By Phil Race, Sue Wharton
There was a development within the variety of lecturers taken with educating English as a international or moment language. This instruction manual includes functional feedback for EFL lecturers, and goals to guide to principles that are attempted out right away. Lists of important assets and pro-formas are included.
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If you are recording people’s speech, or taking documents relating to an organization, you need to ask for permission. Even for published or broadcast material, which is in the public domain, you should make sure you are not breaking copyright by using it for teaching. 2 Be realistic about what you can record. Unless you have excellent equipment and much skill, it will be difficult to obtain a coherent recording of more than two or three speakers at once. Background noise may also be a problem, depending on where you are recording.
This means not only when to use a dictionary, but how: practice in looking up words, and in understanding the information and examples, will give learners confidence to read outside class. Many learners start off by using a bilingual dictionary; this can indeed be useful, but a good monolingual one is even more so. By studying its explanations and examples, learners can gain a richer picture of the meanings of words they do not know. 10 Encourage reading for pleasure. Include this as a class activity occasionally, with short texts.
Particularly exposure to spontaneous spoken speech, because this is what your learners will hear most of in an English speaking environment. You can provide a lot of this exposure yourself by the way you talk in class. Find a moment to tell a story or an anecdote, or to describe something without choosing your words too carefully. This slightly more ‘social’ talk, perhaps outside the main structure of the lesson, can approximate more closely to the non-classroom speech learners are aiming to understand.