500 Tips for TESOL Teachers - download pdf or read online

By Phil Race, Sue Wharton

ISBN-10: 0749424095

ISBN-13: 9780749424091

There was a progress within the variety of academics curious about instructing English as a international or moment language. This guide includes useful feedback for EFL academics, and goals to steer to principles which are attempted out right away. Lists of worthy assets and pro-formas are included.

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And yet, it’s important. For beginners, or for those who have learnt mainly from written texts, poor pronunciation can be a obstacle to being understood. 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.

3 Build up a context. You may work with texts where understanding is particularly dependent on a knowledge of the context in and for which they were produced. ) Help learners to access the background that the text does not supply. If you choose to work with short extracts of texts, you will also need to give your learners the background information that the ‘full’ text supplies. 4 Give learners a reason for reading. A task appropriate to the text can encourage suitable reading strategies and may give practice in some longerterm reading goals.

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. 9 Look at how speakers collaborate. Sometimes one speaker dominates a stretch of conversation, but the other is rarely passive.

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500 Tips for TESOL Teachers by Phil Race, Sue Wharton


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