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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 4, I studied the topic ‘Teaching New Language’ Vocabulary, grammar and functions are covered in this unit. To use any language, a student should get a lot of exposure, understand the language, construct sentences, practise and produce the results. I now understand that the backbone of a language is the grammar. I also understand that vocabulary adds ‘meat’ to a sentence. The vocabulary acts as ‘make-up’ to make a sentence interesting. Teaching vocabulary may not necessarily be done the straight arrow way – ESA. It may be done using the ‘Boomerang’ or the ‘Patchwork’ structures. It is interesting to know that teaching Vocabulary depends on teachability (age group of students), appropriacy (Will students use the words frequently?) I discovered that teaching vocabulary not only involves the explanation of the meaning of a word, but details such as the ‘Grammar’ part, how a particular word can interact with other words must be explained to students. Just as important is the way the words are spelled and pronounced. I learned the ESA of teaching vocabulary. Using Realia (objects), Mime and Action (Verbs), Flashcards (Pictures) – a picture say a thousand words. With structured discussions and discovery, a teacher
can make vocabulary learning a breeze. A teacher may also learn something from his/her students during such discussions in the Engage stage! ? In the Study part of the lesson, students get to do reading (comprehension) and writing. Other exercises could include gap fill exercises, crosswords, word search exercises, collocation exercises and word order exercises. I can also ask students to write a postcard, a fax message, an email or a dialogue (for role play in the Activate stage). In the Activate Stage, I found that students can also learn the language by doing role plays, simulation, group work such as creating a storyboard, producing a flyer/advertisement, do class discussions or debates. I think this will be great fun and it will add life to a lesson. Teaching Grammar involves explaining the meaning, the forms and whether it is to be used formally or informally (colloquial). I will be able to explain that some words can be pronounced very differently from how it is spelled (when used orally). For example, when people speak fast, “I don’t know.” may sound like “I donno.”, and “Twenty” may sound like “Twenny”. I particularly like the Patchwork structure (E ? A ? S ? A ? S ? A) as it allows students to interact more and there will
be more STT (Student Talk Time) and activity. Board work such as continuing a story with an opening line (different students contributing by adding text to the story) could make an interesting read besides finding out the weaknesses of various students. This allows for board correction for all to learn. A wonderful way is to get the students to analyse the work of their peers and identify errors (before the teacher marks and corrects the errors). Games such as Chinese Whispers or Charade will also make good ‘Activate’ sessions. I think these activities excite students, keep them awake and interested. I find the introduction of teaching “Functional” concepts interesting. Now I know that students will benefit a great deal as this is being used in their daily lives (particularly for adult learners, although young learners may also make use of the language in this form). I discovered that role-playing for functions such as inviting and refusing (with apologies), agreeing and disagreeing (with reasons), suggesting and counter-suggesting (with opinions) make good “Functional” activities. These can be fun and enjoyable for all – both the student and the teacher! Looking back at what I have studied in this unit, I would probably be able to apply many
new concepts I have learnt into my lessons. Most importantly, I know I have made a lot of new discovery but in order to see the fruit of my labour, I need to put everything (as much as I know) in good use as the ultimate.", This unit made me think about how unfortunate we
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