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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:
Reasons for communicating
? Some communicative purpose
? They have something to say
? They want to listen to something
? They are interested in what is being said.
Should bring a need and desire to communicate. Make a reason to communicate.
Accuracy: Focus on producing correct language. Usually controlled.
Fluency: Allowing students to experiment and be creative with language. Focus on effectiveness and flow, not accuracy.
Both are equally important.
? Controlled. Drilling, have student repeat as class.
? Guided activities. Accuracy based but more creative and productive. Model dialogues, guided role-play.
? Creative communication. Fluency based. Scenario created by teacher, content made by students. Free role-play, discussions, info gap, debates, simulations, communication games.
? Pair and group work
? Controlled and guided practice before fluency activities
? Make speaking practice purposeful
? Change classroom dynamics
? Careful planning
? Allow students time to think about what they are going to say