How to Pronounce 'HIDEBOUND'- English Grammar
In this episode, we cover the pronunciation of the word hidebound. This word refers to an unwillingness to change because of a tradition. Some synonyms for hidebound include conservative, conventional and reactionary.
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 discussed different methodologies that have been used throughout the teaching of ES.
It then went on to discuss the method that the course is based around: ES.
The stages of this are Engage, Study, and Activat.
A huge part of this is eliciting responses and participation from student.
Various techniques were given (flashcards, drawings, et.
) and it was also stated that you should use a variety of these techniques to keep lessons from becoming predictable or borin.
Regarding elicitation, it is also important to be aware of where students are in terms of language level and to stay positiv.
They went on to discuss what each stage of ESA involve.
The engage level is to boost interest and encourage involvement to \"warm up\" the clas.
This stage does not need to relate to what will be taught and new information should not be introduced her.
The study stage is where new information is first presented and the main focus is on construction of the languag.
The activate stage puts what the students know and have recently learned togethe.
The main focus is on fluency rather than accurac.
Each of these stages presented once in that order is called the \"Straight Arrow\" lesso.
However, they do not need to be used exactly like this and one stage can occur multiple times as long as they start with the engage stage and end with activat.
Other variances introduced where the \"Boomerang\" and \"Patchwork\" lesson.
From here the unit gave ideas for activities that can be used in the engage, study, and activate stage.
The unit went on to discuss correction and feedback, which are important to encourage progress and self-awareness of the student.
It is very important to stay positive when giving feedback to avoid discouraging the student.
It is also important to know that mistakes and errors are not the same and that mistakes can be easily corrected, but errors may be made because the student(s) believe it is correct or they don't know the correct form or can't get it righ.
It is also important to allow the student to correct themselves when possibl.
Students can also be given the opportunity to correct each other, but you should not use this method if you think the student will get uncomfortable or more confuse.
If neither of these work, the teacher should correct the.
The unit then went on to give examples of when and how teachers should correc.
For example, the teacher should not be correcting during the engage stage and it is more important for them to correct when accuracy is the focu.
It then went on to discuss the method that the course is based around: ES.
The stages of this are Engage, Study, and Activat.
A huge part of this is eliciting responses and participation from student.
Various techniques were given (flashcards, drawings, et.
) and it was also stated that you should use a variety of these techniques to keep lessons from becoming predictable or borin.
Regarding elicitation, it is also important to be aware of where students are in terms of language level and to stay positiv.
They went on to discuss what each stage of ESA involve.
The engage level is to boost interest and encourage involvement to \"warm up\" the clas.
This stage does not need to relate to what will be taught and new information should not be introduced her.
The study stage is where new information is first presented and the main focus is on construction of the languag.
The activate stage puts what the students know and have recently learned togethe.
The main focus is on fluency rather than accurac.
Each of these stages presented once in that order is called the \"Straight Arrow\" lesso.
However, they do not need to be used exactly like this and one stage can occur multiple times as long as they start with the engage stage and end with activat.
Other variances introduced where the \"Boomerang\" and \"Patchwork\" lesson.
From here the unit gave ideas for activities that can be used in the engage, study, and activate stage.
The unit went on to discuss correction and feedback, which are important to encourage progress and self-awareness of the student.
It is very important to stay positive when giving feedback to avoid discouraging the student.
It is also important to know that mistakes and errors are not the same and that mistakes can be easily corrected, but errors may be made because the student(s) believe it is correct or they don't know the correct form or can't get it righ.
It is also important to allow the student to correct themselves when possibl.
Students can also be given the opportunity to correct each other, but you should not use this method if you think the student will get uncomfortable or more confuse.
If neither of these work, the teacher should correct the.
The unit then went on to give examples of when and how teachers should correc.
For example, the teacher should not be correcting during the engage stage and it is more important for them to correct when accuracy is the focu.
