Teaching Special Groups in ESL - Do's and Don'ts When Teaching Business English
There are some general Do's and Don'ts that need to be considered when teaching business English. Watch this video to get more insight into teaching this special group of learners.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
Authentic, that is, materials produced primarily for the use of native speakers of the target language, are easily available from a number of sources for most of the worl.
Some more common sources include:Magazines,Newspapers,TV,Radio,Internet,Video,CD,Librarie.
uthentic language videos, CDs, newscasts and radio programs can provide invaluable insight into current events and cultural aspects of English-speaking countries for language teachers and learners in other parts of the worl.
A benefit of recorded material is the ability to be able to rewind and repeat it as many times as necessary in order to effect increased levels of listening comprehensio.
The impact of the imagery provided in these clips is incalculabl.
Course books which are written and marketed for ?use in all the world?, simply cannot hold up to this level of cultural knowledge and impac.
Pros: provides materials for language learning input;organises input and materials into teaching sequences; provides a reference of lessons for learners which they can refer to/study at home; provides lesson structures; provides a framework for the course;accompanying workbooks/activity books support study points; may give learners a sense of progression; may include ready-made progress tests; provides a possible syllabus outline; teacher's books may provide guidance on language and methodology for teacher; reduces work for teacher.
Cons: are not written for your students, therefore, may not match their needs and interests; If units follow same layout and lack variety some learners/teachers may find this demotivating; methodology may not suit learners/teachers; may be culture-specific; content/tasks can date easily; practice activities/tasks may be too easy or difficult approach may favour one area of language; learning at the expense of others, eg lots of grammar input and practice, but not much in the way of meaningful communication may lack a balanced skills approach; texts, dialogues and other listening material can be unnatura.