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The Survival Guide To Teaching EFL
The Survival Guide To Teaching EFL
The Survival Guide To Teaching EFL
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The Survival Guide To Teaching EFL

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About this ebook

Packed with game ideas, classroom hints and practical advice, this book guides you through the challenges of starting out in English teaching

Whether you have just graduated, are on a gap year or are making a career shift, this book will give you a head start in adapting to life in and out the classroom abroad.

Starting from where your TEFL training course leaves off, it offers valuable hints on accommodation issues, handling difficult students, building classroom rapport, keeping your lessons on track, preparing fun activities, writing and marking exams and teaching in summer schools. It also provides numerous career path ideas – both in and outside of EFL.

What's more, it's crammed with game and activity ideas that you can use even without a photocopier! Compiled and written for effective and fun lessons, the activities featured will enrich your teaching, keep your students entertained and reduce your classroom stress levels.

The author is an experienced teacher who has worked abroad and in the UK across a range of education sectors and shares a wealth of information across the book's eight brimming chapters.

1. Where Are You Now?
2. Initial Hurdles
3. Making Contact
4. Examining Procedures
5. Running On Empty
6. Frameworks And Formats [including the following activity sections]
-Icebreakers
-Dictation Games
-Runaround Games
-Noughts And Crosses Games
-Bingo Games
-Bluffing Games
-Dictionary Games
-Describing Games
-Interview Games
-Survival Games
-Word Games
-Chain Games
-Post-It Games
-Direction Following Games
-Adverb Games
-Adjective Games
-Miscellaneous Fillers
7. In The Summertime
8. Moving On?
Final Word

about the author
Will Sillitoe is a qualified EFL teacher who holds a PGCE in further education and obtained a Master's in English Philology from Helsinki University. He has taught in Slovakia, Italy and Finland; in schools and colleges in the East of England; and in summer schools across the UK. He is also a trained newspaper reporter and has worked as a freelancer for the UK press, the Helsinki Times and other titles. He has taught journalism courses to university students and is currently developing online English language courses.

LanguageEnglish
PublisherWill Sillitoe
Release dateMar 18, 2014
ISBN9781310412967
The Survival Guide To Teaching EFL
Author

Will Sillitoe

Happiest reading a good book, supporting WBA, cycling, antique hunting, playing tennis and indoor hockey (floorball, salibandy, unihockey - call it what you will). Simple guy with simple tastes for the most part.I am interested in evolutionary psychology and keep a psychology blog (caughtin2minds.blogspot.com) to indulge this hobby. Originally from the UK (one time land of poets & priests but sadly a corporate captured state these days) I aim to live in places further afield in the future, such as Central America perhaps.English teaching can (sometimes) be fun ...I believe this e-book - The Survival Guide to Teaching EFL - offers a flavour of the possibilities out there for readers interested in exploring new roads.

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    Book preview

    The Survival Guide To Teaching EFL - Will Sillitoe

    The Survival Guide To Teaching EFL

    By William Sillitoe

    Connect with the author: willsillitoe.wordpress.com

    Copyright 2014 William Sillitoe

    Smashwords Edition

    This e-book is licensed for your personal enjoyment only. This e-book may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return to your favorite e-book retailer and purchase your own copy. Thank you for respecting the hard work of this author.

    Table of Contents

    Chapter One: Where Are You Now?

    Chapter Two: Initial Hurdles

    Chapter Three: Making Contact

    Chapter Four: Examining Procedures

    Chapter Five: Running on Empty

    Chapter Six: Frameworks and Formats

    Icebreakers

    Hopes And Fears / Questionnaire

    Dictation Games

    includes, Running / Shouting / Whistling / Picture / Question / Stress Pattern Dictation

    Runaround Games

    includes, Ring The Word / Multiple Choice Runaround

    Noughts and Crosses Games

    Vocabulary Os & Xs / Regular Past Tense Os& Xs

    Bingo Games

    Vocabulary / Irregular Verb / Time / Picture / Name bingo

    Bluffing Games

    Call My Bluff / What's My Line

    Dictionary Games

    Stop It! / Beat The Clock

    Describing Games

    It's Got To Be You! / Sell Yourself!

    Interview Games

    Alibi / Spokesperson / Hotseat / Press Conference / Just The Job! / 20 Questions

    Survival Games

    includes, inclusive formats / exclusive formats / Dead Man's Bag

    Word Games

    Back To The Board / Eraser / Kim's Game

    Chain Games

    includes, Chain Story / Chain Talking / Chain Questions / Chain Sentence

    Post-It Games

    includes, Who Am I? / Anatomy Class / Hold That Pose / Statues

    Direction Following Games

    Find Your Way / Blindfold / Assault Course

    Adverb Games

    Adverb Mimes / Adverb Sliding Scales

    Adjective Games

    Adjective sliding scale / On Parade / Adjective Circle

    Miscellaneous Fillers

    Chapter Seven: In The Summertime

    Chapter Eight: Moving On?

    Final Word

    Preface

    The original idea behind this e-book was to present the condition of a new teacher as I was discovering it for myself in a strange central European city. There are many really excellent books written by seasoned professionals about teaching and grammar related matters, but I wanted to tackle the more practical and hands on difficulties new teachers face when working abroad for the first time. Chief among these were handling everyday classroom stresses such as difficult students and running out of steam in the classroom.

    What were my qualifications for writing this e-book? Well, it has been a few years since I completed my first year of teaching abroad. Paradoxically, this means that I am probably less able to see it from a new teacher’s point of view now than when I was in that position myself. But purposefully, I wrote all but the final chapter of this book during and at the end of my first contract. I would come home from school and reflect on my day before sitting down to write about how it had gone and how it might have gone better. There were so many fresh experiences and thoughts to process back then. So in this sense, my lack of credentials at the time, my openness to experience, my freshness within teaching and my capacity to assimilate new information were real assets starting out. I realised early that if I waited until my second or third year as a teacher before writing this book these assets would be lost. I would no longer be interested in accounting for procedures with which I was all too familiar and I would also have lost the freshness those early impressions of standing in front of my first classes.

    I should stress that this is not a grammar book or an academic discourse – there are plenty of those already. It is a guide to living, working and surviving in a profession that can be very rewarding, challenging and satisfying – but also very stressful, tiring and occasionally lonely. I have tried hard to avoid overlapping with other books which have also sought to cover the more practical aspects of teaching, but where content has coincided I have aimed to provide a new perspective by focusing on the explicit concerns of new teachers. This is reflected by the style of the e-book, which is formatted in question and answer fashion and focuses on specific issues that new teachers face. It follows a logical sequence that the reader may approach from start to finish, or dip in and out of as he or she chooses.

    This e-book is based on my experience at a well-respected state run language school in Bratislava, Slovakia. By basing these chapters on what was (and hopefully remains) a good and conscientious language school I aim to provide a fair and realistic view of what an EFL teacher can expect. I believe that any reader will gain perspective on his or her own school by the extent to which it exceeds or falls short of the standards represented here. It was these standards that informed my first experience of working at an English language school when I eventually returned to the UK. Since then, I have gone onto to do numerous other jobs that have utilised to varying degrees those skills developed during weekday afternoons and evenings in a Bratislava classroom with those first classes.

    I hope that all trainee or new (and even not so new) teachers reading this book will be given greater confidence to go forward and embrace their first year abroad. There is much to learn, plenty to enjoy and by grabbing the opportunities that teaching can present, a year abroad can truly be one to remember.

    William Sillitoe, 2014

    Acknowledgements

    Even though my first year teaching abroad is well behind me I would like to thank some of my former colleagues at the Akadémia Vzdelávania, Gorkého 10, Bratislava, Slovakia who made it such an enjoyable time. Thanks to Liz, Rob, Bill and Chris – and all those who headed to the legendary (but sadly lost) Alligator - and not forgetting Charlie’s. Thanks too to Bill B. for being such a generous and inspiring teaching mentor back in the UK. A final thanks to Eija, Peter and Jonathan for offering their valued comments and suggestions.

    back to top

    Chapter One: Where Are You Now?

    Welcome to this book, which has been written for those who are about to take a leap into the world of teaching English abroad or are just starting out. Maybe you have just completed a course of studies or are only part of the way through. Maybe you have secured a teaching post or are about to. Or maybe you are just thinking about teaching English to foreign learners but are not sure if it is the right choice for you. Whatever your situation, this book is intended to give you useful and practical information which will assist you before, during and beyond a first year abroad.

    Native English speaking teachers work in every continent on Earth. This is a reflection of a number of trends. Firstly, that English is the language of business and secondly it is the language of global culture. This means the market for people wanting to use it is vast. Another factor is the desire from people of all ages and walks of life to travel the world and earn a living as they go. Possessing a teaching qualification in English (and sometimes without one too) is a licence to do just this; to spend a meaningful period of time in a country getting to know the language and culture as well as making a living in the process. However, depending on which country you go to, you may not necessarily save very much!

    No person seeking an 'easy' life is advised to become a teacher of the English language abroad. It requires endurance, patience and the starting salaries can be low. But better paid opportunities do exist for those who have worked in the field for some time, usually at least two years and who have undertaken additional training (See chapter 8). However, this does not mean that you can’t expect a fair wage as someone beginning his or her apprenticeship in a new job. In the first year there is so much to learn - and a low salary will to some extent reflect your lack of knowledge. Another factor that keeps down earnings is that teaching abroad serves for many as a gap year activity. Employers can exploit this lack of longer-term commitment, safe in the knowledge that a flow of fresh recruits will soon replace the current crop. Perhaps one positive aspect of any initial low wage is that only those loyal to the job and its requirements progress further within it. In my view, no one whose career and/or travelling intentions are earnest should be put off by the salary issue. The rewards of teaching abroad for the first time are considerable and cannot be measured solely in terms of the short-term financial gain.

    In a single year it is possible to teach different types of students demonstrating varying degrees of competence in English. You will come into contact with a vast library of material – both freely available online and traditionally published – to help you create your early lessons. In the process, do not be surprised if some of your first students seem to know more about the English language than you do! This often reflects their need and desire to learn English (and the fact that their school system may teach grammar more thoroughly than in the UK) and is something you should be ready to tap into rather than feel threatened by.

    Another aspect of teaching abroad is that the further you travel, the more exotic you will seem to those learning your mother tongue. Undoubtedly, this is a perk of the job since it guarantees your acceptance at those levels of society where learning English is most highly prized. You can expect to receive invitations for drinks, meals and even weekend breaks on the strength of the contribution you can make by speaking English whilst bearing a pleasant personality. Socialising abroad can be very refreshing as it allows you to express your perceptions of the world (those of your own country and of your host’s) and in doing so speak more simply and frankly than may be possible with people of your own culture. Your hosts may be fascinated to hear your opinions of British life and your own impression of their country too – though diplomacy is always advisable! You should welcome all opportunities to develop further links with your students because teaching English extends beyond the spatial boundaries of the classroom of your school or academy. But more on this matter later. Finally, being a foreigner provides you with a natural licence to break with the conventions of your own society and in the process get to know a country, its people and their language. But perhaps most importantly, removed from your familiar surroundings, it offers a chance to better know yourself!

    If you are unsure whether teaching abroad is right for you then I hope I have whetted your appetite!

    Back to top

    On the Job

    What’s it all about?

    Anyone who has worked as a teacher knows about the level of responsibility and self-discipline attached to the job. Everything depends on you: lesson preparation; presentation and delivery; marking homework and examinations. It’s the teacher who sets the standard that the class ultimately aspires to. For instance, interesting material presented without engagement or enthusiasm will produce disaffection and indifference. Conversely, mundane teaching materials presented with imagination and energy will facilitate class participation and learning. For a teacher, the class is like a mirror in which the passion and commitment he shows is reflected in the responses and attitudes of the students. The basic law of teaching is this: what you reap you sow! Warning: a lazy unmotivated teacher will produce this effect in his pupils!

    What materials will I use?

    Most language schools have a preferred set text or course book which provides the foundation for all teaching and testing. As a new teacher, the easiest and safest path is to stick to the well trodden teaching paths which these books provide. However, to do this exclusively is to ignore the great wealth of material which exists to be used at your discretion and which can supplement or even replace those text book activities that are less strong or of little interest to your class. So, it is a case of finding a balance. A myriad of English grammar games and activities exist on the market and all good schools should have a reasonable stock of these. The important thing is to use a good mix of materials. Failure to do so can lead to boredom – for you and your students. Where there is a lack of variety students may feel chained to their course book and over a term come to resent it and you. Others, finding a lesson predictably rooted in a single book, may stop attending lessons in preference to working from home. Either way this could mean falling class numbers and your boss calling you in to explain the absence of bums on seats. However, the other side of this coin is that failure to sufficiently utilise the course book may mean students complain about the ‘wasted’ money spent on it or the lack of continuity or sense of progress in their learning. As the teacher you are the one who sets the program, so make sure it is an engaging one that contains allows for a wide range of learning experiences.

    What are some of the pitfalls?

    Teaching English to foreign students is completely unlike the teaching of a subject to British students. Here you will have access to a certain level of equipment and materials and can count upon a common language to communicate your intentions to a (hopefully) comprehending class. However, in the world of EFL it can be dangerous to anything for granted because, in addition to the language barriers, your teaching circumstances may change from day to day. Factors can include the following aspects:

    a. Student Numbers

    Due to outside pressures that students face at work, home or their mainstream school, learning attendance levels can vary throughout the term. As a new teacher it is easy to perceive a falling register as criticism of your performance but it is quite common after a first week of classes for attendance to fluctuate. The point is to not take this personally. Follow up on students who are missing too many lessons and find out why. And, even if your class size does shrink a bit, be sure to arrive armed with the appropriate number of handouts in case the full compliment of bodies is present. One thing that never looks good is leaving half-way through a lesson because you don't have the materials you need.

    b. Main Classroom Activity Failure

    The way that different classes will respond to a particular activity cannot always be predicted. An exercise that lasted 30 minutes and was enjoyed by one class may last only 10 minutes with another. If this occurs, be ready to switch to plan B. For this reason it is always advisable to have a selection of warmers and fillers up your sleeve in case your lesson plan does not last the full distance (see Chapter 5). There are few things worse for a teacher’s morale than students packing away early because a lesson has stalled and they are bored. With experience you will become skilled in enriching or supplementing activities to stretch them as required. This involves tagging on additional tasks that are logical extensions of the main activity.

    c. Photocopier Failure

    Perhaps nothing strikes

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