368 Teaching English as a Foreign Language For Dummies
indirect object, 217
individual drilling, 172–173
inductive learning, 288
infi nitive, 53, 213, 240
informal letter, 163
informative speaking, 91–92
in-house training, 43–44
inseparable phrasal verb, 252–253
instructions
listening activities, 206
monolingual classes, 321
Production phase of lesson, 65
speaking activities, 96
teacher-created materials, 123
intensifi er, 224
intensive course, 38, 279
intention, expressing, 245–246
interaction pattern, 60, 65
intermediate level student, 52–53
International Association of Teachers of
English as a Foreign Language
(IATEFL), 345
International Certifi cate in Financial English
(ICFE), 307
international English, 295–296
International English Language Testing
System (IELTS), 300–302
International House (language school), 46
International Legal English Certifi cate
(Cambridge ILEC), 307
International Spoken ESOL (ISESOL)
exam, 306
interview, 42, 94–95, 267
intonation, 143, 180–182, 201
intransitive verb, 252–253
irregular verb, 214, 215, 232
ISESOL (International Spoken ESOL)
exam, 306
Italian student, 329–330
Italy, work in, 356–357
i-to-i course, 37
• J •
Japan, work in, 357
Japanese student, 331
jazz chant, 259, 340
JETSET Certifi cates in English Language
Skills, 306
job. See also abroad, working
advertisements, 10
basic required skills, 11
break from, 15–16
business English, 280–282
career ladder, 16
gap years, 15–16
home country versus countries
abroad, 10–12
preparations, 13–15
search for, 45–46, 343
seasonal work, 12–13
teachers’ common fears, 17
unqualifi ed teachers, 33
work permit, 34–35
journal, 344
• K •
Key English Test (KET), 304
Kim’s game, 297
kinaesthetic learning, 69, 285, 339
Korean student, 330
• L •
labelling activity, 206
language knowledge, 19, 314–315
language lesson. See also specifi c skills
aims and objectives, 49, 58–59
checklist, 65
feedback sessions, 108
general teaching methods, 23–27
grading process, 56–58
length of, 26, 59–60, 126
one-to-one lessons, 279–280
phases of, 61–64
reading case study, 152–155
relevant information, 55–56
student involvement, 64–66
student learning levels, 50–55
students’ expectations, 28–29
teacher resources, 115–116, 344
teachers’ common concerns, 21
templates, 349–354
training courses, 37
Language Link (website), 46
Latin-based language, 168
