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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:
Speaking and writing are the two productive skills. Writing is often overlooked, but this won't be a problem for me next year, as I will be assigning essays to the students. A teacher should create desire to communicate by giving the material a purpose and making it interesting for the students. Next year, I will do this by making the material relevant to their majors and/or relating it to culture. Accuracy activities focus on producing correct language, whereas fluency activities encourage creative use of language. Both are equally important. Speaking activities range from controlled activities like drilling, to guided activities like model dialogues, to creative communication activities like free role-play or debates. The type of activity used will depend on whether fluency or accuracy is the goal. Students may be afraid to speak for fear of making mistakes or lack of interest in the topic. I will have to make the students comfortable to overcome the first problem. Getting to know them and allowing them to get to know me should help. Perhaps I can tell some embarrassing stories about me learning Spanish or Chinese? I will have to think of a lot of ways to encourage them. Regarding the second issue, I will have to use the solutions that I mentioned previously in order to make
the material interesting. A teacher can encourage student participation through group or pair-work, controlled or guided practice before fluency activities, making the speaking purposeful, careful planning, and allowing the students enough time to prepare what they say for activities. The unit brings up additional considerations for teaching writing. Handwriting and spelling probably won't be issues with the college students I deal with. Punctuation might be though. It may be useful to teach them about the correct use of commas next year.
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