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Apply Now!Home / TEFL Certification / Teach English Huixian / TESOL Badjaling / Teach English Laurentian Hills Canada / Teach English Pictou Canada / TEFL Course Seville
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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:
People can read for different reasons. Their motivation level is different when reading a thrilling novel that they are enjoying, than reading a book of instructions on how to assemble a new cabinet. The same can be said for listening to their favourite radio broadcast and then listening to directions on how to get to the supermarket. There are therefore two different ways in which people can read and listen to information. Firstly for a purpose of achieving a certain goal and secondly for entertainment purposes. When anyone reads or listens to something they use various specialist skills to do this. They are - Predictive skills - predicting the content of an article or recording after the headline or introduction. Scanning for information - picking out different information from a passage of text or a story. Skimming - getting a general overview of the content. Detailed Information - requires more attention and concentration. Used when we want to listen to a full set of instructions. Deduction from context - When we calculate the meaning of a set of instructions from the situation. Reading and listening can also present various problems to any student. The length of the sentence, word length and amount of unfamiliar words can all be factors in how difficult the receptive
task will be. With reading the student has more time to work through the text to gain a level of understanding. With listening the student doesn't have this option and has to make their conclusions in real-time. One way to make these tasks easier is to pre-teach vocabulary and language structures before each activity. Students should also learn the skill of understanding texts without knowing every word. Texts should be carefully selected from both authentic and non-authentic reading material to develop the students exposure to different styles of text while still focusing on what the students know. Other ways to keep the students interested with the receptive task are selecting suitable topics, and choosing any of the engage phase activities. Comprehensive tasks that promote understanding, need to be given to the students. Any task should be challenging but not too difficult. Teaching receptive skills effectively is absolutely essential for any student's language development.
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