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Apply Now!Home / TEFL Certification / Teach English Yizhou / Teach English Roxby Downs / TESOL Rosemère Canada / TEFL Yallingup / Teaching English In Lampang Thailand
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This unit covers the productive skills (speaking and writing) and how to deal with them in the classroom. For speaking activities, teachers should clearly divide the purpose of speaking into two goals: accuracy or fluency. The former focuses on producing correct language, whereas the second lets students experiment with the language and be more creative with it. Both skills are equally important. Also, there are different kinds of classroom activities that can work on either one of the two skills. Namely, controlled activities are based on accuracy and carefully monitored by the instructor; guided activities, on the other hand, are a little more creative, but still based on accuracy; finally, creative activities are totally fluency based and therefore the contents and language are produced by the students in a scenerio created by the teacher. Accuracy activities are usually part of the Study phase in an ESA lesson, and fluency ones belong more to the Engage part. Many measures have to be taken in order to overcome the difficulties that arise when students are producing and interacting using the language. The aim should be to create a classroom atmosphere where students are confident about speaking or making mistakes. There are some techniques that improve student interaction, such
as pair-work, plenty of guided practice so as to gain confidence, an so forth. About writing activities, the aspects and problems that may arise differ from those of speaking activities. Some of the issues include handwriting, spelling and punctuation. The difficulties for each one are tackled depending on several factors, included the writing systems, for example. In spite of the differences between writing and speaking, the same principles apply for creative production. An ESA lesson can be used to deal with writing as well. For me this unit was very useful because I have had problems in the past with speaking and writing activities. The ESA approach is very flexible and can well-organized, that is, the issues that have arised in my classes are due to a lack of a logical sequence on the activities. Suddenly, I would jump from an engage like activity to a activate one, without studying much the language I particularly wanted the students to produce. The result of this lack of organization was students who did not quite know how to produce language; it is like if they jumped into the void without anything to cling on. Very useful unit!", ""The teacher must create the need and desire in the students to communicate"".
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