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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:
There are four basic skills in any language, two receptive skills: listening and reading and two productive skills; writing and speaking.They're all equally important. There are usually two reasons why people are reading and/or listening. It's either for a purpose or for entertainment but often it's for both reasons together. People usually use a certain number of specialist skills to read and listen and their understanding of the context will depend on their level of expertise in those skills. The skills are: predictive skills, scanning skills, skimming skills, detailed information and deduction from context. Some problems can occur during the teaching and the learning of the receptive skills. They are mainly related to the language contained in the text, to the topic, and to the tasks the students will have to perform. Problems with the language can be dealt by pre-teaching vocabulary and by carefully select the texts we will use during the lessons. If the students are not interested in the topic we chose for the lesson, it is likely that they will really engage in the lesson. That's why it's important to know the students and to know what they're interested in. But since it is difficult to always have a topic that everybody likes, we'll try to choose a variety of topics
so that everybody can be happy. Whatever the topic is, we have to try to motivate and engage the students in the tasks so they will read and listen with enthusiasm. Comprehension tasks should promote understanding and not just checking understanding. A good task is a task that's realistically achievable. Though most of the material of this unit comes very naturally, I considered it useful to have them written down. When looking for a news in particular in a newspaper or on the internet we are scanning, but I never really thought of describing it that way. Same goes more or less for pre-teaching vocabulary. Like on unit 10 (video lesson, second video) the teacher is pre-teaching some animal vocabulary to make sure that the students understand the questions later on. It can seem pretty obvious, but I believe it's something that can easily be forgotten. I never really realized that that there were authentic and non-authentic texts, but looking back I remember all those stories in the textbooks and how we were asked to find articles in newspapers or magazines and asked to tell the teacher what the article was about. I now see the difference. Regarding the topics I think it's essential to have a large variety of topics, but no matter how various the topics are, it is very difficult
to satisfy everybody especially when number of students in the class is big. ", In this unit
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