expensive". Once you have realized the three different meanings and usages, there is no way you'll confuse them again.


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 unit outlined the way that different \"parts of a language\\" I had not worked all that summe.
\" And a question would beThank you for the Unit! Very interesringinteresring and usefu.
The role of Teachers/Learners and attributes of a good teache.
and some canno.
Some can take direct objects and some canno.
this question should be replaced with concept check question.
evaluation and tests different kinds of tests and assessment.
Equipment And Teaching Aids Unit 16 Teaching aids are important because they create a visual and interactive experience for the student.
As the students become more engaged, they are more likely to understand the topic being taught Full Answer Teaching aids assist students in learnin.
These aids consist of video, audio and hands-on tools to help involve the students and enhance the learning experienc.
Teachers begin using visual, audio and hands-on aids as early as elementary schoo.
Teaching aids can be as basic as a blackboard or whiteboar.
Audio and visual equipment, such as DVD players and video projectors, are commonly used as tools for learning with a very effective outpu.
Students tend to get more involved when learning if teaching aids are implemented into the curriculu.
Hands-on aids, such as computers, maps and other tools that require some sort of interaction from the students, have the highest levels of effectivenes.
The tools are designed to involve the students, promote interaction, and promote faster learning and better comprehensio.
Being able to see, hear or get involved in a topic creates a much better method for learnin.
How a teacher chooses to use learning aids in a classroom can vary dramaticall.
The main factor in the effective use of teaching aids is that a skilled teacher is behind the tools being use.
Multiple Ways to Engage Students in Diverse Classrooms Auditory Visual Tactile-Kinesthetic Affective Technology Options Listening to text read aloud Using a dictionary Using a dictionary Working in areas of student interest Using a talking dictionary Listening to and retelling directions Highlighting key points Touching words on a word wall Working with a partner who can help with definitions Downloading and listening to a podcast on an iPod Asking and answering questions Outlining steps to solving a problem Using manipulatives Working alone or in cooperative groups Using a word processing program Engaging in a debate Completing a graphic organizer Building a model Participating in a discussion group or book club Using a talking calculator Engaging in a discussion Designing a poster Using response cards Participating in a seminar Creating spreadsheets Giving verbal prompts Illustrating or taking pictures Using a game format Giving feedback Creating a video Talking through steps Drawing Finger spelling Giving praise Using blogging or text messaging Using Print Resources Reading instruction in the early elementary grades is focused on learning to rea.
As children graduate into upper elementary and middle school, the focus shifts to reading to lear.
Discuss the importance of organizing classrooms to foster partnerships and collaboration among diverse students as they talk, listen, read, think, and writ.
These collaborations include providing students with experiences that allow them to read to lear.
In the next section, we will discuss several important areas to be considered with respect to print resources?visual enhancement, cultural plurality, dictionaries, and other aid.
Using Visual Enhancement Visually enhanced reading materials can contribute to students' learning experience.
Illustrations with vivid colors and details allow students' imaginations to travel to other times and place.
Exploring the visual details of an environment helps students with reading or language challenges have a better understanding of the context of the reading materia.
Illustrations also can provide cultural information, open up meaningful literature experiences, and promote dynamic exchanges among diverse students as each person shares his or her interpretation of the stor.
Visually enhanced reading materials assist struggling readers by ? Providing indicators in the story line to help them anticipate and predict the content of the tex.
? Improving their comprehension with visual information that can be more accurately interpreted than language-based informatio.
? Supporting their ability to recall and retell the stor.
Many students remember illustrated information for greater lengths of time than text-based informatio.
Graphic novels are another print resource to use with struggling reader.
These novels are similar to comic books, but they have longer and more complex storie.
Graphic novels provide the same benefits as illustrated books and are available in electronic format.
Using Cultural Plurality Ensuring that print materials reflect a spirit of cultural plurality is important to supporting learning in diverse classroom.
? Check the illustration.
Look to see if the illustrations depict a broad range of human diversity, such as race, ethnicity, and gende.
Look for stereotypical depiction.
Which characters are doing what in the illustrations? ? Check the story lin.
Are persons of color or individuals with disabilities required to have superhuman qualities to gain acceptance or approval? Are these characters framed as \"the problem\"? Are these characters able to solve their own problems or must a white, male, or non-disabled individual come to the rescue? Is the status of the female characters based on their own initiative and intelligence? Or are they dependent upon their good looks or to their relationship to male characters in the story? ? Consider the author's perspectiv.
No author can be totally objectiv.
Has the author created a balanced story? Does the author's perspective seem overly patriarchal or feminist? Is the story solely from a Eurocentric perspective? Are diverse cultural perspectives included? When we are aware of these elements, we can provide reading materials to our students that reflect the ideals of culturally responsive instructio.
Using Dictionaries and Other Aids Electronic dictionaries are a great multimedia support for children with writing challenge.
They come in multiple formats, and students can experiment with different versions until they find one that fits their need.
Electronic dictionaries are easier for most students to use than the traditional print versio.
For diverse students, electronic dictionaries provide helpful features such as auditory assistance for pronunciation or verifying words that students are seekin.
Electronic dictionaries come in formats that are appropriate for young children and mature learner.
Many talking dictionaries for young children are illustrated and give them additional learning suppor.
The following list includes online dictionaries that you can explore: ? Enchanted Learning Picture Dictionary:http://ww.
enchantedlearnin.
com/Dictionar.
html ? Franklin Spelling Ace:http://ww.
frankli.
com/handhelds/dictionaries/spell_correctors/ ? Internet Picture Dictionary:ww.
pdictionar.
com ? Merriam Webster Online:http://ww.
m-.
com Content-Rich Experiences into the Classroom Virtual field trips and tours are great opportunities for students to have content-rich experience.
Teachers can choose a variety of global and national entities to explor.
Some sites offer video streaming observation experience.
Students can follow the daily adventures of scientists and explorers into the far reaches of the earth, watch videos taken from various sites, and e-mail their question.
Some museums offer virtual \"walking\" tours where students can choose what they want to see and walk through as though they are using a video camer.
Skype and iChat are software applications that allow you to explore virtual opportunities such as bringing guest speakers to classe.
These programs open up endless opportunities for students to communicate with experts or children from many countries and culture.
You can link to these services from anywhere in the worl.
For example, by using virtual docent programs, you can pre-arrange a meeting and connect to wonderful tours, lectures, and question-and-answer session.
These content-rich experiences give students engaging and valuable opportunities for learnin.
The class can be divided into five collaborative learning teams for this projec.
Each collaborative group is a mix of students that is representative of the clas.
Each student is assigned a lead role within his or her grou.
Each group will make a 10-minute presentation about life in a jungle habitat that includes related study and support materials to be shared with the clas.
Each group has a film director, a recorder, a wiki director, a spokesperson, and a trip coordinato.
Based on each member's strengths and challenges, the following roles are developed, negotiated, and agreed upon: ? The film director is responsible for capturing images for the group presentatio.
Videos can be downloaded from YouTube, TeacherTube, Google and still images can be downloaded from a museum's or zoo's Web sit.
The director will load these videos and images to the wiki for revie.
After all group members give feedback on their preferences, the film director edits the media resources on the wik.
This role would be a good choice for a child with disabilities because these students typically thrive in a technological environmen.
? The recorder is in charge of recording the dialogue that will be used to narrate the presentation and compiling all contributed materia.
The recorder will create a wiki page that lists all the contributions that are expected from all group member.
This role is a great role for a student with strong writing skill.
? The wiki director will develop the group's Web presenc.
This responsibility includes creating an engaging appearance and working closely with the recorder to include accurate informatio.
The recorder will provide most of the written work to support the wiki directo.
This would be another good role for a child with a disabilit.
? The spokesperson will be the primary presenter for the grou.
This role includes making arrangements with one of the group's interaction with the museum personnel, gathering questions from each group member, recording and archiving audio files of the conferences and the group's presentation, and posting files to the wiki in collaboration with the wiki directo.
? The trip coordinator works closely with the teacher to ensure that the group is tuned in when they need to b.
This person is responsible for posting directions on the wiki for all needed resource.
The trip coordinator will also coordinate with the ESL teacher to make sure that all information is presented in other languages as necessar.
This role will require organizational skills and can be filled by an ESL studen.
With technology, there is a place and role for everyone! Creating Motion-Centered Experiences in the Classroom Meaningful manipulatives are multisensory tools that are very beneficial for students with diverse learning style.
Earlier in this chapter, we talked about globes and number lines as examples of manipulative.
Working with manipulatives can be more like an integrative brain function when used in motion-centered experience.
Over time, students are able to learn the conten.
Using Auditory Materials in the Classroom Auditory materials come in an increasing number of formats and can be classified in multiple way.
MP3 players are very popular, pocket-sized devices that play music and other types of audio recording.
Students can use them to play podcasts such as archived recordings from their classes or information transferred from other site.
MP3 players provide flexible access and give students the ability to repeat recordings for clarification and additional informatio.
Many electronic books are available as free downloads in MP3 formats for pleasure or extended learning opportunitie.
Amazon offers the Kindle 2, which delivers text-to-speech playback for an extensive list of Infusing Popular Culture into Instruction Today's students have increased exposure to multimedia and pop culture technology resource.
Some teachers may question whether there is any value in using these specific resources and other computer- and Internet-based activities: ? 49 percent of students may be interested in pursuing careers in technolog.
? 28 percent of high school students access foreign news services via the Interne.
? 94 percent of teens use the Internet for school-related researc.
? Students spend more time on the Internet than they do watching televisio.
? The largest group of new users of the Internet from 2000?02 were 2- to 5-year-old.
? Today's students feel technology is an essential and preferred asset in every part of their live.
? Today's students are ultra communicator.
? Computers can help students increase their performance on standardized test.
? Technology can increase students' motivation and improve their self-concep.
? Technology promotes inclusion for students with disabilitie.
(.
11) For teachers, it is essential to blend these facts into the teaching and learning proces.
Using Web Tools What is Web? This term generally refers to a group of new Internet applications that promote the use of, contribution to, and creation of informatio.
Blogs, wikis, podcasting, and social networking are some of the most widely used applications.
? Blogs?Students can use blogs for discussions with friends or other groups of individual.
They can be integrated as digital bulletin boards where students can share, self-evaluate, and participate in group evaluations and feedback session.
Students can also include art and photography on their blog.
Blogs also hold great promise for use in journaling in student activitie.
? Wikis?Wikis are Internet-based collections of information that can be as expansive as Wikipedia or as simple as compiling information into a camping trip organize.
Teachers can use wikis for adding information to research topics, posting outstanding student work, or reporting news to parents on a bulletin boar.
You can visit Wikispaces at ww.
wikispace.
com to build a wiki to support your classe.
? Podcasting?Podcasts are easy and affordable audio recordings of activities or presentations that students can listen to on their personal MP3 player.
Students can use podcasts to access new information, record their own presentations, and review content that is presented or archived in this forma.
? Social Networking?Social networking sites such as MySpace and Facebook provide great opportunities for students to link and communicate with students from all over the worl.
For diverse students, these sites can promote and improve their writing abilitie.
As always, teachers need to monitor students' participation for Internet safety issue.
Instructional materials are critical for successful teaching in any classroom, especially in diverse and inclusive classrooms where students' skill levels, learning styles, and interests are more varie.
There are many exciting options that can help teachers meet the instructional challenges they fac.



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