By Phil Race
There was a development within the variety of lecturers fascinated by instructing English as a international or moment language. This instruction manual comprises sensible feedback for EFL academics, and goals to steer to rules which might be attempted out immediately. Lists of worthy assets and pro-formas are incorporated.
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Extra resources for 500 TIPS FOR TESOL TEACHERS (The 500 Tips Series)
Even if your learners will work from the recording alone, you still need notes to maximize your own understanding of what went on. Your observation notes can also be the basis for a written introduction to the spoken text your learners are to work with. 7 Observe other similar situations. This can give you an idea of the typicality of your data and also help you to understand it better. For example, if you record a tutorial in a particular institution, observing other tutorials will give you a more informed perspective on the language you have recorded.
7 Show learners they don’t have to understand every word. Activities like listening for gist, listening for specific information or listening to confirm predictions can wean learners away from trying to follow every word. This type of activity is easiest with texts that are not too dense, and which include features like hesitation, repetition and redundancy, which we associate with real time communication in the world outside the classroom. 8 Let learners experience a variety of accents and dialects.
A pile of feedback responses quickly becomes out of date as new developments are implemented in courses. Also, it is worth helping learners to see that it is worth their while to provide feedback data, and showing them that you take the data seriously enough to analyse it straightaway. 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.