How to Pronounce 'DROSS' - English Pronunciation
In this episode, we cover the pronunciation of the word dross. This word describes something that is seen as junk or rubbish. Some synonyms for dross are trash or garbage. This word comes from the Old English 'dr?s' and is also related to Dutch droesem and German Drusen meaning dregs.
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.
Language is a complex phenomenon and as we can see from the Unit 7 it is not only grammar from which language is buil.
Without vocabulary there can be no language at all, so without language functions there can be no variety and beaut.
Grammar is the foundation for building language skill.
Learning grammar enables students to speak and write more accurately, confidently and fluentl.
Using new grammar in the Engage stage of the lesson may show that some of the students can understand new information from the contex.
After grammar has been explained by the teacher, asking students to explain same grammar rules to each other and to the rest of the class gives them more confidenc.
It also indicates to the teacher whether the grammar needs clarifying or explainin.
By teaching each other, they also consolidate their own knowledge or discover holes that need fillin.
This might be a base for the Activate stage role-play game ?Teacher-pupil? between the student.
Coming to vocabulary it is undoubtedly that knowing words and using them the right way plays very important role in language learnin.
The students still can make minor grammar mistakes on the higher levels, but wide and rich vocabulary this is what helps them to become fluen.
Research shows, students need multiple and various exposures to a word before they fully understand that word and can apply i.
They need also to learn words in context, not stand alone lists that come and go each wee.
Of course the way we learn words in context is by reading, then reading some mor.
This is why every classroom should have classroom library stocked full of high-interest, age appropriate book.
Vocabulary games, flashcards, pictures, miming, synonyms/antonyms ? the teacher should be armed with everything possibl.
Needless to say, the language we are teaching should be spoken at all time.
Functions is the third most important part of the languag.
The functions of language is used for communication; we use the language to give and receive messages between ourselve.
They all about to help the students become more fluent, speak freel.
So to teach functions in a productive way they always should be presented to the students in the form of live language: dialog, discussion, parts of video or audi.
After, new function should be activated by the students by maybe miming that seen or heard parts and producing their own dialogs with functions in the en.
Without vocabulary there can be no language at all, so without language functions there can be no variety and beaut.
Grammar is the foundation for building language skill.
Learning grammar enables students to speak and write more accurately, confidently and fluentl.
Using new grammar in the Engage stage of the lesson may show that some of the students can understand new information from the contex.
After grammar has been explained by the teacher, asking students to explain same grammar rules to each other and to the rest of the class gives them more confidenc.
It also indicates to the teacher whether the grammar needs clarifying or explainin.
By teaching each other, they also consolidate their own knowledge or discover holes that need fillin.
This might be a base for the Activate stage role-play game ?Teacher-pupil? between the student.
Coming to vocabulary it is undoubtedly that knowing words and using them the right way plays very important role in language learnin.
The students still can make minor grammar mistakes on the higher levels, but wide and rich vocabulary this is what helps them to become fluen.
Research shows, students need multiple and various exposures to a word before they fully understand that word and can apply i.
They need also to learn words in context, not stand alone lists that come and go each wee.
Of course the way we learn words in context is by reading, then reading some mor.
This is why every classroom should have classroom library stocked full of high-interest, age appropriate book.
Vocabulary games, flashcards, pictures, miming, synonyms/antonyms ? the teacher should be armed with everything possibl.
Needless to say, the language we are teaching should be spoken at all time.
Functions is the third most important part of the languag.
The functions of language is used for communication; we use the language to give and receive messages between ourselve.
They all about to help the students become more fluent, speak freel.
So to teach functions in a productive way they always should be presented to the students in the form of live language: dialog, discussion, parts of video or audi.
After, new function should be activated by the students by maybe miming that seen or heard parts and producing their own dialogs with functions in the en.
