By Phil Race, Sue Wharton
There was a progress within the variety of lecturers excited by instructing English as a overseas or moment language. This guide comprises functional feedback for EFL academics, and goals to steer to rules that are attempted out straight away. Lists of priceless assets and pro-formas are included.
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Extra info for 500 Tips for TESOL Teachers
4 Teach pronunciation a little at a time. Pronunciation will improve naturally if you ensure that your learners do lots of listening and speaking. Intensive pronunciation work can help, but short, fairly frequent sessions are the most useful. 5 Teach some phonemic symbols. This can be done gradually, so as not to overload learners. Once they know the symbols, you have a very useful metalanguage available for talking about pronunciation. 6 Work on learners’ perception of target sounds. Awareness of a sound is the first step to being able to produce it But if a sound does not exist in your learners’ first language, or is not significant for meaning, then they may find it very difficult to hear the essential characteristics of the English sound.
The predictable shape of its units offers a structure for your lessons and reassures learners, especially in the early stages of the course. Once the structure is established, it can become a platform for experimentation. Innovation is easier when everyone is starting from the same place. 2 Be selective. No matter how appropriate a coursebook for your programme, it is unlikely that all the activities, in the precise order presented, will be right for your learners. Within the broad structure of the book, decide what to use and what to leave out, replace, or come back to another time.
That said, a monolingual group will inevitably prefer to use L1 at times and you need to be sensitive about this. L1 use can also have an important social function for your group: to gain an insight into this, try to notice the circumstances in which they tend to use it. 2 Use plenty of group and pair work. For obvious reasons, this maximizes the class time available for learners to speak. Each format has its own advantages: a pair puts pressure on both parties to contribute, whereas a group gives practice in negotiating more complex interaction patterns.
500 Tips for TESOL Teachers by Phil Race, Sue Wharton