By Phil Race, Sue Wharton
There was a development within the variety of lecturers interested by instructing English as a overseas or moment language. This instruction manual includes sensible feedback for EFL lecturers, and goals to guide to rules which are attempted out right now. Lists of necessary assets and pro-formas are included.
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7 Look at how the text hangs together. If you study it closely, you will find that certain key words and phrases are repeated again in sentences and LANGUAGE WORK IN THE CLASSROOM 43 paragraphs. This repetition contributes to the cohesion of the text. Writers also create cohesion by referring back to things they have mentioned before. By asking learners to look at these aspects of the text, you can raise their awareness of strategies that they may be able to use in their own writing. 8 Look at vocabulary.
19 Teaching grammar There has been much debate about explicit grammar teaching—arguments about whether it does any good, or about what approach might be most effective. Yet it remains a valuable mainstay of many language courses, and institutional context is a major influence on the policies adopted by individual teachers. Learners also usually expect to concentrate on grammar at some point during a course. The following tips are options for you to consider and adapt where necessary. LANGUAGE WORK IN THE CLASSROOM 37 1 Expect grammatical errors.
A significant advantage of a coursebook is that it allows learners, as well as the teacher, to see what is planned for the course. As learners become more aware of the purpose of various elements of the book, and of how they themselves prefer to learn, then they may be prepared to share with you some of the responsibility for deciding what happens in lessons. In this case, groups of learners or individuals can select from the book those activities that they feel are most appropriate to them. 10 Use the coursebook for your own development.
500 Tips for TESOL Teachers by Phil Race, Sue Wharton