Long Arm Of The Law - English Idioms
The idiom "long arm of the law" refers to the police or authorities, for example: The long arm of the law finally caught up with the robber and the police arrested him today.
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 on teaching special groups focused on the certain challenges and particularities of teaching beginners, young learners, individuals, business English classes, and the monolingual v.
multilingual English clas.
I learned that a beginner can be an absolute beginner with no language knowledge or a \"false beginner\" who has had some exposure to the language, perhaps some previous instructio.
We discussed tips on teaching this group: keeping things simple, being supportive and praising often, playing lots of interactive games, and above all getting them talking (which is the surest path to developing a language skill.
When teaching individuals I learned that there is little classroom dynamic there so it's on the teacher to keep the lessons fresh by varying the actives and approach as well as concentrating on their interest.
Young learners can be very enthusiastic, but the teacher must prepare lots of activities due to the short attention span.
With this group it's necessary to use lots of repetition and keeping things fun (being unaffaid to act a little foolish) will make for effective lesson.
This group will have some discipline issues typically so it is also important to change the dynamic often and to be fair and consistent at all time.
The business English class may have varied skill levels and the students may be tired from working all day, but the teacher should find out what motivates them and use your ignorance of their profession to your advantage by getting them talking about i.
With these classes professional dress and demeanor is especially important as well as staying away from office gossi.
Lastly we discussed teaching the monolingual class (teaching a group of Vietnamese in Hanoi, for example) versus the multilingual class (teaching a group of people from mixed cultural backgrounds in New York, for example.
A group with the same L1 share common difficulties and can help each other in their native language, but they have less exposure to the L2 while a class in New York City will have more natural exposure to English and having no common language except English can be used to your advantage in increasing student talk tim.
multilingual English clas.
I learned that a beginner can be an absolute beginner with no language knowledge or a \"false beginner\" who has had some exposure to the language, perhaps some previous instructio.
We discussed tips on teaching this group: keeping things simple, being supportive and praising often, playing lots of interactive games, and above all getting them talking (which is the surest path to developing a language skill.
When teaching individuals I learned that there is little classroom dynamic there so it's on the teacher to keep the lessons fresh by varying the actives and approach as well as concentrating on their interest.
Young learners can be very enthusiastic, but the teacher must prepare lots of activities due to the short attention span.
With this group it's necessary to use lots of repetition and keeping things fun (being unaffaid to act a little foolish) will make for effective lesson.
This group will have some discipline issues typically so it is also important to change the dynamic often and to be fair and consistent at all time.
The business English class may have varied skill levels and the students may be tired from working all day, but the teacher should find out what motivates them and use your ignorance of their profession to your advantage by getting them talking about i.
With these classes professional dress and demeanor is especially important as well as staying away from office gossi.
Lastly we discussed teaching the monolingual class (teaching a group of Vietnamese in Hanoi, for example) versus the multilingual class (teaching a group of people from mixed cultural backgrounds in New York, for example.
A group with the same L1 share common difficulties and can help each other in their native language, but they have less exposure to the L2 while a class in New York City will have more natural exposure to English and having no common language except English can be used to your advantage in increasing student talk tim.
