By Phil Race, Sue Wharton
There was a development within the variety of academics curious about educating English as a international or moment language. This instruction manual comprises sensible feedback for EFL lecturers, and goals to steer to rules which might be attempted out instantaneously. Lists of priceless assets and pro-formas are included.
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Additional resources for 500 Tips for TESOL Teachers
For more advanced learners, pronunciation can still be an issue; inappropriate intonation may mean that they ‘give the wrong message’ when they speak. The importance of pronunciation work is being increasingly recognized in coursebooks, and you may well find yourself using a book that contains specific pronunciation activities. The following suggestions, then, should help you to make the most of explicit pronunciation work with your learners. LANGUAGE WORK IN THE CLASSROOM 29 1 Learn how to describe pronunciation.
These are two important characteristics of writing in the world outside the classroom. 4 Don’t always leave writing for homework. Writing in groups, or checking and editing each other’s drafts, are valuable learning activities and a good use of class time. This type of activity may also be an opportunity for learners to write to a real audience: to peers, to school authorities, to a local newspaper, etc. 5 Encourage multiple drafts and revisions. It’s simply not realistic to ask learners to go from a blank page to a final product in one go!
Give your learners practice at getting the basic meaning of a text with just one hearing—this, after all, is the situation they will face outside. Hearing a recording through also gives them a chance to listen without doing any thing else, which can make a pleasant change. 4 Provide a context for any recording you use. A context makes listening and understanding much easier; learners will know what sort of thing to expect. It also approximates better to listening outside; in everyday life, we rarely listen to anything ‘cold’, without any idea of what it will be about.