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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:
In Unit 12, we continued our exploration of useful tools for teaching the four basics categories of language instruction in the classroom: reading, writing, speaking and listening. Focusing now on the more productive skills of writing and speaking, we were offered activities and lesson planning structures to aid with the instruction of both skills, the latter of which is often neglected in TEFL classrooms. With regards to speaking, the unit outlines the difference between accuracy-based activities and fluency-based activities: the former is focused on producing correct and appropriate language and is often controlled by the teacher; and the latter is focused on allowing students to experiment and be creative with the language, and is generally student-led. In the classroom, both are equality important and generally come in at different points in a lesson, with accuracy activities checking students language comprehension before they are expected to manipulate it creatively in fluency activities. With regards to writing, the unit outlined the importance of integrating written practice into TEFL lessons, with the avocation of creative writing activities being the most notable mention. Present throughout the whole unit is the fundamental tenant that guided the previous lesson: making
the activities, whatever they may be, revolve around the interests of the students. This will not only improve student engagement, but will also tie the lesson into their everyday lives, and help improve language retention and encourage usage. Legitimizing and advocating the use of games in the classroom was also an important and useful point presented in this unit.
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