Teaching English as a Foreign Language for Dummies (57 page)

mark, 54, 142

problem solving, 64, 132

student’s, 133, 203, 291

vocabulary, 8274

372
Teaching English as a Foreign Language For Dummies

questioning students

relative clause, 53

achievement tests, 269–271

relaxing, 311, 312

correction techniques, 106

relevant language

lack of participation, 134

discussion topics, 193

needs analysis, 280–281

posh and slang, 81

open-ended questions, 66

reading texts, 144–145

Presentation phase of lesson, 74–76

student learning levels, 55–56

reading strategies, 147, 152

teaching methods, 27

wait time for answer, 65

religion, 326

questionnaire, 98–99

reminiscing, 251

quiet time, 321

repetition, language

quiz game, 99–100

benefi ts of, 86

quotation/speech mark, 142

feedback sessions, 108

fl uency, 180

• R •

listening activities, 204–207

pronunciation, 171–173

young learners, 285

radio broadcast, 199

rephrasing, 314–315

ranking words, 91

report, written, 163, 168

rapport, 322–324

reported speech, 53

reading

resource book, 117

aloud, 179

respect

exam techniques, 310

classroom management, 126

follow-up activities, 208

multi-lingual classes, 326–327

importance of, 139

teenagers, 295

lesson template, 351–352

review, 148, 163

predictions, 147

rewarding students, 284

pre-reading tasks, 145, 149

rewriting, 112, 270–271

sample lesson, 152–155

rhyme, 140, 179, 292–294

self-assessment tests, 266

role playing

skimming/scanning strategy, 146

benefi ts of, 26–27

sub-skills, 150–152

practice activities, 92

summarising strategy, 147–148

production activities, 94–95

text selection, 139–145, 151

reading strategies, 151–152

text structure, 146

routine, 285

university entrance exams, 301, 303

row, of desks, 129–130

vocabulary strategies, 148–150

rule, classroom, 130–131, 132, 327

realia

Russia, work in, 358–359

benefi ts and drawbacks, 121–122

defi ned, 121

function of, 335

• S •

learning styles, 70

listening activities, 196–197

Saudi Arabia, work in, 359

teacher resources, 345–346

scanning text, 146

recipe, 144

Scattergories game, 347

red ink, 109, 272

Scrabble game, 346

reducing words, 105

script

register

listening activities, 199

business English, 281

Practice phase of lesson, 92

defi ned, 76, 161, 166

pronunciation, 181

language standards, 167

reading strategies, 151

Index

373

seasonal work, 12–13, 45

initial activities, 183

second conditional, 258–260

interjections, 191–192

SEFIC (Spoken English for Industry and

interruptions, 191–192

Commerce) exam, 306

lack of student participation, 134

self-access centre, 127, 276

listening to, 172

self-assessment, 265–267

opinions, expressing, 190–191

semi-colon, 142

phonology, 173–177

seminar, 345

placement tests, 267

sensory activity, 285

Practice phase of lesson, 91–92

sentence structure.
See also
grammar

Production phase of lesson, 94, 95–96

adjectives and adverbs, 220–224

sample activities, 193–195

articles, 218–220

self-assessment test, 267

conditional structure, 255–261

university entrance exams, 301, 303

conjunctions, 224–226

warmers, 184–185

minimum components, 159, 211–217

special needs, student with, 127

modal verbs, 248–249

speech, by student, 94

objects, 216–217

speech mark, 142

practice activities, 89–90

spelling

prepositions, 217–218

confusing words, 143

reading lessons, 142–143

exam techniques, 308

separable phrasal verb, 252–253

irregularities, 172, 173

sexism, 134

practice activities, 89

Ship or Sheep
(Baker), 342

pronunciation, 141

shouting, 131

rules, 141

shwa, 175

Spoken English for Industry and Commerce

simile, 55

(SEFIC) exam, 306

Simon says game, 290, 339

Spoken English Test for Business exam, 307

simple tense, 71, 228.
See also
specifi c tenses
stereotyping, 326

singing, 292–294

story, written, 163, 285–288

single vowel sound, 174–175

storytelling

skill, of teachers, 15, 16, 29, 43

described, 63

skimming text, 146, 310

listening activities, 206

slang

Production phase of lesson, 95–96

versus colloquialisms, 200

student motivation, 338

letter writing, 162

young learners, 285–288

presentation of concept, 80–81

stress, word/syllable, 175, 177–179, 237

verb tenses, 245

structural approach, 78

slow reveal method, 194

student.
See also
young learner

smiling, 105, 311

age ranges, 20

snakes and ladders game, 290

class attendance, 135

sound, of language.
See
pronunciation

class size, 22, 133

South Korea, work in, 360

disruptive, 130–131

Spain, work in, 360–361

education funding, 10

speaking.
See also
specifi c skills/activities

educational choices, 11

check for understanding, 192

expectations of teacher, 27–29

communicative activities, 185–187

gap years, 15–16

conjunctions, 225–226

group work tips, 97

exam techniques, 311

lack of participation, 134

group and individual repetition, 172–173

lesson phases, 59–66

importance of repetition, 171

motivation for listening, 201–203

374
Teaching English as a Foreign Language For Dummies

student
(continued)

students’ expectations of, 27–29

names, 321

students’ fancy for, 132

one-to-one lessons, 275–280

students’ respect for, 23

respect for teacher, 23

training courses, 34–44

special needs of, 127

training levels, 32

as teacher, 337

teacher qualifi cations

test construction, 269

career ladder, 16

types of, 10

job market, 11, 12

study skills, 307–312

teachers’ common concerns, 21

style, writing, 110

unqualifi ed teachers, 32–34

subject, of sentence, 158–159, 212–213

Teacher Talking Time (TTT), 64–66

subject pronoun

teacher’s book, 117, 291

sentence structure, 212, 215

Teaching English as a Foreign Language

verb tense, 228–229, 233

(TEFL)

subordinating conjunction, 225

benefi ts of, 1, 10

suffi x, 54, 315

need for, 9

summarising, 147–148, 192, 311

trends in, 13

supermarket game, 340

teaching method

survey, 98–99

grading process, 56–58

Swan, Michael (
Practical English Usage
), 342

importance of, 23–24

syllable, 104, 173, 178, 281

increasing diffi culty, 24–25

syllabus, 26, 56, 57

relevant language, 27

symbol, pronunciation, 173–177

role playing, 26–27

synonym

small groups, 26–27

defi ned, 76

student involvement, 64–66

exam courses, 314

training courses, 37

phrasal verbs, 252

vocabulary, 26

presentation of concept, 81–82

teamwork, 321

syntax, 76, 314, 330

teenager, 294

synthesising, 302

TEFL initiated teacher, 34

TEFL Training (teacher training provider), 41

• T •

TEFL.com (website), 45

temperature, room, 127

template, 163–165, 349

tabloid, 81

tense.
See
verb tense

Taboo game, 347

Test of English as a Foreign Language

tax, 277

(TOEFL), 302–303

teacher

Test of English for International

basic skills, 11

Communications (TOEIC), 307

characteristics of, 22, 28, 29, 36

testing students

common fears and concerns, 17, 19–29

achievement tests, 269–271

gap-year training, 15, 16

alternatives to testing, 273

in-house training, 43

correction procedure, 113–114

language knowledge, 19

exam classes, 268, 313–315

one-to-one lessons, 277–279

feedback sessions, 272

open pairs activity, 87–88

general English exams, 304–307

personal information, 338

importance of, 265

personality, 22, 23, 126, 278

marking process, 272

published resources, 115–116, 342–347

needs assessments, 265–267, 280–281, 352

relationship with students, 278, 322–324, 338

profi ciency tests, 267–269

student as, 337

Index

375

progress tests, 269

TTT (Teacher Talking Time), 64–66

students’ expectations, 28

Turkey, work in, 361

study skills and testing techniques, 307–312

TV viewing

university entrance exams, 299–303

benefi ts of, 122

testing teachers, 36, 37, 344

listening materials, 197, 199

text structure, 146, 162–165

sample reading lesson, 152–155

theme, lesson, 122

third conditional, 260–261

third person singular, 230

• U •

Thomson ELT (publisher), 348

university entrance exam, 299–303

threat, making a, 257

Uno game, 290

tiddlywinks game, 290

unvoiced consonant, 176

time, 223–224, 234, 310

upper-intermediate level student, 53–54

timeline, 70–72, 237–238

Ur, Penny (
Five-Minute Activities: A Resource

TOEFL (Test of English as a Foreign

Book of Short Activities
), 290

Language), 302–303

TOEIC (Test of English for International

Communications), 307

• V •

topic

discussion, 193

verb

writing, 159, 162

adverbs, 222–224

Toth (
Children’s Games Photocopiable

collocations, 80

Resource Pack
), 290

complete sentences, 158–159, 211–217

tour, 196

defi ned, 211, 213

tourist information, 151

forms of, 213–214

training, teacher

modal, 53, 54, 247–251

costs of, 37, 40, 41, 42–43

phrasal, 251–255

courses, 34–44

practice activities, 90

job search, 45

verb tense.
See also
grammar;
specifi c tenses

lack of, 32–34

conditional sentence structures, 255–261

levels, 32

correction techniques, 104

transforming words, 270–271

fairy tales, 286–287

transitive verb, 217, 223, 252–253

games, 232

translating

intentions, expressing, 245–246

achievement tests, 271

irregular verbs, 215

concept checks, 75

Practice phase of lesson, 87–89, 90, 99

discussion topics, 193

Presentation phase of lesson, 70–72

monolingual classes, 319

pronouns, 215, 228–229

prepositions, 218

student learning levels, 51, 52, 53, 54, 55

teachers’ common concerns, 20

types of, 227–229

travel, 12–16, 355–362

visual aids, 70–72, 233, 235–236

Trim, John (
English Pronunciation

video, 70, 198–201

Illustrated
), 342

Vietnam, work in, 362

Trinity CertTESOL (Certifi cate in Teaching

visual aid.
See also
specifi c types

English to Speakers of Other Languages),

class surveys, 99

34, 40, 41, 42

defi ned, 76

Trinity DipTESOL (Diploma in Teaching

instructions, giving, 96

English to Speakers of Other Languages),

learning styles, 69–70

35, 41, 42

listening activities, 206

true or false question, 206, 270

materials design, 123

376
Teaching English as a Foreign Language For Dummies

visual aid
(continued)

work book, 117

teacher resources, 348

Wright, Andrew (
Five-Minute Activities: A

teacher-created materials, 123–124

Resource Book of Short Activities
), 290

verb tenses, 70–72, 233, 235–236

writing

vocabulary, 73–74

basic skills, 158

young learners, 285

case study, 168–170

visual learner, 69–70, 285

checklists, 166

vocabulary

class time, 166

articles, 218