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TESOL Courses Minnesota
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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:
Unit 2o: Common problem situations First lessons: teachers can encounter new groups (students do not know each other, the teacher will need to establish rapport. Studets may be unfamiliar with EFL teaching) and existing groups (they already know each other, they may be familiar with EFL teaching) During the first lesson, the teacher will not resort to the course book but will use or prepare some activities to establish rapport, find out about the students' needs and interests and also their language level. Different levels: teachers can use the same material with different tasks or pair stronger students with weaker students. Large classes: teachers can use worksheets, pair work or group work, choral repetition, or he/she may appoint group leaders. Clarity is also important, the teacher has to ensure that her/his voice is audible and that the board is visible and clear. Use of native language: the teacher should make sure that the activities are at the appropiate level and that the explanations are clear. The teacher should also encourage the use of English and only respond in English. Reluctant students: in this case the teacher could use plenty of pair work, controlled practice and role plays.