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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 eleven was a very good unit for me because I was not familiar with the terms receptive skills (reading and listening) and productive skills (speaking and writing). This would make since as I did not graduate from university with an education degree. The reasons for listening and reading, for an intended purpose and/or for entertainment, are motives that are sometimes mixed together. While the example of the U.S. football teams the Bears and Cowboys was effective for me, it might not work so well on some other U.S. citizens who have no clue about U.S. football. I would have used a different example that would be more universal for citizens of the United States. It’s good to recognize that learners of reading and listening must incorporated the ‘pre-existent knowledge’ in order to really understand. Most of the specialist skills listed are common knowledge, although I did not know the specific titles. I really enjoyed the non-smoking example within the ‘deduction from context’ skill because it was a clear way for readers to understand that one must look beyond the literal. The overview of the problems that will arise when learning and teaching receptive skills was useful. From my experience with learning foreign languages, I can fully understand how reading
can sometimes be easier than listening. Reading allows a learner to go over the text as often as necessary while factoring in the context, whereas listening does not allow one to have a lot of thought and time with it since it is usually only heard one time. When pre-teaching vocabulary it will be helpful for me to remember that the students should learn to understand and not to know every single word in the text. That is a problem that I had in the past when reading academic material. The authentic and non-authentic texts described within the ‘careful selection of texts’ section was a little confusing. At one point it says that the non-authentic texts are for language learners but then after it says, ‘authentic texts will expose students to texts that should give them confidence in their skills.’ It seems a bit at odds, these two statements. The two tasks that are listed, the jigsaw reading and jumbled texts seem like they will be very good to use with different level students. It is important to remember to provide tasks that are realistic for the students to achieve. With regards to the Elvis Presley Patchwork ESA lesson provided, I’m not sure it would be a good lesson for learners below the age of sixty or fifty-five. I’m afraid that young learners and
those in their 20s and 30s would not really relate to his music, although maybe I am wrong since I, a thirty year old female, relate to his music. This very involved Patchwork lesson ESESASA was very specific, which was great. I like the idea in the final activate phase where the learners write a short biography of a hidden personÂ’s identity. It will surely make a fun guessing game for the students and want them to participate.
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