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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:
When teaching language, there are four main areas of focus: receptive skills - listening and reading, and productive skills - speaking and writing. This unit focused on listening and reading, which are equally as important as each other and the other two areas. When teaching receptive skills, a teacher must consider the reasons for listening and reading - for purpose or for entertainment. This will effect how a student is reading. A reader may skim an article to find the general idea of the text, scan to search for specific information, read for detailed information (often associated with learning new things), predict what the text or words will be about based on the title, or use context clues to deduce meaning of certain words and phrases. When choosing text or audio for students, one must note the difference between authentic text and non-authentic text. Non-authentic text is geared toward English Language Learners and may be more appropriate to use in certain levels. Authentic texts must be selected and pre-read carefully, so the teacher can provide the support necessary for students to understand the lesson. To ensure that students fully understand and are engaged in listening and reading portions of a lesson, a teacher must ensure that the student is engaged. Choosing topics
that interest the student and then building on that interest through discussion and realia in the engage portion of the lesson is highly effective. Pre-teaching key words and phrases of a text or audio will also be beneficial for the student - but only pre-teach enough for the student to understand, he or she can use context clues to deduce the meaning of other words. It is also suggested to use various types of materials in these lessons, to keep the students activated and to use the selected material to practice as many skills as possible. A teacher must also choose meaningful comprehension tasks - activities that relate to the student and how he or she will use English in day-to-day life, and make sure that the portions of the lesson (ESA) flow together in a natural sequence.
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