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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:
Unit 12: Teaching Productive Skills, which are speaking and writing, details the reasons behind communication. It could be having a communicative purpose, wanting to say something, wanting to listen to something, or being interested in the topic. Speaking can be divided into two areas of teaching: accuracy and fluency. The first concentrates on correct language and is often used in the study of phase. Fluency is concentrated on experimentation and creativity and is usually associated with the activate phase. Some activities used to get students speaking are drilling, prompting, model dialogues, and guided role-play. These aforementioned activities are more concerned with accuracy. Activities more concerned with fluency include free role-play, discussions, information-gap exercises, debates, simulations, and communicative games. When students are reluctant to speak it could be because of a lack of confidence, fear of making a mistake, peer intimidation, lack of interest in the topic, previous experiences, or cultural reasons. Ways in which to encourage students to interact more is to set up group work or have them work in pairs, having controlled and guided practices before fluency activities, changing classroom dynamics, and giving students ample time to prepare beforehand.
It should also be mentioned the effectiveness of games in learning. they can be competitive or cooperative and all motivate and involve students in the process and can add the element of fun into the classroom.
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