How to Pronounce 'KISMET' - English Pronunciation
In this episode, we cover the pronunciation of the word kismet. This word is a noun and means fate or destiny. The word comes from Arabic ?ismat meaning 'division'.
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.
In this Unit I was able to watch how real teaching looks like via the two videos provided by ITT.
While watching I have noticed a clear difference between the two classe.
To be honest, I cringed several times watching the first vide.
The students seemed extremely uncomfortable due to the behavior of their teache.
It was possible to tell from his facial expressions over gestures and the tone of his voice that he was unmotivated from the beginnin.
He made a rather hectic impression, checked his lesson plan often and still was not able to finish his class appropriatel.
Also I could not notice him conducting an Engage phase, even if this part is crucial for student's comprehension of the topic they're going to work through in the Study phas.
It was rather obvious, that not one single student was motivated or even able to learn something during this lesso.
They were simply intimidated by the teachers way of speakin.
Acting as if the topic would be the easiest of the world, they were affraid to give a wrong answer and rather stayed quie.
As students should always be encouraged to speak in English, a stiff atmosphere like the one showed in the video should never be the outcome of a lesso.
Contrary to the first video, the second one displayed the ideal procedure of a straight arrow ESA lesso.
In the beginning the teacher introduced his class with some brainstorming so they were able to take notes and learn new vocabular.
After that the class practised pronounciation and grammar in the study phas.
With the aid of gap filling activities, funny mimes and some flash cards the teacher used to show from time to time, he was able to build good rapport with his student.
Last but not least, the Activate phase consisted of the same fantasy animal creation game as in video one, however this time the teacher explained the game properly and gave his own example before the students starte.
Alongside the teaching methods, comparing to the first video the over-all appearance of the teacher made a much better impression on m.
His voice was loud and clea.
Furthermore he made the effort to keep student's names in min.
His way of correcting errors/mistakes was also very pleasent to watc.
To sum up, I can say that I have learned a lot from this two videos as they directly show how to apply the learned things from previous Units to a real lesso.
While watching I have noticed a clear difference between the two classe.
To be honest, I cringed several times watching the first vide.
The students seemed extremely uncomfortable due to the behavior of their teache.
It was possible to tell from his facial expressions over gestures and the tone of his voice that he was unmotivated from the beginnin.
He made a rather hectic impression, checked his lesson plan often and still was not able to finish his class appropriatel.
Also I could not notice him conducting an Engage phase, even if this part is crucial for student's comprehension of the topic they're going to work through in the Study phas.
It was rather obvious, that not one single student was motivated or even able to learn something during this lesso.
They were simply intimidated by the teachers way of speakin.
Acting as if the topic would be the easiest of the world, they were affraid to give a wrong answer and rather stayed quie.
As students should always be encouraged to speak in English, a stiff atmosphere like the one showed in the video should never be the outcome of a lesso.
Contrary to the first video, the second one displayed the ideal procedure of a straight arrow ESA lesso.
In the beginning the teacher introduced his class with some brainstorming so they were able to take notes and learn new vocabular.
After that the class practised pronounciation and grammar in the study phas.
With the aid of gap filling activities, funny mimes and some flash cards the teacher used to show from time to time, he was able to build good rapport with his student.
Last but not least, the Activate phase consisted of the same fantasy animal creation game as in video one, however this time the teacher explained the game properly and gave his own example before the students starte.
Alongside the teaching methods, comparing to the first video the over-all appearance of the teacher made a much better impression on m.
His voice was loud and clea.
Furthermore he made the effort to keep student's names in min.
His way of correcting errors/mistakes was also very pleasent to watc.
To sum up, I can say that I have learned a lot from this two videos as they directly show how to apply the learned things from previous Units to a real lesso.
