conversations Classroom language
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This document discusses conversational skills in English and provides examples of common phrases. It emphasizes that conversation is interactive communication between two or more people and that developing conversational skills and etiquette is important. It also notes that developing conversational skills in any language involves teaching and learning.
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This document compares two perspectives on teaching speaking skills - Burkart and Douglas Brown. Burkart advocates for a communicative language teaching approach that emphasizes using the language in real-life contexts outside the classroom. Brown believes speaking and listening should be taught together through conversations and other performances to achieve communicative goals. Both agree teachers must prepare students to use speaking strategies independently and not be dependent on teacher-centered activities like repetition and drills.
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Communicative competence refers to the ability to communicate effectively and involves linguistic, sociolinguistic, discourse and strategic competence. Developing students' communicative competence is a major goal of English teaching. Drama activities can be used to teach speaking as they involve students, make learning personalized and interactive, and focus on fluency over accuracy. Some benefits of using drama include enhancing creativity, oral skills, confidence, cultural understanding, and providing authentic contexts for meaningful communication. Role plays, simulations, games and improvisations are drama activities that meet criteria for good speaking practice by focusing on interaction, personalization and fluency development.
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Edgar I. Baker was the principal of Uganda College of Commerce and author of the book "Contemporary English". The document provides advice on public speaking, noting both similarities and differences between speeches and written essays. It emphasizes the importance of preparation, including writing out one's speech, rehearsing delivery, and being aware of timing. The main points are to engage the audience, speak clearly without hesitation, and remember that brevity is important for many types of speeches.
Ce1 1
The document provides strategies for learning English, including useful expressions, text interpretation, word families, sentence structure, translation practice, reading skills, guided writing, and homework. It recommends concentrating on active and useful words, listening to English regularly to improve speaking skills, and seizing opportunities to speak. Reading comprehension is best done in at least two readings to grasp the general idea and important details.
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This document compares two perspectives on teaching speaking skills - Burkart and Douglas Brown. Burkart advocates for a communicative language teaching approach that emphasizes using the language in real-life contexts outside the classroom. Brown believes speaking and listening should be taught together through conversations and other performances to achieve communicative goals. Both agree teachers must prepare students to use speaking strategies independently and not be dependent on teacher-centered activities like repetition and drills.
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Power point presentation about speaking. It shows the main characteristics to achieve an effective oral interaction.
Teaching speaking- Communicative competence
Communicative competence refers to the ability to communicate effectively and involves linguistic, sociolinguistic, discourse and strategic competence. Developing students' communicative competence is a major goal of English teaching. Drama activities can be used to teach speaking as they involve students, make learning personalized and interactive, and focus on fluency over accuracy. Some benefits of using drama include enhancing creativity, oral skills, confidence, cultural understanding, and providing authentic contexts for meaningful communication. Role plays, simulations, games and improvisations are drama activities that meet criteria for good speaking practice by focusing on interaction, personalization and fluency development.
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Edgar I. Baker was the principal of Uganda College of Commerce and author of the book "Contemporary English". The document provides advice on public speaking, noting both similarities and differences between speeches and written essays. It emphasizes the importance of preparation, including writing out one's speech, rehearsing delivery, and being aware of timing. The main points are to engage the audience, speak clearly without hesitation, and remember that brevity is important for many types of speeches.
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The document provides strategies for learning English, including useful expressions, text interpretation, word families, sentence structure, translation practice, reading skills, guided writing, and homework. It recommends concentrating on active and useful words, listening to English regularly to improve speaking skills, and seizing opportunities to speak. Reading comprehension is best done in at least two readings to grasp the general idea and important details.
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This document provides information on speaking skills and how to improve them. It defines speaking as the delivery of language through the mouth using parts like the lungs, vocal cords, and mouth. It states that speaking skills allow effective communication by conveying a message in a passionate, thoughtful, and convincing manner to avoid being misunderstood. Developing strong speaking skills can gain audience attention, improve negotiation abilities, and enhance career and personal success. It recommends focusing on grammar, fluency, vocabulary, pronunciation, and practicing extemporaneous speaking to think quickly without preparation. The document also notes that overcoming barriers can further improve speaking abilities.
Teaching speaking
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
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The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
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- Memorized speeches allow eye contact but are difficult to deliver in an engaging way without extensive rehearsal.
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Activities to promote communicative competence
This document discusses various activities to promote communicative competence in language learning. It defines communicative competence as a person's awareness of appropriate language use in social situations. Some key activities discussed include information gap activities, where one person has information another needs; role plays, where students take on roles; simulations of real-life situations; jigsaw activities that require pooling information; conversation grids to practice personal questions; discussions to develop listening and speaking skills; and games to encourage practice in a fun, competitive way.
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Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
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- Extemporaneous speeches are carefully planned but delivered conversationally using brief notes. They require preparation but promote credibility.
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Speaking skills can be divided into categories including posture, body language, and grammar. Developing public speaking skills often begins with classes in school that teach skills like structuring a speech with a clear introduction, body, and conclusion. Speaking skills provide advantages like the ability to inform and persuade audiences as well as enhance one's career. Public speaking is feared by many but can be improved by thoroughly preparing for speeches, making eye contact with the audience, and avoiding distracting mannerisms.
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How to Prepare for an Elocution
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This document discusses developing speaking skills. It defines language skills as including understanding (listening and reading), speaking (spoken interaction and production), and writing. Receptive skills are listening and reading, interactive skills involve spoken and written interaction between people, and productive skills are spoken and written production. The Common European Framework divides language proficiency into 6 levels from A1 (beginner) to C2 (mastery). Examples are given of what learners at the A2 and B2 levels can do in terms of describing themselves and events. The document provides examples of short speaking activities where learners give basic and more detailed descriptions of a university campus in Croatia and interact with an audience by taking turns, giving turns, and summarizing points.
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Speaking skills in English
Speaking skills are the skills that give us the ability to communicate effectively. These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won't be misunderstood by those who are listening.
Activities to promote communicative competence
This document discusses various activities to promote communicative competence in language learning. It defines communicative competence as a person's awareness of appropriate language use in social situations. Some key activities discussed include information gap activities, where one person has information another needs; role plays, where students take on roles; simulations of real-life situations; jigsaw activities that require pooling information; conversation grids to practice personal questions; discussions to develop listening and speaking skills; and games to encourage practice in a fun, competitive way.
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conversations Classroom language
- 2. Conversation is interactive communication between two or more people. The development of conversational skills and etiquette is important. The development of conversational skills in any language involves teaching and learning.
- 4. Let’s Try This Please explain it once more. Sorry for being late!
- 6. 1 Card a Day, Makes you Fluent
- 7. Complete the story, Read it out for Us!!