500 Tips for TESOL Teachers by Phil Race, Sue Wharton

By Phil Race, Sue Wharton

There was a development within the variety of lecturers concerned about instructing English as a international or moment language. This instruction manual includes useful feedback for EFL lecturers, and goals to steer to principles which might be attempted out instantaneously. Lists of invaluable assets and pro-formas are included.

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10 Consider using broadcast sources. There are some situations that you will never be able to record, for reasons of practicality and confidentiality: doctor-patient interviews for example. TV or film dramatizations of these events do have at least some language features in common with the ‘real thing’, and could be exploited in teaching. You will, of course, need to check copyright regulations before using broadcast material in teaching. 11 Transcribe your recording. You will probably find this quite difficult the first time you do it, and you will need to listen to the recording several times.

You may be able to sensitize them to some standard ways of managing these transitions in English. Again, they can think about how openings and closings happen in their own language as a point of comparison. 8 Look at the negotiation of (mis)understanding. The meaning of a conversation is developed by the speakers as they go along. Sometimes the conversation may not go smoothly and the speakers have to renegotiate. It can be valuable for learners to look at how this is done, because they are likely to find themselves in similar situations.

All of this helps learning. 12 Look back during the course. At appropriate moments, encourage learners to look critically at earlier writing tasks, and perhaps work on something similar again. They will be motivated by seeing how much they have improved, and may be reminded of important bits of learning. 19 Teaching grammar There has been much debate about explicit grammar teaching—arguments about whether it does any good, or about what approach might be most effective. Yet it remains a valuable mainstay of many language courses, and institutional context is a major influence on the policies adopted by individual teachers.

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