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

By Phil Race

There was a progress within the variety of lecturers thinking about educating English as a international or moment language. This guide comprises useful feedback for EFL academics, and goals to steer to rules which are attempted out right now. Lists of beneficial assets and pro-formas are incorporated.

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They are an opportunity to refine one’s understanding of the rule in question. 38 LANGUAGE WORK IN THE CLASSROOM 8 Capitalize on learners’ existing knowledge. Especially if they have previously learnt in a formal way, your learners will no doubt possess a grammatical metalanguage which you can tap into. Find out how they express the ‘rules’ that they already know, and work from there. Even if the rules they know are incomplete, they are probably still useful for the learners; so if you find you need to contradict them, do so sensitively.

Is the target vocabulary item usually associated with either written or spoken language? Is it formal, informal, literary, technical, slang? What clues does the context of the word give about its register? 8 Look at word formation. An understanding of common prefixes and suffixes, for example, can open up the meaning of many words. How much conscious emphasis you place on this will probably depend on the learners’ first language. Speakers of Latin languages will understand many English morphemes immediately; speakers of languages less close to English will need to spend more time on these aspects.

Try and tailor your teaching to these different needs. 2 Consider teaching new vocabulary in related sets. You could choose sets of hyponyms (eg, names of family relations), or sets that are linked to the same context (eg, subjects studied at school). Most people find it easier to learn lots of new words if they are presented in a related set. If you are teaching a set of nouns, you can include some verbs which are typically used with them (eg, study English/maths/geography at school, take an exam).

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