How to Pronounce 'CAPARISON' - English Pronunciation
In this episode, we cover the pronunciation of the word caparison. This word refers to decking something out in rich decorative coverings, usually used for horses. This word found its way into the English language through the French word caparasson who took it from the Spanish caparazón meaining ‘saddlecloth'.
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.
This unit introduced several different teaching approaches (to include Grammar-Translation, Audio-lingualism, PPP, Task-Based Learning, Communicative Language Teaching, Community Language Learning, The Silent Way, Suggestopaedia, and The Lexical Approach), which all have their strengths, and weaknesses (particularly The Silent Way, which seems to be the worst way imaginable to teach a language, as students will need to hear the language to properly speak it.
The best aspects of all these approaches can be seen combined in the Engage, Study, Activate (ESA) approach, and we are then given several examples for each stage of this tactic, in order to aid our lesson plannin.
The Engage block, which should always begin the day's lesson, is the most informal part of the \"lesson,\" as the focus is getting our students interested and involved in the day's lesson (though the language used in the Engage block need not be the focal point of the Study block), and warmed-up to operating in Englis.
Therefore, games, videos, and songs work best her.
Directly following the Engage block (if using the straight arrow method, and not the boomerang or patchwork method), the Study block is the most formal part of the lesson, where the teacher offers the most guidance and correction to that day's particular lesso.
This is the ideal time for worksheets and group exercise.
Finally, the Activate block is when the class is able to put the language now firmly understood through the Study block into practical us.
This is the perfect time for games involving the class as a whole (if the language level is advanced enough for a debate), role-playing games, and the many other forms of communication games discussed in the unit which promote students using the language they have already mastered, and learned that da.
Finally, after the many game ideas presented in the unit, we discuss the best approaches to correction -- which ideally should come from the student first, then fellow classmates (unless the teacher feels this would cause the student to be discouraged), before the teacher (the last resort.
It goes without saying that we should be encouraging in our correction, so as not to dissuade the student, and we should not over, nor under, correct the class -- as too many corrections will result in a timid, withdrawn class, afraid to offer a wrong answer, and too few corrections could result in mistakes being reinforced as factua.
The best aspects of all these approaches can be seen combined in the Engage, Study, Activate (ESA) approach, and we are then given several examples for each stage of this tactic, in order to aid our lesson plannin.
The Engage block, which should always begin the day's lesson, is the most informal part of the \"lesson,\" as the focus is getting our students interested and involved in the day's lesson (though the language used in the Engage block need not be the focal point of the Study block), and warmed-up to operating in Englis.
Therefore, games, videos, and songs work best her.
Directly following the Engage block (if using the straight arrow method, and not the boomerang or patchwork method), the Study block is the most formal part of the lesson, where the teacher offers the most guidance and correction to that day's particular lesso.
This is the ideal time for worksheets and group exercise.
Finally, the Activate block is when the class is able to put the language now firmly understood through the Study block into practical us.
This is the perfect time for games involving the class as a whole (if the language level is advanced enough for a debate), role-playing games, and the many other forms of communication games discussed in the unit which promote students using the language they have already mastered, and learned that da.
Finally, after the many game ideas presented in the unit, we discuss the best approaches to correction -- which ideally should come from the student first, then fellow classmates (unless the teacher feels this would cause the student to be discouraged), before the teacher (the last resort.
It goes without saying that we should be encouraging in our correction, so as not to dissuade the student, and we should not over, nor under, correct the class -- as too many corrections will result in a timid, withdrawn class, afraid to offer a wrong answer, and too few corrections could result in mistakes being reinforced as factua.
