Download 500 TIPS FOR TESOL TEACHERS (The 500 Tips Series) by Phil Race PDF

By Phil Race

There was a progress within the variety of academics occupied with educating English as a international or moment language. This guide comprises functional feedback for EFL lecturers, and goals to steer to rules that are attempted out straight away. Lists of worthwhile assets and pro-formas are integrated.

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Extra resources for 500 TIPS FOR TESOL TEACHERS (The 500 Tips Series)

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Modify tasks to make texts like this accessible. Subconsciously learners will start to get used to the unfamiliar structures, and will be more receptive if the structures are focused on again at a later point. 20 Making good use of your coursebook Very many of the English language courses being taught around the world are based on coursebooks. The coursebook may have been chosen by the teacher(s), or imposed from above; however it was chosen, it often becomes the linchpin of the course. The suggestions that follow should help you to use your coursebook creatively: to make the most of what it offers, without allowing it to restrict you and your learners.

Subject specialists can help you to understand the communicative purposes which underlie the language, and perhaps suggest other related situations that you could record. 9 Consider setting up a situation. If you want more general examples of spontaneous spoken interaction, you can obtain these by putting speakers together and asking them to carry out a task; for example, ask about each other’s families, remember and then report back. Some well-known modern coursebooks use exactly this technique.

The sounds which make up words can change and, in some cases, even disappear, according to the context of pronunciation, and these changes are intimately linked to the rhythm of the utterance. 10 Let learners listen to recordings of themselves. This can be a valuable awareness raising strategy; they may well hear features of their pronunciation that they simply do not have time to notice when actually speaking. As a result, they may be able to work on weak areas consciously. 15 Teaching listening Processing language in real time brings special demands for language learners.

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