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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 this unit, I studied and understood the various methods of teaching 'Receptive Skills', which include Reading and Listening Before the course, it did not occur to me that people read or listen for specific purposes. Now, I know that people may do it to entertain themselves or to look for specific information. It is indeed a discovery for me! I found out that the ‘reading’ and ‘listening’ activities do not depend only on our eyes and ears. It involves our minds too. There is a difference between ‘listening’ and ‘hearing’. ‘Listening’ involves using our ears and mind, while ‘hearing’ involves mainly our ears. We hear a sound or a word, and that’s it. When we listen, we comprehend. I realize that reading can be done quickly or slowly depending on what the reader actually wants to achieve. He may just want to do one of the following: Predict what is going to be reported Scan for some specific information Skim the article to get a general idea of the article Do serious and concentrated reading to get information Read and comprehend text which requires inferring. It is good to know that more effort is needed to listen than to read since a reader can do the reading again if he/she does not understand. He/she can make
reference to a dictionary. However, in the case of listening, the listener needs to have a reasonable amount of vocabulary, otherwise he/she may be at a loss. An example is the word “Window”. I was teaching an Elementary student the topic of “Things in the House”. We talked about tables, chairs, door and such. When I wanted to explain the term ‘Window’, the student said she knew what it was. She told me it was the thing you use on the computer – ‘Windows’. As such, some pre-teaching of ‘essential’ vocabulary may be necessary for certain students although there is no need for them to know every word before each lesson. Students can be encouraged or motivated if I choose the correct topic/text type. They will be more interested to get engaged in a discussion relevant to their lives. However, it is good to have a variety of topics to meet the needs of different students. I discovered that in some instances, we can use ‘authentic text’ as this will be the ‘real tests’ of a student’s language (listening in particular) ability. I need to use ‘non-authentic text’ for students who are relatively new to the language and have limited vocabulary. It is also interesting to know that that with the same material,
students can enjoy different types of practice such as doing some reading and comprehension exercises, speaking to classmates, writing an essay, applying the correct grammatical rules, using new vocabulary learnt and activating the lesson with a relevant task. I enjoyed studying the ‘Sample Exercises’ tremendously. Reading: The reading ‘Making Comparison – What People Wear’ is a fun read. Students get to learn about attire used by different types of people/professions from various parts of the world! It was a discovery for me too! I learned that we need to prepare Comprehension questions (related to the topic) or questions that involve the student’s own opinion. Vocabulary: The ‘Gap-Fill’ exercise reinforces the vocabulary the students have learnt. Grammar: The grammar focus for this lesson is on ‘adjectives’ and the various forms. Task: It is an interesting exercise asking the students to write sentences about clothes people wear in various countries. They can practise the use of vocabulary learnt as well as practise the grammar they have learnt (adjectives in various forms). Looking back at what I have studied in this unit, the understanding of ‘Teaching Reflective Skills’ is very useful to me. It makes me feel that
I can be a better teacher for the ‘Reading’ and ‘Listening’ modules. As a next step, I will put what I have learnt in good use. I am going to add ‘jumbled text for two stories’ exercises for my students in my lessons. These are terrific!", reading and listening are equally important to understand the lesson.people read for various purposes or motives.learner should not only use their eyes but also their mind toto understand a lesson.a teacher has to create interest so that students reads and listen with great interest., reading and listening are equally important to understand the lesson.people read for various purposes or motives.learner should not only use their eyes but also their mind toto understand a lesson.a teacher has to create interest so that students reads and listen with great interest.a teacher has to maintain balance while giving task so that the student can complete the task neither too easily or with great difficulty.the outcome should be that they learn more after completing the task., I liked the part about authentic texts vs non-authentic texts. It would be tempting to impose an authentic text on a class
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