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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
2 Productive Skills : Speaking and Writing Why communicate? The need and desire to communicate what we want to say. 2 factors to consider in order to communicate clearly: Accuracy = correct use of the language Fluency = able to speak without interruption Both factors are equally important and come in different phases of an ESA lesson. Accuracy will the focus during the Study phase; students will get to learn the accurate use of the language before they are expected to try to use it creatively. Fluency will be the focus during the Activate phase; students get to experiment and try to use it creatively. 3 basic types of speaking activities: 1 Controlled : accuracy based and language is controlled by the teacher; structured Techniques : Drilling exercises and Prompting exercises ( pre-planned question and answer) 2 Guided : accuracy based but less structured. A little more creative and productive. Output is still controlled by teacher but the exact language isn't. Techniques: Modal dialogues and Guided role-play 3 Creative : Fluency based activities and less structured. Scenario is created by the teacher but the content of the language isn't. Before we actually start on any of the above activities, remember to : -Create a need or desire -make sure the students have the language knowledge
-use pairs in the activities to allow interaction and reduce stress Problems why students do not speak: 1 lack of confidence 2 have fear of making mistakes 3 peer intimidation 4 lack of interest in the topic 5 previous learning experiences 6 cultural reasons ** The teacher must aim to create a comfortable atmosphere in order to encourage these students to speak and not be afraid to make mistakes; to enjoy communicating with each other. Some techniques to encourage interactions are: 1 Pair work 2 Group work 3 Prepare plenty of controlled and guided practices before fluency practices 4 Make speaking activities purposeful ( create and maintain desire and need to communicate) 5 Change classroom dynamics 6 Careful planning 7 Allow students more time to think about what thet are going to say. Writing skills Some differences to speaking but many similarities. Handwriting - tend to be personal particularly for those whose native language uses different alphabets; poor handwriting influences the reader so teacher has to encourage improvements. Spelling - incorrect spelling creates misunderstandings;since English is not a phonetic language,some words have the same spelling but different pronunciation or the smae pronunciation but different spelling Punctuation - some languages have no punctuations
or have different language rules Layout -depends on whether situational ( way to write a postcard/formal letter/email) or creative ( in poetry/stories/dialogues) To further encourage speaking and writing, we include games to motivate the students. "A game is an activity with rules
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