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HowtobeanEffectiveEFLTeacher-iTEFL-搜狐空间
How to be an Effective EFL Teacher
标签： EFL_teacher language_teaching 分类： lang digest 2009-08-18 01:02
How to be an Effective EFL Teacher
by David Martin
Over the short history of the ESL/EFL field various methods have been propod. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-bad syllabus." In his critique of the task-bad syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of cond and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common n would have this as the best available choice since variety is the spice of la
国际音标学习视频
与时俱进是什么意思nguage.
Other than considering method, what can the EFL teacher do to ensure success? What follows are some DOs and DONTs that I have found to be very uful in teaching EFL in Japan. None are revolutionary; the are principles I didn't necessarily learn in ESL graduate school, but should have been taught.soda
1. 沿条Learn your students' names.网络聊天
This cannot be overemphasized. You will be able to control your class better and gain more respect if you learn the students' names early on. If you are one who has a poor memory for names, have all the students hold up name cards and take a picture of them on the first day of class. On the cond class, impress them by showing them you know all their names.
2. 美国大选的公布时间Establish authority from the beginning.
外贸函电Expect your students to u English 100% of the time, and accept it if they only achieve
95% usage. Do not let them get away with speaking their mother tongue to communicate with their partner. Deal quickly with inappropriate conduct in a friendly yet firm manner.
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3. Be overly prepared.
If you don't have a clear lesson-plan down on paper, then make sure you have a mental one. You should know about how long each activity will take and have an additional activity prepared in ca you have extra time.
4. Always consider the learners' needs when preparing for each lesson.
Why are your students studying English? How will they u English in the future? What do they need to learn? If many of the students are going to study abroad at an American university, for example, then the teacher should be preparing them for listening to academic lectures and academic reading to some extent. If, on the other hand, most of the students have no perceived need for English in the future, perhaps you should be focusing on uful skills that they may u in the future, but may not be esntial--skills such as understanding movie dialog, listening to music, writing a letter to a pen pal, etc.
5. Be prepared to make changes to or scrap your lesson plan.
If the lesson you have prepared just isn't working, don't be afraid to scrap it or modify it. Be nsitive to the students--don't forge ahead with something that is bound for disaster.
6. Find out what learners already know.
This is an ongoing process. Students may have already been taught a particular grammar point or vocabulary. In Japan, with Japane having so many loan words from English, this is especially true. I have explained many words carefully before, such as kids, nuance, elegant, only to find out later that they are now part of the Japane language.
malibu7. Be knowledgeable about grammar.
This includes pronunciation, syntax, and sociolinguistic areas. You don't have to be a linguist to teach EFL--most of what you need to know can be learned from reading the students' textbooks. Often the rules and explanations about structure in the students' tex
ts are much more accessible and realistic than in texts ud in TESL syntax cours.
8. Be knowledgeable about the learners' culture.
In monolingual classrooms the learners' culture can be a valuable tool for teaching.
9. Don't assume that your class textbook has the language that your students need or want to learn.
Most textbooks follow the same tired, boring pattern and include the same major functions, grammar and vocabulary. The main reason for this is not scientific at all--it is the publisher's unwillingness to take a risk by publishing something new. Also, by trying to plea all teachers publishers force authors to water down their materials to the extent of being unnatural at times. It is the teacher's responsibility to add any extra necessary vocabulary, functions, grammar, or topics that you feel the students may want or need.
10. Don't assume (fally) that the class textbook will work.
