How to Pronounce 'HUCKSTER'- English Grammar
In this episode, we cover the pronunciation of the word "huckster". This word has to meanings an can either refer to someone who sells or advertises something in an aggressive and dishonest manner or to a person who creates promotions for commercial clients, such as for the radio or TV.
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 how to effectively teach the productive skills ? speaking and writin.
Writing will require accuracy on the students part, being able to pick the necessary words to convey what they want, while speaking will focus more on fluenc.
In order to teach these aspects well, teachers must be able to engage the students and create a desire for the students to communicate in Englis.
Speaking activities can fit into three different types ? controlled, guided or creative communicatio.
Controlled speaking activities focus on accuracy, and the language is controlled by the teache.
One form of this is drilling vocabular.
Guided activities also focus on accuracy but are more creative than controlled activitie.
The output is controlled by the teacher but the language is not so students might engage in model dialogues or guided role play.
Finally, creative communication focuses on fluenc.
The scenarios are given by the teacher but, as with the guided activities, the language is no.
As the name suggests, these are much more open to student creativity, with activities such as free role playing, discussions, information gap games, debates and simulation.
One problem teachers encounter in classes is encouraging students to engag.
Students might lack confidence, fear making mistakes in front of their peers, or lack interest in the lesson for any reaso.
Teachers must create a suitably motivating environment for students to learn and can do this in a number of ways: using pair or group work; giving students lots of time to think and practice, having a clear purpose for speaking activities that the students can understand, changing the classroom dynamics and careful plannin.
Each step of a free speaking activity has various tasks that are associated with i.
Before you begin the activity, decide the aims for the class, predict what the students will need and what problems they will have, consider the time allotment for each activity and whether the students will have enough to talk about during it and have the language they need to do s.
Also consider whether the material is useful and fun for the students before preparing it and the instruction.
During the class arouse the students interest with visuals or a short lead in, as you might do in any clas.
Remind the students of any vocabulary they might need and leave it somewhere visible for their referenc.
Ensure the students know the aims of the activity and make sure they have enough time to prepare at each point ? do not cut time here or the students will not gain as much from the lesson as they shoul.
As the teacher, focus the activities on the process rather than the product and monitor the students activity, only offering input to help or encourage the student.
Finally make sure to evaluate the students work to give them feedback and also consider the effectiveness of the activities use.
After the class provide the students with feedback, focus on the good not the bad, in areas such as how well they communicated and how fluent they wer.
This can be done by advising the students on how they can improve rather than the mistakes they mad.
Note any recurring errors that students have made and feed that back to the students, either one-to-one if only one or two students have made that mistake, or as a class without naming any students who made the mistake, as a learning point for everyon.
When teaching writing make sure to be aware of the differences between it and speakin.
When writing, the grammar may be different (contractions are usually avoided), vocabulary can change to be more formal, and students need to be more aware of factors such as spelling, handwriting, layout and punctuatio.
Spelling can be a difficult problem for students to get around due to the English language not being phonetic ? there are many ways to write the same sound, words that sound the same but the spelling is different and words that sound different but the spelling is the same! Teachers should make sure students are aware of the different pronunciations of letters and combinations but should also let students discover the spelling rules for themselve.
One factor that can cause problems is the differences between American and British English words, as well as the influence of slang in the English languag.
The best way to help students overcome these issues is to encourage them to read extensivel.
Layout and punctuation can be difficult for students depending on how different their native language is to Englis.
Students should be exposed to many types of writing such as letters and emails to help them learn the different forms of writin.
Try to make students self-check their grammar, vocabulary, punctuation and spelling first to pick up on their own mistak.
Creative writing can be a great way to get students writing as it is engaging for students and they can be proud of their final produc.
It can also take the form of group work if you want students to share their ideas firs.
Writing will require accuracy on the students part, being able to pick the necessary words to convey what they want, while speaking will focus more on fluenc.
In order to teach these aspects well, teachers must be able to engage the students and create a desire for the students to communicate in Englis.
Speaking activities can fit into three different types ? controlled, guided or creative communicatio.
Controlled speaking activities focus on accuracy, and the language is controlled by the teache.
One form of this is drilling vocabular.
Guided activities also focus on accuracy but are more creative than controlled activitie.
The output is controlled by the teacher but the language is not so students might engage in model dialogues or guided role play.
Finally, creative communication focuses on fluenc.
The scenarios are given by the teacher but, as with the guided activities, the language is no.
As the name suggests, these are much more open to student creativity, with activities such as free role playing, discussions, information gap games, debates and simulation.
One problem teachers encounter in classes is encouraging students to engag.
Students might lack confidence, fear making mistakes in front of their peers, or lack interest in the lesson for any reaso.
Teachers must create a suitably motivating environment for students to learn and can do this in a number of ways: using pair or group work; giving students lots of time to think and practice, having a clear purpose for speaking activities that the students can understand, changing the classroom dynamics and careful plannin.
Each step of a free speaking activity has various tasks that are associated with i.
Before you begin the activity, decide the aims for the class, predict what the students will need and what problems they will have, consider the time allotment for each activity and whether the students will have enough to talk about during it and have the language they need to do s.
Also consider whether the material is useful and fun for the students before preparing it and the instruction.
During the class arouse the students interest with visuals or a short lead in, as you might do in any clas.
Remind the students of any vocabulary they might need and leave it somewhere visible for their referenc.
Ensure the students know the aims of the activity and make sure they have enough time to prepare at each point ? do not cut time here or the students will not gain as much from the lesson as they shoul.
As the teacher, focus the activities on the process rather than the product and monitor the students activity, only offering input to help or encourage the student.
Finally make sure to evaluate the students work to give them feedback and also consider the effectiveness of the activities use.
After the class provide the students with feedback, focus on the good not the bad, in areas such as how well they communicated and how fluent they wer.
This can be done by advising the students on how they can improve rather than the mistakes they mad.
Note any recurring errors that students have made and feed that back to the students, either one-to-one if only one or two students have made that mistake, or as a class without naming any students who made the mistake, as a learning point for everyon.
When teaching writing make sure to be aware of the differences between it and speakin.
When writing, the grammar may be different (contractions are usually avoided), vocabulary can change to be more formal, and students need to be more aware of factors such as spelling, handwriting, layout and punctuatio.
Spelling can be a difficult problem for students to get around due to the English language not being phonetic ? there are many ways to write the same sound, words that sound the same but the spelling is different and words that sound different but the spelling is the same! Teachers should make sure students are aware of the different pronunciations of letters and combinations but should also let students discover the spelling rules for themselve.
One factor that can cause problems is the differences between American and British English words, as well as the influence of slang in the English languag.
The best way to help students overcome these issues is to encourage them to read extensivel.
Layout and punctuation can be difficult for students depending on how different their native language is to Englis.
Students should be exposed to many types of writing such as letters and emails to help them learn the different forms of writin.
Try to make students self-check their grammar, vocabulary, punctuation and spelling first to pick up on their own mistak.
Creative writing can be a great way to get students writing as it is engaging for students and they can be proud of their final produc.
It can also take the form of group work if you want students to share their ideas firs.
