How to Pronounce 'DETER' - English Pronunciation
In this episode, we cover the pronunciation of the word deter. This word is used as a verb and means to discourage someone from doing something, usually using doubt or fear. Synonyms for deter include prevent, stop and avert. The word comes from Latin 'deterrere', a word formed with de- ‘away from’ and terrere ‘frighten'.
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 discusses the many different theories of language learnin.
There are may opinions as to which method is best, but perhaps the Engage, Study, Activate (ESA) approach is the most efficien.
In this method, each class is divided into different sections and each section has a different study focu.
Each ESA lesson begins with the engage stage and finishes with the activate stag.
However, different sections may be repeated throughout the lesso.
The main goal of the engage stage is for students to warm up to the class and use the target languag.
Students should be encouraged to use the new language as much as possible in this stag.
Corrections should not occur in this stage but be saved for the study stag.
The focus of the study stage is for students to learn new language material and to use that material accuratel.
This being the case, the majority of the corrections will occur in this stag.
The activate stage focuses on using the newly learned language as well as previously learned languag.
Student talk time is crucial to this stage and role-plays are often use.
As the aim of this stage is for students to communicate and actively use the language, corrections should only occur when absolutely necessar.
It is extremely important to know when, how, and what to correct throughout a lesso.
Mistakes are considered a stumble in the student's speech or a simple problem which is easily correcte.
Errors, on the other hand, are more serious problems which will take more time to discus.
In general, it is wise to only discuss errors which are repeated, directly related to the new language material, or that will cause the student serious consequences if not addresse.
Often it is best to see if the student can correct the error himself before giving hel.
Correction by the other students is often beneficial as long as the teacher feels this will not make the student who made the error feel confused or uncomfortabl.
Teacher correction should be saved for situations where the students cannot correct the problem themselve.
Although correction is important, it is equally important not to over correct the student.
Corrections should be saved for when absolutely necessar.
It is also beneficial to remember to be encouraging and kind when correctin.
Harsh correction will result in discouraged an unmotivated student.
There are may opinions as to which method is best, but perhaps the Engage, Study, Activate (ESA) approach is the most efficien.
In this method, each class is divided into different sections and each section has a different study focu.
Each ESA lesson begins with the engage stage and finishes with the activate stag.
However, different sections may be repeated throughout the lesso.
The main goal of the engage stage is for students to warm up to the class and use the target languag.
Students should be encouraged to use the new language as much as possible in this stag.
Corrections should not occur in this stage but be saved for the study stag.
The focus of the study stage is for students to learn new language material and to use that material accuratel.
This being the case, the majority of the corrections will occur in this stag.
The activate stage focuses on using the newly learned language as well as previously learned languag.
Student talk time is crucial to this stage and role-plays are often use.
As the aim of this stage is for students to communicate and actively use the language, corrections should only occur when absolutely necessar.
It is extremely important to know when, how, and what to correct throughout a lesso.
Mistakes are considered a stumble in the student's speech or a simple problem which is easily correcte.
Errors, on the other hand, are more serious problems which will take more time to discus.
In general, it is wise to only discuss errors which are repeated, directly related to the new language material, or that will cause the student serious consequences if not addresse.
Often it is best to see if the student can correct the error himself before giving hel.
Correction by the other students is often beneficial as long as the teacher feels this will not make the student who made the error feel confused or uncomfortabl.
Teacher correction should be saved for situations where the students cannot correct the problem themselve.
Although correction is important, it is equally important not to over correct the student.
Corrections should be saved for when absolutely necessar.
It is also beneficial to remember to be encouraging and kind when correctin.
Harsh correction will result in discouraged an unmotivated student.
