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TESOL Videos - How to Pronounce 'SPRACHGEFÜHL' - English Pronunciation
In this episode, we cover the pronunciation of the word sprachgefühl. This word refers to a person's intuitive ability to produce language in a natural way. Sprachgefühl is one of many Gernan words that found their way into the English language at the end of the 19th century. The word is a combination of sprache (language, speech) and gefühl (feeling).
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.
I am very grateful for this unit for many reasons; however, the fact that the unit focused on receptive skills and how to cultivate language learning surrounding receptive skills is what interests me most about it. I learned a few important points which I had gathered in part from previous units. One thing in which I learned is that, in order to teach language - especially surrounding receptive skills, teachers must be able to instill an interest in the students regarding course material and be able to keep that interest throughout the entire lesson. Using the Straight Arrow ESA method, this is a great way to keep interest because it focuses on one facet of receptive listening - like reading, for instance. Furthermore, each phase of the lesson can be broken up into different parts to cover receptive skills to a full. An example would be, for instance, in the Engage phase of a lesson intended to teach students how to say different types of foods: the teacher could start the lesson out by bringing in different types of foods and asking the students what they like to eat. The teacher could use the rest of the phase to elicit examples of food items and write them on the board. During the Study phase, the teacher could pair up photos of the foods with the food items themselves and focus on pronunciation and fluency, teaching the students to say, \"I like/don't like to eat... such and such.\" During the Activate phase, the teacher could break up the phase into two different parts, utilizing matching sheets in the first part for grouped students, and then having the groups give foods to the teacher that both students in each group like and don't like.