Modals and Passive Voice - Passive Voice Overview
This video provides a detailed overview of the passive voice of the English language. Watch the video to find out exactly what distinguishes the active voice from the passive and vice versa.
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.
Troubleshooting common problem situations was the title of this uni.
When a teacher is meeting a new class for the first time it is vital to establish rappor.
The teacher will want to find out about the students, their needs or aspirations with English along with their English leve.
Instead of using a course book, the teacher will want to use things like warmer activities, questionnaires and survey.
Another common problem is teaching students who have different skill or knowledge level.
Different materials can be used if the difference in ability is wide, or different tasks using the same materia.
A teacher can pair stronger students with weaker ones or opt to do nothing at al.
Large classes provide dynamics and drama which an experienced teacher can use to their advantage by organizing humorous, involving classe.
Some suggestions when working with a large class are using worksheets, pair/group work, choral repetition, appointing group leaders and speaking clearl.
It is to the students? advantage to not use their native tongue in class and the teacher can help by encouraging them to speak Englis.
It is also important for the teacher to only respond to Englis.
If activities are at the appropriate level and students have the necessary language to cope, it will be easier for them to speak only Englis.
Additionally, the teacher?s explanations should be clear to all students so they don?t have to clarify in their native languag.
There can be many reasons that students don?t want to talk or participate in clas.
Using pair work can help them practice in a safe environment as well as using controlled practic.
Role-play can help students who feel more comfortable acting like someone else, and asking students to record themselves outside of class may help them to express themselves in a less threatening environmen.
I have learned that it can take time and patience to find what motivates some students and the thing that motivates them one day may not necessarily be effective the nex.
When a teacher is meeting a new class for the first time it is vital to establish rappor.
The teacher will want to find out about the students, their needs or aspirations with English along with their English leve.
Instead of using a course book, the teacher will want to use things like warmer activities, questionnaires and survey.
Another common problem is teaching students who have different skill or knowledge level.
Different materials can be used if the difference in ability is wide, or different tasks using the same materia.
A teacher can pair stronger students with weaker ones or opt to do nothing at al.
Large classes provide dynamics and drama which an experienced teacher can use to their advantage by organizing humorous, involving classe.
Some suggestions when working with a large class are using worksheets, pair/group work, choral repetition, appointing group leaders and speaking clearl.
It is to the students? advantage to not use their native tongue in class and the teacher can help by encouraging them to speak Englis.
It is also important for the teacher to only respond to Englis.
If activities are at the appropriate level and students have the necessary language to cope, it will be easier for them to speak only Englis.
Additionally, the teacher?s explanations should be clear to all students so they don?t have to clarify in their native languag.
There can be many reasons that students don?t want to talk or participate in clas.
Using pair work can help them practice in a safe environment as well as using controlled practic.
Role-play can help students who feel more comfortable acting like someone else, and asking students to record themselves outside of class may help them to express themselves in a less threatening environmen.
I have learned that it can take time and patience to find what motivates some students and the thing that motivates them one day may not necessarily be effective the nex.
