Communication skills
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The document discusses communication skills and their importance. It notes that language allows for the exchange of knowledge and information between humans. It identifies the key aspects of communication skills as speaking, listening, reading, and writing. It provides examples of exercises and activities to develop skills in listening, speaking, reading, and writing.
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English introduction
English is an important language for communication around the world in areas like business, travel, and society. There are four basic skills needed to effectively learn English: listening, writing, reading, and speaking. Each skill involves complex cognitive processes and interactions between the learner, context, prior knowledge, and the language itself. Listening involves processing sounds into words and sentences. Writing represents language visually through symbol systems. Reading requires decoding symbols based on prior knowledge to understand meanings. Speaking is constructing meanings depending on various interactive contexts. Grammar teaching works best when rules are clearly explained and supported by real-life practice exercises.
Teaching Speaking & Listening
The document discusses principles and techniques for teaching listening and speaking skills to English language learners. It recommends exposing students to different types of listening and integrating skills. Some principles for teaching speaking include providing topics for discussion, creating interaction opportunities, and personalizing speaking activities. Sample listening and speaking activities mentioned include conversations, information gap activities, role plays, and picture-based tasks.
Communication(mehul rasadiya)
This document discusses verbal and non-verbal communication. It defines verbal communication as communicating through spoken or written words. It lists some characteristics of effective verbal communication such as being brief, precise, and using simple language. It also discusses merits and demerits of verbal communication. Non-verbal communication is defined as unwritten and unspoken messages through body language, gestures, eye contact, and voice. The document outlines different types of non-verbal communication and emphasizes the importance of understanding non-verbal cues in effective communication.
Brown - 8 Processes Involved in Listening Comprehension
The document outlines 8 processes involved in listening comprehension. The processes are: 1) processing raw speech, 2) determining the type of speech, 3) inferring the speaker's objectives, 4) recalling background information, 5) assigning literal meaning, 6) assigning intended meaning, 7) retaining information short or long-term, and 8) deleting the original form of the message. The document provides examples for some of the processes.
Soft Skills - The Corner Stone
Soft skills like oral communication, writing abilities, and non-verbal expression are important cornerstones. Oral skills include presentation, body language awareness, and critical listening. Writing involves critical reading, grammar, and editing. Non-verbal traits encompass gestures, observation, and awareness.
Presentation speaking and listening
This document discusses material for teaching listening and speaking skills. It provides an agenda that covers why listening and speaking are important, different types of listening and speaking, material for each skill, and skills that can be developed. For listening material, it should follow a process, activate background knowledge, develop comprehension skills, and exercise different spoken language types. For speaking, material should allow students to practice pronunciation, fluency, vocabulary and performance skills. The document provides examples and considerations for effective listening and speaking exercises.
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Communication skills
Communication involves multiple senses and goals like changing behavior, getting action, and ensuring understanding. The most common ways to communicate are speaking, writing, and visuals. Good communication skills involve clarity, adequacy, integrity, timing, maintaining eye contact, body awareness, gestures, conveying thoughts effectively, and possessing the right language skills, as stone-age communication relied more on body language and gestures which allow for misunderstandings. Language skills are necessary for truly effective communication.
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English introduction
English is an important language for communication around the world in areas like business, travel, and society. There are four basic skills needed to effectively learn English: listening, writing, reading, and speaking. Each skill involves complex cognitive processes and interactions between the learner, context, prior knowledge, and the language itself. Listening involves processing sounds into words and sentences. Writing represents language visually through symbol systems. Reading requires decoding symbols based on prior knowledge to understand meanings. Speaking is constructing meanings depending on various interactive contexts. Grammar teaching works best when rules are clearly explained and supported by real-life practice exercises.
Teaching Speaking & Listening
The document discusses principles and techniques for teaching listening and speaking skills to English language learners. It recommends exposing students to different types of listening and integrating skills. Some principles for teaching speaking include providing topics for discussion, creating interaction opportunities, and personalizing speaking activities. Sample listening and speaking activities mentioned include conversations, information gap activities, role plays, and picture-based tasks.
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Soft Skills - The Corner Stone
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Presentation speaking and listening
This document discusses material for teaching listening and speaking skills. It provides an agenda that covers why listening and speaking are important, different types of listening and speaking, material for each skill, and skills that can be developed. For listening material, it should follow a process, activate background knowledge, develop comprehension skills, and exercise different spoken language types. For speaking, material should allow students to practice pronunciation, fluency, vocabulary and performance skills. The document provides examples and considerations for effective listening and speaking exercises.
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Communication involves multiple senses and goals like changing behavior, getting action, and ensuring understanding. The most common ways to communicate are speaking, writing, and visuals. Good communication skills involve clarity, adequacy, integrity, timing, maintaining eye contact, body awareness, gestures, conveying thoughts effectively, and possessing the right language skills, as stone-age communication relied more on body language and gestures which allow for misunderstandings. Language skills are necessary for truly effective communication.
Good communication in the workplace
Communication in the workplace can be improved through effective listening and speaking skills. Good communication is a two-way process that involves actively listening to understand the speaker's message and then providing clarification or response. Key aspects of good listening include maintaining eye contact, observing facial expressions and body language, avoiding distractions, and asking questions to ensure understanding. Developing strong listening habits can foster better work relationships through trust and knowledge building.
Principles of teaching listening and speaking skills
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
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Presentation 4 and 5
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Verbal & Non-Verbal Communication
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Leaflet[1]
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Teaching Lisening Strategies
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Four skills of language
The document provides an introduction to the four skills of language: listening, speaking, reading, and writing. It discusses how each skill is traditionally taught and their integration in real life. It then describes how the document separates the skills for the purpose of organizing learning activities and assisting teachers. Each skill is broken down into sub-skills and specific activity methods are provided to target each sub-skill. The document aims to provide teachers with a range of possible language learning activities without requiring they use all of them.
Listening: As Comprehension and Acquisition/Sklls and Strategies
This document discusses listening as comprehension and acquisition. It defines listening as the ability to accurately receive and interpret messages, which is key to effective communication. Hearing involves perceiving sounds while listening involves understanding. Comprehension refers to understanding, while acquisition is developing new skills. The document outlines types of listening skills like metacognitive, cognitive, and socioaffective strategies. It also discusses top-down listener-based strategies and bottom-up text-based strategies. Finally, it provides some ways to help students listen better in the classroom, like turn and talk activities, note taking, and cooperative learning.
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This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
4 language skills
Communication requires developing four main language skills: listening, speaking, reading, and writing. These skills allow people to understand each other when talking, take notes in class, understand music playing, and read summaries like this one. Language skills are useful because they enable communication in many contexts like chatting online, learning, and enjoying media.
Listening Skill
This document discusses the importance and skills of listening. It defines listening as actively processing spoken and nonverbal messages with the intent of understanding in order to respond appropriately, as opposed to merely hearing. Some key points made include that listening allows one to learn more than speaking; it reflects courtesy and improves social and workplace relations. Barriers to effective listening include distractions, bias, and not focusing on understanding the speaker. The document provides tips for active listening such as maintaining eye contact, asking questions, summarizing, and taking notes.
How to teach listening
This document provides guidance on teaching listening skills. It defines listening as paying attention to what can be heard and taking in what others say. Listening is described as an active rather than passive skill that involves interpreting auditory cues. The principles of teaching listening include exposing students to different accents, providing guidelines and meaningful practice, and allowing students to learn on their own. When preparing students for listening tasks, the document recommends the pre-listening, while listening, and post-listening steps, which involve activities like brainstorming, note-taking, and discussion.
How to teach listening
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
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Good communication in the workplace
Communication in the workplace can be improved through effective listening and speaking skills. Good communication is a two-way process that involves actively listening to understand the speaker's message and then providing clarification or response. Key aspects of good listening include maintaining eye contact, observing facial expressions and body language, avoiding distractions, and asking questions to ensure understanding. Developing strong listening habits can foster better work relationships through trust and knowledge building.
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The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
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The rubric outlines 4 points, 3 points, 2 points, and 1 point for evaluating various components of a presentation including body language, eye contact, introduction and closure, voice and intonation, mechanics, graphics, images, font and size, length of text, background and colors, and citations. Key criteria for the highest scores include fluid movement, maintaining audience attention and interest, clear and engaging introduction and conclusion, proper use of graphics and images to enhance understanding, and accurately citing all sources.
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1. Reading is a complex skill that requires coordinating various sources of information to construct meaning from written texts.
2. There are different types of reading including extensive reading, which involves reading large quantities of material, and intensive reading, which involves close analysis of texts.
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The document discusses verbal and nonverbal communication. It defines language as a system of symbols used to define people, ideas, and objects. Words can have denotative meanings from dictionaries as well as connotative meanings involving emotional responses. Nonverbal communication includes gestures, facial expressions, eye behavior, voice, physical appearance, space, touch, and time orientation. Nonverbal behaviors are often spontaneous, ambiguous, and seen as more believable than verbal communication alone. Culture, gender, media, and ambiguity can influence nonverbal communication.
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Verbal and non-verbal communication are both important forms of communication. Verbal communication involves speaking, writing, listening and reading while using simple language. It allows for interaction but messages can be forgotten and words cannot be taken back. Non-verbal communication includes body language, gestures, eye contact and more. It provides unconscious messages and flows through all communication. Both forms of communication are important, as non-verbal communication matters more than words and allows people to have quality communication skills.
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This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.Communication skills
This document discusses different aspects of non-verbal communication. It defines non-verbal communication as transmitting information without words through body language, gestures, facial expressions, eye contact, posture, physical space and time. It describes several components of non-verbal communication including kinesics (body movement), proxemics (perception of space), chronemics (time usage), haptics (touch), oculesics (eye contact), and paralanguage (vocal cues). Specific examples are provided for each such as handshakes, eye contact, physical distance between people, speed of speech. Non-verbal communication allows people to express emotions, attitudes and views without using words.
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This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
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The document discusses effective communication and the skills needed for a successful career. It emphasizes that communication skills, English language skills, soft skills, and analytical skills are important. It stresses the importance of practicing these skills through listening, speaking, reading and writing in English as much as possible. Regular practice is key to improving one's English abilities and career opportunities.
Leaflet[1]
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
Principles For Teaching Listening
The document discusses communication skills and provides tips for teaching listening skills to students. It recommends focusing on both specific details and the big picture when listening. When teaching listening, teachers should provide a motivating text related to students' interests and needs. Students prefer authentic listening texts. Teachers should teach students strategies for listening like looking for key words, nonverbal cues, predicting purpose, associating information with background knowledge, guessing meaning from context, seeking clarification, and listening for the general idea.
Teaching Lisening Strategies
This document discusses strategies for teaching listening skills to language learners. It emphasizes using both top-down strategies like listening for main ideas and bottom-up strategies like recognizing word order patterns. Teachers should create goals for classroom and outside listening comprehension, develop awareness of the listening process, and allow practice with authentic tasks. Pre, during and post listening activities are recommended, including activating background knowledge, monitoring comprehension, and evaluating progress. Developing listening skills is important for language acquisition and interaction.
Teaching listening
This document outlines strategies for teaching listening skills in English as a foreign language (EFL) classrooms. It discusses bottom-up and top-down processing strategies, with bottom-up using incoming sounds and words to build meaning, while top-down uses background knowledge. The document recommends using both in lessons. It provides steps for planning a listening lesson, including pre-listening, while-listening, and post-listening tasks to engage students and check comprehension. The goal is to make listening an active process for extracting meaning from spoken texts.
Four skills of language
The document provides an introduction to the four skills of language: listening, speaking, reading, and writing. It discusses how each skill is traditionally taught and their integration in real life. It then describes how the document separates the skills for the purpose of organizing learning activities and assisting teachers. Each skill is broken down into sub-skills and specific activity methods are provided to target each sub-skill. The document aims to provide teachers with a range of possible language learning activities without requiring they use all of them.
Listening: As Comprehension and Acquisition/Sklls and Strategies
This document discusses listening as comprehension and acquisition. It defines listening as the ability to accurately receive and interpret messages, which is key to effective communication. Hearing involves perceiving sounds while listening involves understanding. Comprehension refers to understanding, while acquisition is developing new skills. The document outlines types of listening skills like metacognitive, cognitive, and socioaffective strategies. It also discusses top-down listener-based strategies and bottom-up text-based strategies. Finally, it provides some ways to help students listen better in the classroom, like turn and talk activities, note taking, and cooperative learning.
Oral language assessment
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
4 language skills
Communication requires developing four main language skills: listening, speaking, reading, and writing. These skills allow people to understand each other when talking, take notes in class, understand music playing, and read summaries like this one. Language skills are useful because they enable communication in many contexts like chatting online, learning, and enjoying media.
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Principles of teaching listening and speaking skills
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Listening: As Comprehension and Acquisition/Sklls and Strategies
Listening: As Comprehension and Acquisition/Sklls and Strategies
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How to teach listening
This document provides guidance on teaching listening skills. It defines listening as paying attention to what can be heard and taking in what others say. Listening is described as an active rather than passive skill that involves interpreting auditory cues. The principles of teaching listening include exposing students to different accents, providing guidelines and meaningful practice, and allowing students to learn on their own. When preparing students for listening tasks, the document recommends the pre-listening, while listening, and post-listening steps, which involve activities like brainstorming, note-taking, and discussion.
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This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
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This document contains vocabulary words related to weather, such as weather, oxygen, rainy, hot, sunny, windy, cloudy, humid, storm, and mist. It also covers the present continuous tense structure using examples like "It is raining now" and "You are not sweating." The while-listening tasks practice note-taking on the weather and answering true/false questions about statements made in an audio. The post-listening activity has students watch a weather report video in groups, take notes, and report on the weather news to the class.
How to teach listening in English (sina afshar)
The document discusses how to teach listening in three phases: pre-listening, while-listening, and post-listening. In the pre-listening phase, teachers activate students' background knowledge to prepare them for the listening text. During the while-listening phase, teachers guide students as they respond to the text through activities. In the post-listening phase, students reflect on and discuss the language form through tasks like dialogues and writing assignments based on the text. Overall, the document provides guidance on listening instruction strategies and activities teachers can use in each phase of listening.
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The document provides an overview of a listening module that aims to help students understand principles of teaching listening, adapt materials for different proficiency levels, and plan learner-centered lessons. It outlines questions to consider when listening, such as what makes passages easy or difficult to understand and how activities support comprehension. Students are instructed to listen to sample passages and answer questions to practice global and detailed listening skills, with feedback provided. The purpose is to raise awareness of factors that influence listening.
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are described, such as students trying to understand every word. The document then gives some top tips for teaching listening, such as preparing students with vocabulary and questions before listening, playing recordings multiple times, and doing post-listening activities like group discussions. A successful listening activity incorporates reducing distractions, ensuring quality sound, and giving students tasks to do between classes. The document concludes with sources for additional information on teaching listening.
Listening SKILLS - How to teach
This document discusses why teaching listening is important and provides tips for developing listening skills in students. It emphasizes exposing students to different varieties of spoken English so they can acquire language subconsciously by learning rhythm, intonation and stress patterns. It also recommends preparing the classroom environment to ensure all students can hear, controlling distractions, and teaching pronunciation from the beginning. Additional tips include pre-teaching vocabulary, using pictures and questions to predict content, and varying listening activities and tasks to keep students engaged. The document stresses that listening is a skill that improves with practice.
Listening skills teaching
Listening skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.The listening skill in Linguistics !!
The listening skill
DEFINITION AND EXAMPLES
Why we listen?
The skill of listening
Sounds , Vowels and Consonants
Word stress?
Sentence stress?
Intonation?
Some exercises for the development of listening skill
Graded practice exercises
Types of classroom listening performance
Some principles of teaching listening comprehension
Graphical Description
Conclusion
Assessing listening
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
Listening
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Four skills
The document discusses different language skills including speaking, listening, reading, and writing. It provides information on micro-skills needed for each skill such as pronunciation and grammar for speaking. It also discusses strategies for developing listening skills like identification and main idea comprehension. Key elements of active listening are outlined as paying attention, providing feedback, deferring judgment, and responding appropriately. The importance of reading skills and micro-skills for reading are mentioned. Writing skills discussed include the English alphabet, alphabetical order, font styles, spelling rules, and punctuation.
Listening Skill
Listening is an active process that requires concentration and effort. It involves understanding and responding to oral communication rather than just passively hearing sounds. Some key ways to improve listening skills include preparing to listen with an open mind, avoiding distractions, understanding the content, and listening with eyes as well as ears. There are different types of listening like active listening, passive listening, positive listening and negative listening. While hearing is a passive reception of sounds, listening is an active process that involves comprehending and evaluating what is being communicated. Regular practice is important to enhance listening skills over time.
Listening skills (1)
Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
Four language skills
The document discusses teaching the four main language skills: listening, speaking, reading, and writing. It defines each skill and provides suggestions for activities to teach them, emphasizing that the skills are interconnected and should be taught together rather than in isolation. Some recommended activities include group discussions focused on each skill, imitation exercises, filling in blanks, and summarizing texts. The conclusion states that language is best learned through practice using the language in conversation and discussion, not just through lectures.
How to teach listening
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
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The document outlines the four basic language skills - reading, writing, listening, and speaking. It defines each skill, noting that reading involves decoding symbols to derive meaning, writing represents language through signs and symbols, listening is receiving and interpreting messages accurately, and speaking is expressing thoughts and feelings through vocal sounds. Overall, the document provides high-level definitions for the four fundamental language skills.
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Unit 03 presentation
1. The document discusses the development of language skills, including oral and written comprehension and expression. It covers listening, speaking, reading, and writing skills.
2. It defines language and the skills needed to master a language: listening, speaking, reading, and writing. These can be classified as receptive skills (listening and reading) or productive skills (speaking and writing).
3. The document also discusses integrated skills activities that combine multiple language skills and the concept of communicative competence, which has four subcompetencies: linguistic, sociolinguistic, discourse, and strategic competence.
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The document discusses developing classroom speaking activities from theory to practice. It divides speaking into three main functions: talk as interaction, which is informal conversation; talk as transaction, which focuses on exchanging information; and talk as performance, such as giving speeches. For each function, the document outlines their main features, skills involved, and examples. It emphasizes the importance of considering these functions when designing speaking activities and assessments. Teachers should also determine students' needs and provide support through modeling, resources and feedback.
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The document discusses instructional approaches for listening and speaking. It defines listening and speaking, identifies challenges, and provides principles and strategies for teaching both skills. For listening, it discusses bottom-up and top-down processing, different types of classroom listening, and strategies like predicting and seeking clarification. For speaking, it recommends providing topics for discussion, opportunities for interaction, and activities like role plays, reciting poems, and reporting to enhance speaking ability.
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This document discusses the functional approach to language development. It presents opposing views of language being either an autonomous system or shaped by its communicative functions. It then discusses how social interaction aids language development according to Holzman's reciprocal model. Finally, it outlines Halliday's model of language functions including instrumental, personal, social, regulatory, representational, heuristic, and imaginative functions and how these relate to language structure and classroom experiences.
LSRW-PPT
The document discusses language skills and their importance for communication success. It outlines the four core language skills - listening, speaking, reading, and writing. For each skill, it provides definitions and discusses strategies for improvement, such as listening to audio books and podcasts, practicing conversations, and reducing distractions to strengthen listening abilities. Speaking requires skills to convey thoughts clearly without being misunderstood. There are different types of speaking situations. For reading, components include decoding, comprehension, and retention, while types involve skimming, scanning, intensive and extensive reading. Improving these skills aids effective communication.
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3. It covers listening skills, including types of listening and barriers to effective listening.
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Phonemic awareness is the ability to recognize individual sounds, or phonemes, in spoken words. It involves identifying, categorizing, blending, segmenting, and substituting phonemes. Phonemic awareness is important for developing reading and decoding skills, as students must understand the connection between sounds and letters to read fluently and comprehend text. Without phonemic awareness, students will struggle to derive meaning from written words.
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There are four main language skills: listening, speaking, reading, and writing. Listening involves receiving and understanding spoken messages. Speaking is the interactive process of constructing meaning through vocal sounds. Reading is the cognitive process of decoding symbols to derive meaning. Writing is using symbols like alphabets and punctuation to communicate thoughts and ideas in a readable form.
Presentation
This document discusses the four basic skills of language learning: listening, speaking, reading, and writing. It provides information on each skill, including what percentage of language acquisition is attributed to each skill. Listening makes up 45% and is considered a receptive skill, while speaking at 30%, reading at 16%, and writing at 9% are productive skills. The document outlines important strategies for developing each skill and common issues students may face with each one. It emphasizes the importance of practicing all four skills for effective language learning.
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Ppp2
This document discusses verbal and non-verbal communication in a foreign classroom. It defines communication and verbal communication, which uses sounds or symbols to exchange messages either spoken or written. Non-verbal communication conveys messages without words through gestures, facial expressions, eye contact, tone of voice. The document also discusses communicative language teaching which uses authentic contexts, task-based approaches where students build competence to complete tasks, and extralinguistic strategies like improvisation when knowledge is limited.
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Unit 7- 8 (TKT)
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Communication skills
- 3. Introduction o Language is one of the basic characteristics which differentiate human beings from animals o Imp of English being a universal language cannot be over emphasized, that’s why it is taught as a compulsory subject o Objective of language teaching is “COMMUNICATION COMPETENCE”, which requires expertise in fol :- Speaking Listening Reading Writing
- 4. Important Aspects Expressing thoughts, ideas, concepts Languag e Exchanging knowledge, information Verbal (Listening, Speaking) Communication Written (Reading, Writing)
- 5. Aspects of Language Study Language Sound Word Meaning Phonetic Meaning Morphology Syntax Semantics
- 6. Communication Process Source Msg Encoding Msg Feedback Channel Msg Decoding Msg Receiver
- 7. Communication Skills Speaking Active & or Writing Productive Listening Passive & or Reading Receptive
- 8. Listening Skills “The process of receiving, attending to and assigning meaning to oral stimuli” Activities Cloze Exercise A picture identification exercise Graded practice exercise Information search exercise Dictation
- 9. Speaking Skills “Speaking is an interactive process of constructing meanings” Oracy Factors for oral fluency Stress Talking & Listening Intonation Literacy Sound Link Reading & Writing Speech flow
- 10. Speaking Skills Activities Get acquainted activities Matching game Oral guessing game Simple repetition drill Substitution drill Question answer drill Situation drill
- 11. Communication Practice Activities Role play exercise Dialogue Discussion Chain stories Telling jokes conversations
- 12. Reading Skills “The process we use to receive the message transmitted by the writer” Activities Find out the prepositions Underline the topic sentence Question answer reading a passage Guess the particular object through picture
- 13. Writing Skills “it is a written expression, through which we communicate our thoughts and feelings” Activities Transcription Substitution table Completion items Writing answer to given questions Dictation Use of picture in developing writing skills
- 14. Writing Skills Mechanics of Writing Capitalization Punctuation Grammar spelling