How to Pronounce 'CHOIR' - English Pronunciation
In this episode, we cover the pronunciation of the word choir. This word is used as a noun and describes a group of singers, often part of church services, that perform in public. Synonyms for choir often include singers or chorus. The word originates from the Latin word chorus.
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.
After looking at both of the videos, there are differences between the.
The first lesson video is clearly a lesson that won't help the students learn Englis.
The attitude the teacher had towards the students and even towards the lesson itself was ba.
The teacher didn't seem to be engaged at al.
He often addressed them in an accusing way, which would make anyone not answe.
If we compare this to the second lesson where he opened up with a smile and laughter from the students followe.
He asked for students' names in order to build a relationshi.
He seems much more interested in his student.
He also came prepared compared to the first lesson, during which he looked through his papers all the tim.
Even then he couldn't seem to remember what to look for nor what to d.
By using gestures and mimes in the second lesson, he made it more interestin.
He also had his back turned on his students many times and for long periods in the first lesson while writing on the whiteboar.
The students in the first lesson don't get much talk time compared to the second lesson as they almost only work individually with task sheet.
It became a bit rigid and borin.
However the second lesson showed a more lively picture of a lesson where the students worked activel.
There was also a big difference in how he corrected the student.
In the first lesson he kept saying \"no\" and rediculed them, while in the second instead of using negative words he chose words like \"almost\.
He praised them when they were correct which he did not in the first lesson which will boost the students' confidence and make the participate even mor.
I find it interesting that he wouldn't answer the students' questions in the first lesson and when he tried to answer the difference between \"can\" and \"could\", he claimed that they were the same while they aren'.
It is important to come prepared and in this case, these questions might pop up so he should have been able to explain straight awa.
The structure of the two lessons were both ESA straight arrow lessons, but he had so few explanations in the first lesson that it was almost impossible for a student to understand the meaning of the lesson or the words being used in i.
It is very clear in these videos the importance of attitude and structure as it will make a huge impact on the effectiveness of the lesso.
By reading one can only imagine how it might look like, but by actually viewing videos like these shows us the real differenc.
The first lesson video is clearly a lesson that won't help the students learn Englis.
The attitude the teacher had towards the students and even towards the lesson itself was ba.
The teacher didn't seem to be engaged at al.
He often addressed them in an accusing way, which would make anyone not answe.
If we compare this to the second lesson where he opened up with a smile and laughter from the students followe.
He asked for students' names in order to build a relationshi.
He seems much more interested in his student.
He also came prepared compared to the first lesson, during which he looked through his papers all the tim.
Even then he couldn't seem to remember what to look for nor what to d.
By using gestures and mimes in the second lesson, he made it more interestin.
He also had his back turned on his students many times and for long periods in the first lesson while writing on the whiteboar.
The students in the first lesson don't get much talk time compared to the second lesson as they almost only work individually with task sheet.
It became a bit rigid and borin.
However the second lesson showed a more lively picture of a lesson where the students worked activel.
There was also a big difference in how he corrected the student.
In the first lesson he kept saying \"no\" and rediculed them, while in the second instead of using negative words he chose words like \"almost\.
He praised them when they were correct which he did not in the first lesson which will boost the students' confidence and make the participate even mor.
I find it interesting that he wouldn't answer the students' questions in the first lesson and when he tried to answer the difference between \"can\" and \"could\", he claimed that they were the same while they aren'.
It is important to come prepared and in this case, these questions might pop up so he should have been able to explain straight awa.
The structure of the two lessons were both ESA straight arrow lessons, but he had so few explanations in the first lesson that it was almost impossible for a student to understand the meaning of the lesson or the words being used in i.
It is very clear in these videos the importance of attitude and structure as it will make a huge impact on the effectiveness of the lesso.
By reading one can only imagine how it might look like, but by actually viewing videos like these shows us the real differenc.
