How to Pronounce 'GOURMAND' - English Pronunciation
In this episode, we cover the pronunciation of the word gourmand. This word refers to a person who enjoys eating. The word found its way into the English language from the French language.
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.
The Unit 3 on ?Theories, Methods and Techniques? was very instructive, as it really teaches us, (future EFL teachers) of the different methodologies and techniques that exists to teach English as a foreign language and the various ways these can be used to optimize EFL students learning, depending on their language level and cultural backgroun.
I found the section on the ?Engage, Study, Activate (ESA)? method put forward by Jeremy Harmer, really interesting and complete, especially for trainees and new teachers, as it is an effective, simple, logical and flexible methodology for new teachers to learn and apply in the classroom, in their first years of teachin.
I also like the idea that the ESA methodology allows the teacher to be flexible with the sequence in which he decides to engage, study or activate with his students during a lesson, and how depending on the learning pace/level of the classroom, the teacher can either switch to a more ?patchwork?, ?boomerang? or ?straight arrow? type of lesso.
Whichever proves to be most effective in the long ru.
The positive aspect of this methodology is not only it can be an effective method of teaching, but it also includes a variety of teaching techniques and learning activities (as seen from the different examples of learning exercises and games provided in unit 3) that once introduced to the classroom, can really stimulate and encourage students learning and practice of the English languag.
Another part of the unit 3 that caught my interest is the last section on corrections, the different correction techniques and what/how should a teacher correct mistake.
Correction as quotes in the unit 3, can be very tricky and ?is a skill than can take some time and experience to perfect?, as we as teachers would like the student to learn of his spelling mistake or pronunciation errors by himself, and learn upon that so not to repeat this error/ mistake, but at the same time we also want to help them understand the reason behind what they did wrong and initiate the correct answers without necessarily having to use prompting of the right answers straight away Before reading this section I also used to not make a real distinction between mistakes and errors, when in fact they are two completely different things, which should be interpreted different when it comes to corrections, so to best know how to guide the students in the correction proces.
I found the section on the ?Engage, Study, Activate (ESA)? method put forward by Jeremy Harmer, really interesting and complete, especially for trainees and new teachers, as it is an effective, simple, logical and flexible methodology for new teachers to learn and apply in the classroom, in their first years of teachin.
I also like the idea that the ESA methodology allows the teacher to be flexible with the sequence in which he decides to engage, study or activate with his students during a lesson, and how depending on the learning pace/level of the classroom, the teacher can either switch to a more ?patchwork?, ?boomerang? or ?straight arrow? type of lesso.
Whichever proves to be most effective in the long ru.
The positive aspect of this methodology is not only it can be an effective method of teaching, but it also includes a variety of teaching techniques and learning activities (as seen from the different examples of learning exercises and games provided in unit 3) that once introduced to the classroom, can really stimulate and encourage students learning and practice of the English languag.
Another part of the unit 3 that caught my interest is the last section on corrections, the different correction techniques and what/how should a teacher correct mistake.
Correction as quotes in the unit 3, can be very tricky and ?is a skill than can take some time and experience to perfect?, as we as teachers would like the student to learn of his spelling mistake or pronunciation errors by himself, and learn upon that so not to repeat this error/ mistake, but at the same time we also want to help them understand the reason behind what they did wrong and initiate the correct answers without necessarily having to use prompting of the right answers straight away Before reading this section I also used to not make a real distinction between mistakes and errors, when in fact they are two completely different things, which should be interpreted different when it comes to corrections, so to best know how to guide the students in the correction proces.
