500 Tips for TESOL Teachers

Chapter 4 Implementing Self-access 28 Setting up a self-access facility 29 Choosing self-access materials 30 Designing self-acce ...

integrate the self-access and classroom-based strands of the learning experience. We then go on to look explicitly at the help t ...

7 Consider the idea of pathways. As your bank builds up, look at how different materials relate to each other. Could you publici ...

whose judgement you trust and who has already used the materials before you decide to spend time working out whether it is what ...

9 Try working through the materials yourself. Even though you are likely to do all of the tasks and exercises correctly, and qui ...

4 Start small. It is better to design a number of small, self-contained activities, rather than to set yourself the task of adap ...

following tips concentrate on what the class teacher can do to support learners’ effective use of the self-access centre. 1 Talk ...

they can ‘relax’ in English boosts learners’ self-esteem and contributes to their developing identity as proficient language use ...

7 Remind learners of their responsibilities. Self-access can only make a meaningful contribution to a course if learners use it ...

Chapter 5 Using Information and Communications Technologies 33 Helping learners to get started with e-mail 34 Setting up compute ...

English in stimulating and useful ways, provided, of course, that the availability of computers or terminals is sufficient to gi ...

3 Help learners to get started. Probably the best way to do this is for you to require all of your learners to e-mail something ...

10 Point out that e-mail communications are saved and kept on the system. The exact way this happens varies between systems, but ...

3 Consider allocating some coursework marks for participation in a computer conference. This is one way of ensuring that all the ...

of controlling a computer conference is often known as modemtion; it is useful to recruit student moderators from those learners ...

to evaluate it for you. They can then give you feedback on their experience of using it. 5 Get familiar with the package, before ...

learning outcomes. Make sure that learners, before working through the computer-based materials, know what will be assessed, whe ...

straightforward questions, which you often use, to save you time (and boredom) in marking learners’ answers by hand. 4 Look at t ...

questions, options and feedback can all be fine-tuned and polished. It is then possible to edit and improve the test or exercise ...

5 Spare yourself from repeated typing. When designing computer-delivered feedback messages, you should only have to type each me ...