1.
Spoken English Coaching
Classes in Chandigarh

2.
LANGUAGE
COURSES
LANGUAGE
USAGE
MEANING
TEACHING
METHOD OR IDEAS
FEATURE
PLANING
TEST
SUMMARY

3.
What is a language?
Language is a tool we use to communicate
with other people. We encode what we want
to say using language which is made up of a
range of components.
Language

4.
We interact with
different people for
different reasons in
different situations in
different situations.
There is a wide range
of expressions that
perform certain
‘functions’, i.e. the
things we do with
language, for example,
there are general
functions such as
thanking, asking for
information, inviting,
suggesting, greeting,
agreeing, and so on.
Using language to interact

5.
Language users need to
make choices about the
language they choose to
communicate with. This
choice is very limited in
the early stages of
learning a language.
In some languages, the
relationship between the
speaker and listener is
reflected in the grammar.

6.
 We can divide language activities in the classroom into
two categories—introducing language and using
language that has already been encountered. As learners
progress, they will constantly meet language for the first
time, sometimes inside the classroom, sometimes
outside.

7.
Meaning
 There are many ways of helping learners
understand the meaning of a word or
phrase. For example, with a word like ‘job’
we can:
 translate the word from English into the L1
 give the learners examples of types of jobs,
for example, by providing pictures of
people doing different jobs.

8.
It is important for the language teacher to know
as much as possible about the language that
they are teaching. The language system is
complex and learners need to be guided
through it. They will often come across
language for the first time which they will need
to incorporate into their own language system.
Summary

9.
The Grammar-
Translation
Method
Background: The method itself came from the
way individual learners studied classical
languages such as Greek and Latin. This was
done mainly by studying the grammar in detail
and translating texts from the original into the
learners’ language.
Teaching Methods and Ideas

10.
Sentences and longer texts are
translated both to and from the
learners’ first language. Little or
no attention is paid to the ability
to speak or communicate.
Grammar rules are given a lot of
attention, especially word
endings and sentence formation.
Features

11.
 CLT started in the late 1960s and continues to
evolve. It is not actually a method but an
approach to teaching based on the view that
learning a language means learning how to
communicate effectively in the world outside
the classroom.
Communicative Language
Teaching

12.
 TBL focuses on the ‘process’ of
communicating by setting learners tasks to
complete using the target language. During
this period, the learners acquire language as
they try to express themselves and
understand others. The tasks can range from
information gap to problem-solving tasks.
Task-based Learning

13.
We listen for a
purpose, but this
purpose can be
very different
depending on the
situation:
-listening
for
specific
details
Listening
for
general
meaning
Listening
for the
general
idea or gist.
Chapter 4: Listening

14.
 Learners need to develop the following skills:
 Learning to listen in various ways
 Adapting the way they listen according to the
test and the reason for listening
 Recognizing the features of spoken English
Listening skills

15.
The speaking
process:
We speak in many
different types of
situation. For
example:
talking to someone
face to face
talking to someone
on the phone
a learner answering
a question in class
Speaking

16.
 Spoken interaction involves two or more
people talking to each other, for example, one
person makes a request and the other person
responds. We call this an exchange.
Interaction

17.
 There are two basic types of texts-authentic and non-
authentic. Examples of authentic texts are
newspaper articles, website pages, emails, packaging
and labels, and so on. Non-authentic texts are
written especially for learners using imaginary
contexts and simplified vocabulary and sentence
construction.
Reading

18.
 Learners need to develop the following skill:
 Learning to read in various ways, for example,
skimming and scanning
 Adapting the way they read according to the
text and their reason for reading
Reading skills

19.
 When we are writing we have to do
something similar except that we do it with
letters rather than sounds. We put these
together to forms words, phrases, clauses,
and sentences, and put sentences together to
make a coherent text.
Writing

20.
Spelling causes problems for lots of learners
because there is no one-to-one relationship
between sounds and spelling in English.
Spelling

21.
 Learners need to know the basic elements of
punctuation:
 Capital letters: for the beginning of a sentence,
place names, and so on.
 Full stops: for the end of a sentence
 Commas: to mark the ends of phrases and clauses
 Question marks: to signal a question
 Apostrophe: to show an abbreviation or
possessive.
Punctuation

22.
 Learners need to develop the skills of note
taking and record keeping.
 Note taking is an essential skill in the classroom
 particularly if learners are going to be studying
academically at some stage.
 During a lesson the teacher should always give
 learners time to make notes, make sure that
whatever they themselves write on the board is
clear and relevant, and monitor learners’ note taking
and give advice if necessary.
Study skills

23.
Planning
 Before we teach a lesson, we need to decide:
 What the goals or aims of the lesson are
 What resources to use: a course book or
textbook, handouts or worksheets, posters,
recorded material, etc.

24.
 The following guidelines should help to make
progress and achievement tests a positive
experience for your learners.
 Test what you have taught.
 Test what is useful.
 Test all four skills.
 Tell your learners ‘when’ and ’what’.
Preparing tests for your learners

25.
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