How to Pronounce 'FIREBRAND'- English Grammar
In this episode, we cover the pronunciation of the word firebrand. This word has two different meanings. The first meaning is quite literal and describes burning wood. The second meaning is rather figurative as it refers to a person who is usually inflicting change as a result of being passionate about a certain topic or cause.
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.
During this TESOL course we have already studied who the good teacher is; how the good teacher should use his/her body and voice during the lesson; how the good teacher should create connection and relationship with the students; the good teacher?s speaking rules; how the good teacher should motivate and encourage his/her students, et.
Except the good teacher qualities we?ve also studied the good lesson components and technique.
Now, in the Unit 9 we?ve had a chance to see summarized information from previous units in a shape of video lesson.
The good one and the bad on.
By comparing and contrasting them we?ve had an opportunity to refer our studied material.
Given us theoretical knowledge ?do this and don?t do that? had been performed in the realit.
I will speak a little about ?the bad?, first lesson, because noticing the teacher?s ?mistakes? was such an interesting activity for m.
Once the first video has started we understood that this was a bad teacher in front of u.
He started the lesson without greeting the students and introducing himsel.
His face couldn?t produce the smile even onc.
All his appearance was radiating impatience and disappointment in students? knowledge leve.
The teacher was using professional slang and and language, which didn?t match the student?s leve.
The students? motivation was precipitously decreasing, because all they?ve heard ?it?s really easy? without actual explanation followin.
Not knowing the students? names and not even bothering to remember them obviously didn?t help to build rapport with the student.
The teacher seemingly didn?t have any proper lesson pla.
The lesson didn?t have any Engage part, any warm u.
It was abruptly started with an eliciting some information from the students about the new topic in an aggressive wa.
Activities was switching one another without any info about their purpos.
Poor explanation of each task was followed with no control of its understanding and result.
All that was accompanied with the teacher?s interrupting talk during the students? work tim.
And on the top of it we were always seeing the teacher?s back and unfortunately no seeing any interaction, neither ?Teacher ? Student? nor ?Student ? Student.
Of course, ?the bad? lesson is a compilation of all possible mistakes the teacher may d.
The lesson is way too exaggerated, but noticing all ?bad?, unprofessional moments is a good point to consolidate our knowledge from previous topic.
Except the good teacher qualities we?ve also studied the good lesson components and technique.
Now, in the Unit 9 we?ve had a chance to see summarized information from previous units in a shape of video lesson.
The good one and the bad on.
By comparing and contrasting them we?ve had an opportunity to refer our studied material.
Given us theoretical knowledge ?do this and don?t do that? had been performed in the realit.
I will speak a little about ?the bad?, first lesson, because noticing the teacher?s ?mistakes? was such an interesting activity for m.
Once the first video has started we understood that this was a bad teacher in front of u.
He started the lesson without greeting the students and introducing himsel.
His face couldn?t produce the smile even onc.
All his appearance was radiating impatience and disappointment in students? knowledge leve.
The teacher was using professional slang and and language, which didn?t match the student?s leve.
The students? motivation was precipitously decreasing, because all they?ve heard ?it?s really easy? without actual explanation followin.
Not knowing the students? names and not even bothering to remember them obviously didn?t help to build rapport with the student.
The teacher seemingly didn?t have any proper lesson pla.
The lesson didn?t have any Engage part, any warm u.
It was abruptly started with an eliciting some information from the students about the new topic in an aggressive wa.
Activities was switching one another without any info about their purpos.
Poor explanation of each task was followed with no control of its understanding and result.
All that was accompanied with the teacher?s interrupting talk during the students? work tim.
And on the top of it we were always seeing the teacher?s back and unfortunately no seeing any interaction, neither ?Teacher ? Student? nor ?Student ? Student.
Of course, ?the bad? lesson is a compilation of all possible mistakes the teacher may d.
The lesson is way too exaggerated, but noticing all ?bad?, unprofessional moments is a good point to consolidate our knowledge from previous topic.
