Golden Opportunity - English Idioms
The idiom "golden opportunity" refers to a chance that is likely to be rewarding and successful, for example: The low price for the house is a golden opportunity we must not waste. The price for the house is very cheap at the moment, so we should buy it before the price increases again.
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.
As an English teacher, obviously one's voice and the language one uses is of vital importance to the clas.
Teachers of English as a foreign language should speak at a language level below that which is being taught when addressing students and giving instructions, and should manipulate their voice in order to keep students engaged in the lesson, and to ensure that they have understoo.
The teacher is also likely to be the primary source of fluent, native English that is available to the students, which should be kept in mind when speakin.
But it is also important to remember that the students are there not only to hear the teacher speak but to practice speaking themselves, so student talk time should be encouraged and unnecessary teacher talk time should be reduce.
Beyond the voice, however, body language is also importan.
Eye contact and gesturing can both serve to ensure that students are engaged and serve paralinguistic functions to further clarify the material and signal to students certain tasks or when they are to participat.
Of course, students' names are also important, and teachers should be sure to know all the names of the students in the class, and should be sure to call on all students -- not only those whose name the teacher remember.
Furthermore, while it is helpful to give students who are struggling more opportunities to contribute, it may also be productive to allow students who are self-conscious or not ready to contribute to remain silent rather than forcing them to spea.
To that end, putting students into small groups or pairs may be useful for getting quieter students to feel more comfortable sharing their thoughts with a smaller audience with less pressure and thus allowing them to practice their Englis.
This also prevents certain students from continually dominating the clas.
However, the teacher should move around and be present with each group to ensure that the groups are doing what they are supposed to and not switching back to their native language unnecessaril.
On the other hand, if the class is large, then small groups or pairs might create too much noise and thus remaining in a large group might be a better optio.
Teachers of English as a foreign language should speak at a language level below that which is being taught when addressing students and giving instructions, and should manipulate their voice in order to keep students engaged in the lesson, and to ensure that they have understoo.
The teacher is also likely to be the primary source of fluent, native English that is available to the students, which should be kept in mind when speakin.
But it is also important to remember that the students are there not only to hear the teacher speak but to practice speaking themselves, so student talk time should be encouraged and unnecessary teacher talk time should be reduce.
Beyond the voice, however, body language is also importan.
Eye contact and gesturing can both serve to ensure that students are engaged and serve paralinguistic functions to further clarify the material and signal to students certain tasks or when they are to participat.
Of course, students' names are also important, and teachers should be sure to know all the names of the students in the class, and should be sure to call on all students -- not only those whose name the teacher remember.
Furthermore, while it is helpful to give students who are struggling more opportunities to contribute, it may also be productive to allow students who are self-conscious or not ready to contribute to remain silent rather than forcing them to spea.
To that end, putting students into small groups or pairs may be useful for getting quieter students to feel more comfortable sharing their thoughts with a smaller audience with less pressure and thus allowing them to practice their Englis.
This also prevents certain students from continually dominating the clas.
However, the teacher should move around and be present with each group to ensure that the groups are doing what they are supposed to and not switching back to their native language unnecessaril.
On the other hand, if the class is large, then small groups or pairs might create too much noise and thus remaining in a large group might be a better optio.
