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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:
I have learned that there are 4 basic skills, reading and listening (receptive skills), and speaking and writing (productive skills). In this unit the main focus was set on the receptive skills: reading and listening. There are different reasons why we read books or documents, and why we listen to the news or commercials. In general we can divide the reasons and motives into 2 main categories “For a Purpose”, and “For Entertainment”. When we read and/or listen, our minds must not only be able to recognize the words, but also understand those words. How a person interprets those words depends on his/her pre-existing knowledge of the world. The following skills play an important role: • Predictive skills: predicting the content of an article or dialogue by reading the headline or introduction only • Specific information – scanning: read or listen to get specific information we are interested in only • General idea –skimming: read or listen to get a general understanding of the content. • Detailed information: read or listen to understand everything in detail. • Deduction from context: read or listen to understand the meaning behind the words or phrases from a context. Problems with listening and reading can be minimized by influencing
the following factors: • Language: When students are exposed to the English Language, there are a number of factors (sentence length, word length, and number of unfamiliar words) which can influence the students’ ability to comprehend what they have read or heard. Consider the following 2 methods of approaching language difficulty: o Pre-teaching Vocabulary: the teacher teaches the students the English language and structures prior to commencing a reading or listening activity. o Careful selection of texts: the teacher exposes the students to a variety of authentic (=focused on students’ skills) and non-authentic (=focused on students’ ability) texts • Topics: The teacher needs to consider the topic when selecting a text or dialogue. Depending on the chosen topic, the teacher can get the students motivated and engaged in the tasks. It is therefore important to know what the students are interested in. Based on that knowledge, good topics can be chosen. • Tasks: A teacher should use comprehension tasks which promote understanding rather than check understanding.", The most relevant thing for me was confirmation on how to bridge the gap between all the students interests. Knowing that not all students share the same interests
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