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TESOL Videos - TESOL review from Karyna
This TEFL review is from Karyna who is currently teaching abroad. She is from the Ukraine and recently took our 120-hour online TEFL/TESOL course as she is a young teacher and wanted to gain a new qualification for your professional development. She enjoyed the course a lot and was able to use the new skills in her classroom abroad while taking the course. This way, she saw quick improvements in her teaching skills and, thus, recommend this course to all new teachers out there.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
In this unit Receptive skills, which include Reading and Listening are discussed. These two receptive skills are important because both reading and listening are crucial to how students learn and encounter language. Reading a fictional book for fun will be different than reading directions for building a chair, and listening to an informative podcast will be different than how we listen to a joke. The motives for reading and listening can be divided into two categories: for purpose and for entertainment. There are also different ways that we read and listen, which depends on what we are reading or listening to, whether its scanning through a dictionary to find a definition, skimming through a textbook to study topics before a test, or carefully reading a new recipe for making dinner. Reading and listening can also be used to make predictions of something based off a title or headline to tell what an article or television show might be about. Using ones contextual surroundings is also a way in which we can read or listen for information in a certain situation. When teaching receptive skills it is best to use topics that students can relate to in order for them to feel engaged and interested. Before the start of a lesson involving a recording of a debate, students can discuss their opinions on the issues debated in the recording. After they are engaged, the teacher has freedom to use whichever ESA structure they feel will help the students understand and receive the content. Either way, the material used should be interesting and engaging, and should grab the attention of the students. Any confusing or unknown vocabulary should be pre-taught before preceding the Study phase, but only in moderation. The activate phase should smoothly transition from the Study phase regardless of ESA structure, and it's also important to use various topics throughout the time spent with students so everyone feels interested.