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The Teaching and Learning of EFL Listening and Reading: Unit 3

The document provides answers to questions about teaching English as a foreign language. It discusses the primary skills in TEFL/ESL as speaking, reading, listening and writing. It notes that all four skills should be included in a general English teaching syllabus. For telephone operators, the most important skills are listening and speaking, while for receptionists they are reading and writing. As a teacher, it is important to consider individual learners' needs, levels, and learning styles. Providing extra materials can help ensure all learning styles are accommodated and skills are developed. Planning exercises after reading/listening allows practicing grammar, role plays to develop speaking, and essays to develop writing skills.

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Ivana Mucalov
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480 views

The Teaching and Learning of EFL Listening and Reading: Unit 3

The document provides answers to questions about teaching English as a foreign language. It discusses the primary skills in TEFL/ESL as speaking, reading, listening and writing. It notes that all four skills should be included in a general English teaching syllabus. For telephone operators, the most important skills are listening and speaking, while for receptionists they are reading and writing. As a teacher, it is important to consider individual learners' needs, levels, and learning styles. Providing extra materials can help ensure all learning styles are accommodated and skills are developed. Planning exercises after reading/listening allows practicing grammar, role plays to develop speaking, and essays to develop writing skills.

Uploaded by

Ivana Mucalov
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Unit 3 The Teaching and Learning of EFL

Module 2 Listening and Reading

TASK

Answer the questions:

1. Q) Name the primary skills in TEFL/ESL.


A) The primary skills are: speaking, reading, listening and writing.

2. Q) Which should be included in a general English teaching syllabus?


A) In any general English teaching syllabus, all four of the primary skills are equally
important and they must be included.

3. Q) Which 2 skills appear more often in a course specifically designed


for telephone operators / receptionists?
A) For a telephone operator two skills that appear the most are listening and
speaking, whereas for a receptionist the two skills that appear the most are
reading and writing. However, for both duties all four are important.

4. Q) How can you ensure that you are considering the needs of every
learner?
A) In order to ensure that I am accommodating to the need of every learner I should
observe the level of each learner, as well as his/hers learning styles. Based on
that observation, I would be able to cater to their needs and to ensure the
outcome of each lesson is positive.

5. Q) Why could it be necessary for you, as the teacher, to provide extra


materials?
A) Simply because everyone gets tired after a certain activity and need a change,
also additional materials will ensure that each learning style is met. Lastly, in
order to include all four primary skills, as an educator, I should not stick to a
single textbox, rather, incorporate various other materials to use during class.
6. Q) What extra materials could be useful? (Name 3)
A) For students that are visual learner that can learn by watching and listening, I
would include video clips, topic related, flash cards, boards (charts, diagrams) or
useful related games. Additionally, for learners who are more prone to learn by
reading, I would provide accurate, up to date, accommodating to their like texts.
Lastly, by encouraging writing, topic related to the learner (eg. An athlete writing
a sport related article about a specific basketball game) or to the discussion that
might have occurred during class.

7. Q) What decides which sub-skills of reading will be necessary in a


particular reading exercise?
A) To decide which sub-skill of reading will be necessary in a reading exercise, I
should decide upon my aim for every student. Should I aim for the learner to
identify the main point in a story or look for indications, my aim would be to
develop the ‘superficial learning’. Another example would be identifying the type
of sub-skill I wish to teach, I would ask the students to gather a general idea of a
text and develop the skimming through a text skill. Depending on the type of the
text and the educator-learners aim, different strategies would be used during
class.

8. Q) Why do you need to know whether your learners are eg university


students, business English students etc?
A) In order to facilitate learning, as an educato, understanding and developing
effective communication with the learner (establishing the level and reason behind
learning English ), I must ensure both parties are working towards the same goal.
If I know the reason for someone to learn English, for example preparing for an
IELTS exam or just wishing to brush off on the business terms, I could then
establish a learning program that will work according to the same goal as the
learner.
9. Q) For which stage of a receptive skills lesson would you plan
exercises on grammar structures used in the text, a role-play based
on the text or an essay on the topic of the text?
A) After reading/ listening stage is where I would plan exercises on grammar
structures that would expand the student’s vocabulary and grammar. Afterwards, I
would initiate a discussion pr role-play, with an aim to develop speaking skills and
ensure learners are able to use the language learned in other topics too. Finally,
after the first two sub-stages for after reading/listening, id encourage writing in
various forms (memo, letter, article) on the given topic.

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