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TESOL Videos - Productive and Receptive Skills in the ESL Classroom - Receptive Skills - Potential Problems
Before we go into looking at the actual receptive skills lesson, if we were thinking about what potential problems there could be in these lessons. So, what things could go wrong in a reading lesson? Well, firstly the students when they are reading in a language that is not their native language, they tend to read every word as a separate piece and by reading word to word it?s very difficult to get an overall impression of what that particular text is saying. Secondly, the sentence length in a lot of articles that we will get will be very long and many of our students will not be used to that structure of language. So, here it's important to have a think about the way in which the text has actually been written and will it be fairly easy to read. The final thing is the actual structure of the article itself. So, how is it written? Is it very formal? Is it in the form of a postcard or an email and are the students familiar with that type of writing? Some of the problems that occur with listening or perhaps the most difficult thing is the fact that in a listening lesson the information is in the form of a continuous stream. This means that a certain word will enter into ear, pass through our brain and then that word is then gone. So, unlike reading where if we're scanning through and we're not sure what that word means we can go back. In a listening lesson, once something has been said it's gone. So it's very difficult to get that information back. The second problem that can occur in a listening lesson is when the information is presented too quickly. So, for many students, the actual speed of speech can be a problem. One final potential problem that could occur could be that due to the teacher?s accent. Very often our students are used to us as that their teacher. We're speaking to them every day but if we play some information from a CD or a tape recording of a different situation with different people, then they may not be used to those particular accents. However, when we consider that there are these potential problems, one thing we can do is to think about ways in which to avoid them.
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Unit 18 observes modals, phrasal verbs and the passive voice. Modal auxiliary verbs include words like can, could, shall, should, will, would, have to, must among other things. Modal verbs are used before other verbs to add to its meaning. Modals can be expressed as an obligation, possibility, permission, ability and advice. Also, these types of verbs do not change according to a person. In the passive voice, the object becomes the subject of the passive verb. The passive voice only consists of transitive verbs. The tense in the passive voice is shown by the auxiliary verb. The form of the passive voice is usually the tense of the auxiliary verb ?be? and the past participle. The perfect continuous tenses are not normally used in the passive voice. The passive voice is generally used when it is not known, not important or when we don?t want to say who performs an action. Phrasal verbs consist of a verb plus preposition or an adverb, or an adverb plus preposition. The three types of phrasal verbs are: ? Type 1 Intransitive ? This type of phrasal verb cannot be followed by a direct object. For example: He didn?t turn up. ? Type 2 Transitive separable ? An object pronoun can only come between the verb and the particle. For example: She took her on. An object noun can either come between the verb and the particle or after the particle. For example: She took Sanika on. She took on Sanika. ? Type 3 Transitive inseparable- The object phrase and the object pronoun comes after the particle. For example: He got over it. This type of phrasal verb usually consists of two particles (adverb followed by preposition). For example: He runs fast to the finish line.