"Like" us to connect with other students, watch videos, see job offers and even get special discounts.
TESOL Videos - Compliment vs Complement - English Grammar - Teaching Tips
In this video we explain the difference between 'compliment' and 'complement'. Both used as a verb and a noun, 'compliment' expresses something nice about someone, for example: I complimented my brother on his delicious cooking. In this example, the word 'compliment' is used as a verb. Let's take a look at a sentence where it is used as a noun: I gave my brother a compliment on his delicious cooking. The word "complement" on the other hand is used when two things go well together, or complete each other. The word is especially often used to indicate that two foods go well together. It is also often used in fashion, such as here: 'Her black dress complements her red hair,' or 'That wine complements the fish very well'. This should clear up any confusion.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
In this unit we became familiar with different types of teaching techniques used over the years. Grammar translation was used for many years and is exemplified by a translation approach. The drawback is students do not learn the language itself, just about the language. Audio lingualism refers to a system using long drill repetition. Students are most likely asleep or totally bored by the end of the session. In PPP (presentation, practice and production) the teacher first presents the topic, the students then practice the information then they get more creative. This technique is considered to be very effective with lower level students. Further methods included Task Based Learning, wherein the focus is on the task as opposed to the language. Communicative, Community Language, Suggestopaedia and The Silent Way to me all appear to have been fads and are no longer used. ESA (Engage Study Activate) seems to be the most logical way to teach a language. The students interests are aroused using games, pictures, music, stories etc. The focus then leans towards language construction and finally the last stage where students are asked to use what they have learned as freely and as communicatively as possible. This to me seems to be a very natural way to learn a language and keeps all participants as engaged and as interested as possible. A lot of good ideas were presented for all three stages including elicitation, pronunciation and various word games. Time and use of correcting students forms a very important part of this section. Overall I found Unit 3 to be both interesting and informative and I look forward to putting what I have learned here into practice.