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

By Phil Race

There was a development within the variety of academics curious about instructing English as a overseas or moment language. This instruction manual comprises sensible feedback for EFL academics, and goals to guide to principles that are attempted out immediately. Lists of worthwhile assets and pro-formas are integrated.

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Additional info for 500 TIPS FOR TESOL TEACHERS (The 500 Tips Series)

Example text

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. ‘Minimal pair’ exercises can be useful here. 7 Tell learners how target sounds are physically articulated.

Knowledge of a text’s pattern can make it easier to understand its language. 6 Think about writer purpose. Your text was produced to impart information, and also as part of a specific social relationship between writer and intended readers. By discussing probable writer purposes, you can increase learners’ understanding of why a text is as it is, and this can help them to understand it better. For example, we might speculate that the newspaper writer referred to above has the purpose of attracting a reader to read the story (hence the brief summary), and then inducing the reader to read to the end—hence the withholding of key details!

11 Keep prioritizing questions short and simple. For example, if learners are asked to rank seven factors in order of value (or importance), it may be easy enough to analyze the best and worst choices, but difficult to make a meaningful analysis of ‘middle ground’. 12 Pilot your draft questionnaire. There is no better way to improve a structured questionnaire than to find out what learners actually do with it! 13 Feed back the results to your respondents. Tell them about the changes that are proposed on the basis of the results from the questionnaire.

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