By Phil Race, Sue Wharton
There was a development within the variety of academics eager about instructing English as a international or moment language. This guide comprises useful feedback for EFL academics, and goals to guide to rules which are attempted out straight away. Lists of helpful assets and pro-formas are included.
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Help learners to see texts with lots of mistakes as a natural stage. Try to build up an atmosphere where peer as well as teacher feedback is seen as useful on the way to a final product. 8 Emphasize quality in the final product. In the world outside the classroom, demands on written products are high: we expect an appropriate range of vocabulary and sentence patterns, as well as accuracy. Learners need experience of getting to this final, polished stage where work is considered ready for formal public scrutiny.
Chapter 3 Language Work in the Classroom 13 Teaching vocabulary 14 Teaching pronunciation 15 Teaching listening 16 Teaching reading 17 Teaching speaking 18 Teaching writing 19 Teaching grammar 20 Making good use of your coursebook 21 Collecting natural language data 22 Exploiting authentic written texts 23 Exploiting authentic spoken texts 24 Using literature 25 Games for language learning 26 Role play 27 Using the news This is the most substantial chapter of our book, and also the chapter that looks most closely at specific techniques for teaching various aspects of language.
5 Use questions carefully. The technique of having learners answer a series of comprehension questions on a reading is well known. If you use it, try to go beyond surface comprehension to involve learners in the ideas behind the text: for example, you could ask about the author’s main message, position or attitude. 6 Use reading as an input to other tasks. Reading as a means to specific ends is very common in the world outside the classroom, and many learners may need to exploit English language texts in this way.
500 Tips for TESOL Teachers by Phil Race, Sue Wharton