[ITTT TESOL] TESOL 수료증 교육작업자료 - WORKSHEET – UNIT 8

 

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

 

 

WORKSHEET – UNIT 8

 

Task 1 –Give a brief description of the differences between accuracy and

fluency activities:

 

Accuracy activities are focused on producing correct language, whereas fluency activities are focused on allowing the student to be creative with the language. The importance of accuracy and fluency are equal. The controlled activities focus on accuracy in the study stage. There is drilling which is a 3 by 3 drill and also prompting. This method can reduce mistakes by repeating.

Creative communication activities concentrate on fluency in the activate stage. There are many methods which are; free role-play, discussion, information gap, debates, simulations and communication games. It lets the students be more creative.

The guided activities focus on accuracy and fluency in the study stage. The accuracy is larger than the fluency, because of the study sequence. It has model dialogues and guided role-plays for example.

 

Task 2 – Give examples of ways that the teacher can encourage students to speak and interact during a lesson:

 

A lot of students can appear unwilling to speak in the classroom. There are a variety of reasons for this, such as lack of confidence, fear of making mistakes, peer intimidation, lack of interest in the topic, previous learning experiences and cultural reasons. To overcome these reasons teachers have ways to encourage students to take part. One of the ways is grouping, such as pair or group work. It can help students get over fear or low confidence. The next is to change the classroom dynamics, if the students are uninterested in the class, making a change can engage and change from low to high interest in a topic from the students. I think a good is for the teacher to allow students time to think about what they are going to say. It can give the students confidence, encouragement and elicit interest. They will then focus on the lesson.

 

Task 3 – What additional issues does the teacher have to consider for a writing activity?

 

A teacher should consider handwriting, spelling, layout punctuation, and creative writing for a writing activity. Handwriting is a personal issue but may influence the reader so the students should try to improve handwriting so that it is understood. If the spelling is wrong often, the reader will think that the writer has a low education. Some languages have completely different punctuation and layout due to these students have to learn from the teacher. Creative writing allows students to show their own style and write something spectacular.

 

Task 4 – Think of two traditional games that could be adapted for the classroom and details of how you would use them (these games should not include any of those mentioned in the course unit):

 

- King Simon game

If you become king, you can order anything from anyone. People will follow your order. For example, if King Simon says bark like a dog then everyone else must bark like a dog. When the teacher finds the last person to do what Simon said, the last person is out.

 

- Two letter game

After making a circle, when the teacher says two letters, the students have to make a word and put their hand on the center table or floor at the same time. The letters can be placed anywhere on the word. The last student to place hand will be out. For example, when the teacher said ‘ab’, all students speak together to make a word, such as ‘abstract’, ‘about’ and put a hand on the table or floor. The last speaker is out.