How to Pronounce 'SPRIGHTLY'- English Grammar
In this episode, we cover the pronunciation of the word sprightly. This word is used to describe a person, usually a little bit older, who is full of energy.
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.
I'm sorry to say but for me this was one of the most tedious units of the cours.
It's not the fault of the designers- it's just that I've been teaching TEFL for over 25 years! So the reading, from my perspective was very long, redundant, remedia.
.
I'm trying to think of anything new I gleaned from the unit, but sorry, it's kind of a 'been there done that' unit for m.
I don't what to say really except to offer two annotations:
1. Children can be extremely unpredictable and the teacher needs to be prepared for thi.
No matter how many years you have taught children, it seems you are always in for a surpris.
I'd also emphasize that once a kids' class gets out of control, it can REALLY get out of control no matter what tricks you have up your sleev.
In trying new games/activities with children, it can be hard to predict what they'll respond well to and what they'll find borin.
Always have some good ol' stand by's ready just in cas.
I no longer teach children by the way but I too found it extremely rewarding- and tiring!
2. I simply can't agree on the insistence that we conduct classes ONLY in the target languag.
I'm quite fluent in Japanese and when teaching in Japan found the judicious use of the native language to be invaluable in a number of ways, the most practical of which were explaining instructions, grammatical functions and the contexts in which language is use.
Japanese played other roles in the class as well, more in terms of psychology, encouragement and self-esteem, but perhaps you see what I'm getting a.
I haven't thrown the grammar-translation method out the window just yet- probably never wil.
Here in China, where my spoken Chinese is pretty much AWFUL, the native tongue plays a minor role indeed in elucidation, and I have to admit feeling a bit frustrated about tha.
I can use it for phonological comparisons and a sort of 'reversi' games where Ss can quiz me on listening comprehension (very short phrases mind you- just to show them that I'm a student too, with similar troubles.
Modern EFL thought on not using the native language has become dogma in my opinion, and I have not seen any real evidence that it harms the learning process or necessarily makes Ss better or worse speaker.
When I began studies in TESOL, in contrast, having had successfully studied a second language was a prerequisite to becoming a TEFL teache.
That makes good sense to me as well, and it seems that it's only for the convenience of the TEFL industry and the demand for teachers that a second language requirement is now waive.
It's not the fault of the designers- it's just that I've been teaching TEFL for over 25 years! So the reading, from my perspective was very long, redundant, remedia.
.
I'm trying to think of anything new I gleaned from the unit, but sorry, it's kind of a 'been there done that' unit for m.
I don't what to say really except to offer two annotations:
1. Children can be extremely unpredictable and the teacher needs to be prepared for thi.
No matter how many years you have taught children, it seems you are always in for a surpris.
I'd also emphasize that once a kids' class gets out of control, it can REALLY get out of control no matter what tricks you have up your sleev.
In trying new games/activities with children, it can be hard to predict what they'll respond well to and what they'll find borin.
Always have some good ol' stand by's ready just in cas.
I no longer teach children by the way but I too found it extremely rewarding- and tiring!
2. I simply can't agree on the insistence that we conduct classes ONLY in the target languag.
I'm quite fluent in Japanese and when teaching in Japan found the judicious use of the native language to be invaluable in a number of ways, the most practical of which were explaining instructions, grammatical functions and the contexts in which language is use.
Japanese played other roles in the class as well, more in terms of psychology, encouragement and self-esteem, but perhaps you see what I'm getting a.
I haven't thrown the grammar-translation method out the window just yet- probably never wil.
Here in China, where my spoken Chinese is pretty much AWFUL, the native tongue plays a minor role indeed in elucidation, and I have to admit feeling a bit frustrated about tha.
I can use it for phonological comparisons and a sort of 'reversi' games where Ss can quiz me on listening comprehension (very short phrases mind you- just to show them that I'm a student too, with similar troubles.
Modern EFL thought on not using the native language has become dogma in my opinion, and I have not seen any real evidence that it harms the learning process or necessarily makes Ss better or worse speaker.
When I began studies in TESOL, in contrast, having had successfully studied a second language was a prerequisite to becoming a TEFL teache.
That makes good sense to me as well, and it seems that it's only for the convenience of the TEFL industry and the demand for teachers that a second language requirement is now waive.
