Easy ways of improving students’ speaking ability
•Download as PPT, PDF•
0 likes•2 views
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom expressions to students, correct mistakes politely without criticism, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
Report
Share
Report
Share
![Easy Ways of improving students’ speaking ability By Ha Van Hai ,[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/easywaysofimprovingstudentsspeakingability-100721223521-phpapp01/85/Easy-ways-of-improving-students-speaking-ability-1-320.jpg)
![Part B:The content of the topic ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Classroom management task for the blog
This document provides tasks for teachers to complete as part of a professional development workshop from June 16-26, 2014. The tasks include:
1) Describing a typical classroom situation in their country.
2) Considering statements about using the first language (L1) versus English in the classroom and scoring them on a scale of agreement.
3) Identifying variables that influence how much English is used in class and providing at least ten ways to encourage learners to speak English more.
Classroom Management - Teacher talk
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
English as an addition language LP
This document provides details for a Peace Corps training session on teaching English as an additional language. The session aims to teach participants methods for effectively teaching English through discussion, scenarios, and surveys. It will be facilitated by Scout and Tim and last 1 hour. The session will begin with an interactive activity to motivate participants by having them experience learning in a unfamiliar language. Participants will then learn about effective language teaching techniques through true/false statements. They will divide into groups to scaffold English lessons for different student scenarios and share their ideas. The session will conclude with questions and reminders about using practice to make students think.
T T T
The document discusses different types of effective teacher talking time (TTT) that can promote student language learning. It argues that TTT is important for setting up classroom dynamics and experiences that improve student talking time (STT). It provides examples of good TTT, including: 1) chatting with students to introduce new language, 2) using the "explain, exemplify, expand" approach to vocabulary, and 3) asking questions that generate student language use rather than just understanding meanings. The document advocates for modeling language use, exploiting exercises to explore usage, and re-eliciting remembered text language over time.
Crossing the Language Barrier
This document provides tips for successfully learning a foreign language at the University of Houston. It discusses that language learning involves practicing four skills: reading, listening, writing and speaking. It emphasizes that regular practice is important for success. In the classroom, students can expect to interact frequently with instructors and classmates, make mistakes which are part of the learning process, and work often in groups. For studying, tips include making flashcards, keeping a vocabulary notebook, quizzing oneself and visiting language tutors. It stresses preparing gradually for tests and quizzes by reviewing material regularly.
Problems and solutions in learning English
This document summarizes the minutes from an English discussion group. It identifies the main difficulties group members experienced in learning English as lack of motivation, inconsistent teaching methods, and lack of practice opportunities. It then outlines challenges and solutions for improving grammar, listening, speaking, reading, and writing skills. For each area, it lists 3 common difficulties and proposes 3 solutions, such as practicing pronunciation daily, reading various materials in English, and recording writing exercises. The conclusion states that overcoming challenges through passion, habit-formation, and effective study methods can help learn English more effectively.
Exam Tips
The document provides exam tips for students taking an exam. It recommends relaxing and being confident to avoid stress and nerves. For listening, listen once to get the general idea and key words, and do not try to complete activities from the first listening. The exam has three parts: multiple choice, matching or true/false, and fill in the blanks. For reading, it also has three parts and takes time but is not difficult. For writing, write clearly and separate paragraphs, write what is asked and check grammar and spelling before submitting. For speaking, relax and focus on speaking partner, speak English only and the teacher is a friend who praises effort.
How to study english
This document provides instructions for developing seven essential English skills: listening, speaking, reading, writing, grammar, vocabulary, and pronunciation. It outlines specific sub-skills and activities for practicing each main skill, such as listening to dialogs and stories, speaking with partners, reading books and websites, writing diaries, learning grammar from reference books, memorizing new vocabulary, and focusing on pronunciation while listening. The overall message is that mastery of English requires dedicated practice across all seven skill areas.
Recommended
Classroom management task for the blog
This document provides tasks for teachers to complete as part of a professional development workshop from June 16-26, 2014. The tasks include:
1) Describing a typical classroom situation in their country.
2) Considering statements about using the first language (L1) versus English in the classroom and scoring them on a scale of agreement.
3) Identifying variables that influence how much English is used in class and providing at least ten ways to encourage learners to speak English more.
Classroom Management - Teacher talk
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
English as an addition language LP
This document provides details for a Peace Corps training session on teaching English as an additional language. The session aims to teach participants methods for effectively teaching English through discussion, scenarios, and surveys. It will be facilitated by Scout and Tim and last 1 hour. The session will begin with an interactive activity to motivate participants by having them experience learning in a unfamiliar language. Participants will then learn about effective language teaching techniques through true/false statements. They will divide into groups to scaffold English lessons for different student scenarios and share their ideas. The session will conclude with questions and reminders about using practice to make students think.
T T T
The document discusses different types of effective teacher talking time (TTT) that can promote student language learning. It argues that TTT is important for setting up classroom dynamics and experiences that improve student talking time (STT). It provides examples of good TTT, including: 1) chatting with students to introduce new language, 2) using the "explain, exemplify, expand" approach to vocabulary, and 3) asking questions that generate student language use rather than just understanding meanings. The document advocates for modeling language use, exploiting exercises to explore usage, and re-eliciting remembered text language over time.
Crossing the Language Barrier
This document provides tips for successfully learning a foreign language at the University of Houston. It discusses that language learning involves practicing four skills: reading, listening, writing and speaking. It emphasizes that regular practice is important for success. In the classroom, students can expect to interact frequently with instructors and classmates, make mistakes which are part of the learning process, and work often in groups. For studying, tips include making flashcards, keeping a vocabulary notebook, quizzing oneself and visiting language tutors. It stresses preparing gradually for tests and quizzes by reviewing material regularly.
Problems and solutions in learning English
This document summarizes the minutes from an English discussion group. It identifies the main difficulties group members experienced in learning English as lack of motivation, inconsistent teaching methods, and lack of practice opportunities. It then outlines challenges and solutions for improving grammar, listening, speaking, reading, and writing skills. For each area, it lists 3 common difficulties and proposes 3 solutions, such as practicing pronunciation daily, reading various materials in English, and recording writing exercises. The conclusion states that overcoming challenges through passion, habit-formation, and effective study methods can help learn English more effectively.
Exam Tips
The document provides exam tips for students taking an exam. It recommends relaxing and being confident to avoid stress and nerves. For listening, listen once to get the general idea and key words, and do not try to complete activities from the first listening. The exam has three parts: multiple choice, matching or true/false, and fill in the blanks. For reading, it also has three parts and takes time but is not difficult. For writing, write clearly and separate paragraphs, write what is asked and check grammar and spelling before submitting. For speaking, relax and focus on speaking partner, speak English only and the teacher is a friend who praises effort.
How to study english
This document provides instructions for developing seven essential English skills: listening, speaking, reading, writing, grammar, vocabulary, and pronunciation. It outlines specific sub-skills and activities for practicing each main skill, such as listening to dialogs and stories, speaking with partners, reading books and websites, writing diaries, learning grammar from reference books, memorizing new vocabulary, and focusing on pronunciation while listening. The overall message is that mastery of English requires dedicated practice across all seven skill areas.
Writing Vocabulary
This document provides instructions for administering a writing vocabulary observation survey tool. It defines vocabulary as the set of words familiar to a person. The task assesses a child's known or partially known vocabulary words by having them write as many words as they know within 10 minutes, with the observer providing prompts. The observer looks at how the child handles writing space, directionality and letter formation. Specific administration steps and scoring criteria are outlined.
“的”语法教案
The lesson plan outlines a 15 minute Chinese lesson for novice low level learners on using the particle "的" to indicate possession. It includes introducing the character, practicing forming sentences with example phrases like "你的笔" (your pen), and an activity where students retrieve pens from a lost and found box by saying whose item it is.
Daily lesson record
The document describes the six components of a 30-minute daily literacy intervention lesson: 1) reading familiar books, 2) taking a running record of yesterday's new book, 3) letter identification and word breaking, 4) composing a story, 5) assembling a cut-up story, and 6) reading a new book. It provides details on what to record for each component, including the child's behaviors and strategic activities as well as the teacher's prompts and support. The daily lesson record helps plan effective instruction, monitors progress, and reflects on teaching effectiveness.
Lesson plan
This lesson plan outlines a speaking lesson for 7th grade English students on the topic of prohibition. The lesson involves students learning expressions to prohibit actions both formally and informally. During the main activity, the teacher explains prohibition expressions, provides examples, and has students practice conversations using pictures. Students then complete a worksheet with prohibition dialogs and perform role plays in front of the class. Their speaking skills are assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension.
Untitled
This document contains a student's self-assessment of their English skills over the course of a semester. It includes ratings and comments on their attendance, participation, handling of course materials, homework, quizzes, exercises, activities, assignments, and ability to write paragraphs, produce sentences, express opinions, hold conversations, and improve pronunciation and fluency. The student identifies areas they can improve, such as being more focused in class, being prepared with materials, reading more, and speaking more English. They rate their writing skills starting around a 7 and ending at a 9 out of 10. They recognize the importance of writing skills for their future academic and career development.
The Callan Method of Learning a Second/Foreign Language
The Callan Method is an intensive English language teaching method developed by Robin Callan in Italy. It focuses on improving students' listening and speaking skills through questioning and correction. Lessons involve a lot of speaking practice from the student in response to the teacher's rapid-fire questions. The teacher speaks quickly without pause to prevent translation and encourage focus on meaning. Repetition is key to building vocabulary and grammar.
richwinec_st_Lesson_Plan_alphabet_tree
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
Review bahaso
Bahaso is an application for learning languages such as English, Italian, German, and Japanese. It provides learning materials at different levels of difficulty and tests users' understanding through various exercises that evaluate multiple skills, including speaking, listening, writing, and pronunciation. Users can choose their level or start with beginner materials. After completing all materials and tests, users will receive a certificate. The application is suitable for learners of all levels as it tailors materials to individual abilities and assesses comprehension through combined skill assessments.
2016 Spring TC CEP I3 - W7D3 Lesson Plan
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 7 Day 3.
I year diploma a.p. english course
This document contains exercises for English language learners to practice expressing likes, dislikes, and feelings.
The first activity has students write down 5 things they like and 5 things they dislike. Later activities have students work in pairs and groups to share their opinions on foods, classroom activities, and each other's positive qualities. Expressions are provided to describe feelings and likes/dislikes. Assignments include filling in blanks with feeling words and writing a paragraph using prompts. The purpose is to help English learners improve their ability to communicate their opinions, feelings, and perspectives.
T T T
This is the talk Andrew did at the NEAS conference in Sydney. It is a version of one Hugh has also done and posted here.
2016 Spring TC CEP I3 - W2D5 Lesson Plan
The lesson plan aims to help students revise and reinforce their understanding of identifying opinions, contrastive stress, and using examples. The lesson includes checking homework, recapping key concepts, and activities to practice the target language forms. Students will identify words that express opinions, speak with contrastive stress, and give examples using forms like "for example". The lesson is designed to improve students' listening and speaking skills through class discussions and role-playing exercises.
Ielts speaking-module
The document provides information about the IELTS speaking test, which has three parts. Part 1 involves basic questions about oneself. Part 2 requires a 1-2 minute descriptive response about an event or topic. Part 3 is a discussion on a topic related to Part 2. The document offers tips for each part, such as taking notes for Part 2, using the PREP method to structure responses, and being prepared to answer general questions for Part 3. Overall strategies include practicing with a timer, avoiding memorization, and speaking clearly.
12 activities to integrate pronunciation
Pronunciation is the ugly sister of language teaching, coming way behind vocabulary and grammar. It deserves a higher profile. Here are 12 short, easy activities to try in class.
Lift off 4 teacher book
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
Lift off 4 teacher book
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Lift off 3 teacher book
This document provides an overview of the Lift Off! 3 English language learning materials which are intended for use in Saudi Arabian intermediate schools. It describes the components of the program which include a student book, workbook, teacher book and audio CD. It explains the layout and contents of the student book including the 10 units and lessons. It also describes the contents and purpose of the workbook and teacher book, as well as some of the special features and characters used in the student book lessons. Finally, it provides examples of some optional games and activities that teachers can use to supplement the lessons.
Lesson plan 4 Secondary Level
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
Writing when english is not my first language viola gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
Once Is Not Enough
Vocabulary acquisition requires repeated exposure to words over an extended period of time, as well as active engagement with words' meanings and usage. According to the document:
- Learners need to encounter words 6-30 times through comprehensible input before fully acquiring them. A single exposure is not enough.
- Active participation, such as noticing words and using them in personal ways, leads to more effective learning than passive exposure.
- Full acquisition takes place over months or years, not just within a single lesson or unit.
- Teachers should draw attention to vocabulary usage through examples, questions, and exercises to move beyond just defining meanings.
Fluency vs. accuracy
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
More Related Content
What's hot
Writing Vocabulary
This document provides instructions for administering a writing vocabulary observation survey tool. It defines vocabulary as the set of words familiar to a person. The task assesses a child's known or partially known vocabulary words by having them write as many words as they know within 10 minutes, with the observer providing prompts. The observer looks at how the child handles writing space, directionality and letter formation. Specific administration steps and scoring criteria are outlined.
“的”语法教案
The lesson plan outlines a 15 minute Chinese lesson for novice low level learners on using the particle "的" to indicate possession. It includes introducing the character, practicing forming sentences with example phrases like "你的笔" (your pen), and an activity where students retrieve pens from a lost and found box by saying whose item it is.
Daily lesson record
The document describes the six components of a 30-minute daily literacy intervention lesson: 1) reading familiar books, 2) taking a running record of yesterday's new book, 3) letter identification and word breaking, 4) composing a story, 5) assembling a cut-up story, and 6) reading a new book. It provides details on what to record for each component, including the child's behaviors and strategic activities as well as the teacher's prompts and support. The daily lesson record helps plan effective instruction, monitors progress, and reflects on teaching effectiveness.
Lesson plan
This lesson plan outlines a speaking lesson for 7th grade English students on the topic of prohibition. The lesson involves students learning expressions to prohibit actions both formally and informally. During the main activity, the teacher explains prohibition expressions, provides examples, and has students practice conversations using pictures. Students then complete a worksheet with prohibition dialogs and perform role plays in front of the class. Their speaking skills are assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension.
Untitled
This document contains a student's self-assessment of their English skills over the course of a semester. It includes ratings and comments on their attendance, participation, handling of course materials, homework, quizzes, exercises, activities, assignments, and ability to write paragraphs, produce sentences, express opinions, hold conversations, and improve pronunciation and fluency. The student identifies areas they can improve, such as being more focused in class, being prepared with materials, reading more, and speaking more English. They rate their writing skills starting around a 7 and ending at a 9 out of 10. They recognize the importance of writing skills for their future academic and career development.
The Callan Method of Learning a Second/Foreign Language
The Callan Method is an intensive English language teaching method developed by Robin Callan in Italy. It focuses on improving students' listening and speaking skills through questioning and correction. Lessons involve a lot of speaking practice from the student in response to the teacher's rapid-fire questions. The teacher speaks quickly without pause to prevent translation and encourage focus on meaning. Repetition is key to building vocabulary and grammar.
richwinec_st_Lesson_Plan_alphabet_tree
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
Review bahaso
Bahaso is an application for learning languages such as English, Italian, German, and Japanese. It provides learning materials at different levels of difficulty and tests users' understanding through various exercises that evaluate multiple skills, including speaking, listening, writing, and pronunciation. Users can choose their level or start with beginner materials. After completing all materials and tests, users will receive a certificate. The application is suitable for learners of all levels as it tailors materials to individual abilities and assesses comprehension through combined skill assessments.
2016 Spring TC CEP I3 - W7D3 Lesson Plan
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 7 Day 3.
I year diploma a.p. english course
This document contains exercises for English language learners to practice expressing likes, dislikes, and feelings.
The first activity has students write down 5 things they like and 5 things they dislike. Later activities have students work in pairs and groups to share their opinions on foods, classroom activities, and each other's positive qualities. Expressions are provided to describe feelings and likes/dislikes. Assignments include filling in blanks with feeling words and writing a paragraph using prompts. The purpose is to help English learners improve their ability to communicate their opinions, feelings, and perspectives.
T T T
This is the talk Andrew did at the NEAS conference in Sydney. It is a version of one Hugh has also done and posted here.
2016 Spring TC CEP I3 - W2D5 Lesson Plan
The lesson plan aims to help students revise and reinforce their understanding of identifying opinions, contrastive stress, and using examples. The lesson includes checking homework, recapping key concepts, and activities to practice the target language forms. Students will identify words that express opinions, speak with contrastive stress, and give examples using forms like "for example". The lesson is designed to improve students' listening and speaking skills through class discussions and role-playing exercises.
Ielts speaking-module
The document provides information about the IELTS speaking test, which has three parts. Part 1 involves basic questions about oneself. Part 2 requires a 1-2 minute descriptive response about an event or topic. Part 3 is a discussion on a topic related to Part 2. The document offers tips for each part, such as taking notes for Part 2, using the PREP method to structure responses, and being prepared to answer general questions for Part 3. Overall strategies include practicing with a timer, avoiding memorization, and speaking clearly.
12 activities to integrate pronunciation
Pronunciation is the ugly sister of language teaching, coming way behind vocabulary and grammar. It deserves a higher profile. Here are 12 short, easy activities to try in class.
What's hot (14)
The Callan Method of Learning a Second/Foreign Language
The Callan Method of Learning a Second/Foreign Language
Similar to Easy ways of improving students’ speaking ability
Lift off 4 teacher book
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
Lift off 4 teacher book
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Lift off 3 teacher book
This document provides an overview of the Lift Off! 3 English language learning materials which are intended for use in Saudi Arabian intermediate schools. It describes the components of the program which include a student book, workbook, teacher book and audio CD. It explains the layout and contents of the student book including the 10 units and lessons. It also describes the contents and purpose of the workbook and teacher book, as well as some of the special features and characters used in the student book lessons. Finally, it provides examples of some optional games and activities that teachers can use to supplement the lessons.
Lesson plan 4 Secondary Level
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
Writing when english is not my first language viola gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
Once Is Not Enough
Vocabulary acquisition requires repeated exposure to words over an extended period of time, as well as active engagement with words' meanings and usage. According to the document:
- Learners need to encounter words 6-30 times through comprehensible input before fully acquiring them. A single exposure is not enough.
- Active participation, such as noticing words and using them in personal ways, leads to more effective learning than passive exposure.
- Full acquisition takes place over months or years, not just within a single lesson or unit.
- Teachers should draw attention to vocabulary usage through examples, questions, and exercises to move beyond just defining meanings.
Fluency vs. accuracy
This document discusses strategies for balancing fluency and accuracy in language teaching. It emphasizes that fluency activities should allow students to use what they know without introducing new grammar or vocabulary, in order to build confidence and practice. Accuracy activities should focus on language, and can include controlled activities and error correction. The document provides examples of fluency activities like discussions, problem-solving tasks, and role-plays, as well as accuracy activities like dictation and peer correction. It stresses the importance of being clear about the objective of each activity and allowing students to work at their own level.
Tk terrorcorrection
The document discusses key concepts and terminology related to correcting errors in second language learning, including the difference between errors and slips, reasons why learners make mistakes, and different ways of helping learners improve. It notes that errors are part of learners' interlanguage as they unconsciously process and reorganize the language. Errors should be addressed differently depending on whether an activity focuses on fluency or accuracy, and not all learners need correction depending on their stage of learning.
Tk terrorcorrection
The document discusses key concepts and terminology related to error correction when teaching a second language. It defines types of mistakes learners make such as errors and slips. It also discusses reasons why learners make mistakes, including interference from their first language and developmental errors as they learn. The document provides guidance on when and how to correct errors, focusing more on errors that prevent communication. It suggests exposing learners to language just beyond their level and giving opportunities to focus on form and communicate.
Articles en silent way_13
This document discusses what four Silent Way teachers say to their students in the classroom. It provides a list of phrases they commonly use, grouped into categories. Some key phrases include "Say it again!" to check pronunciation or structure, "Show your sentence on the word charts" to identify word or pronunciation problems, and "Problem!" to indicate an issue without specifying it, requiring students to self-correct. The goal is for students to work on the language themselves through feedback, rather than being directly corrected by the teacher.
ELT201 Week 3 presenting grammar
The document summarizes key points from a weekly session on teaching grammar:
1) The session covered identifying elements of teaching grammar, organizing classrooms, and stages of a sample grammar lesson which were presenting, practicing, and producing.
2) Key questions about teaching grammar included what grammar is, how people learn it, and how to analyze and teach it.
3) The stages of a grammar lesson were presented as presenting the meaning and form, controlled practice, and freer production.
Grammar translation method
The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
The use of grammar translation method to teach
This document discusses the use of the grammar translation method for teaching English in junior high school. It presents the problem that students focus only on grammar rules and translation rather than English use. The hypothesis is that using games, songs and real-world objects without translation could make English classes more engaging and help students learn grammar through practice rather than memorization. The study aims to describe the current grammar translation method used and find alternative ways to avoid translation and increase student attention in English classes.
English teaching methods for vietnam
The document outlines Ken Symicek's philosophy and methods for teaching English to Vietnamese students. Some of his key methods include having students learn phrases instead of individual words, limiting direct grammar instruction and focusing on common differences between Vietnamese and English, ensuring students hear a high percentage of English in class through activities like role plays, and promoting slow and repetitive learning to deeply embed phrases and vocabulary. The goal is to help students communicate in English more naturally, easily, and confidently.
Memories
The document discusses strategies for activating memory in the classroom to help students remember and internalize new language. It emphasizes the importance of repetition and distributed practice over time to aid memorization. The author advocates for teachers to set up speaking activities that encourage students to demonstrate language they have already learned and provide feedback to help students reformulate and improve their language.
Tpd schulze secondary- all plans
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
Tpd schulze secondary- all plans & all journals
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
Section 1 Lesson PreparationTeacher Candidate Name.docx
This lesson plan is for a 2nd grade ELA lesson focusing on decoding one-syllable words with the short /e/ vowel sound. The lesson will begin with a discussion reviewing long and short vowel sounds. Students will then read a paragraph and mini book highlighting words with the short /e/ sound. They will answer questions about knowing when to use the short vs. long /e/ sound in words. The lesson aims to help students distinguish and decode the short /e/ sound in words.
Section 1 Lesson PreparationTeacher Candidate Name .docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Ms. Lope
Grade Level:
2nd grade
Date:
Unit/Subject:
ELA
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
Common Core State Standards:
RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives:
Objective (Explicit)
Student will be able to (SWBAT):
· decode the vowel sound short /e/ in one-syllable words.
· to distinguish the short /e/ sound in one-syllable word within a sentence.
Sub-objectives
· SWBAT sound out words phonically
· SWBAT differentiate between different phonemes
Academic Language
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Resources, Materials, Equipment, and Technology:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Section 2: Instructional Planning
Anticipatory Set
Time Needed
Multiple Means of Representation
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an additional challenge?
What co-teaching approach will you use to maximize student achievement?
Time Needed
Multiple Means of Engagement
Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.
How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?
Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.
Explain how you will differentiate materials for students with special needs
·
What accommodations/modifications will you include for a specific student?
·
Do you anticipate any student who will need an ad.
Similar to Easy ways of improving students’ speaking ability (20)
Writing when english is not my first language viola gjylbegaj
Writing when english is not my first language viola gjylbegaj
Section 1 Lesson PreparationTeacher Candidate Name.docx
Section 1 Lesson PreparationTeacher Candidate Name.docx
Section 1 Lesson PreparationTeacher Candidate Name .docx
Section 1 Lesson PreparationTeacher Candidate Name .docx
More from Ha Van Hai
English grammar
The document discusses several English grammar topics including:
1. The present perfect tense and simple past tense, their forms and uses.
2. The passive voice, how to change sentences from active to passive following specific rules.
3. Relative clauses which provide additional information about a noun or pronoun and begin with relative pronouns such as who, whom, whose, that or relative adverbs like where, when.
4. Conditional sentences, including type I conditions which refer to possible present or future situations, using the present tense in if clauses and will/shall/can/may in main clauses.
English grammar
The document provides an overview of several English grammar topics:
1) It explains the present perfect and simple past tenses, covering their forms, uses, and examples.
2) It discusses the passive voice, including how to change sentences from active to passive and special cases.
3) Other topics covered include relative clauses, conditional sentences, gerunds, and clauses of reason. Forms, uses, and examples are provided for each grammar concept.
Daily reflection #7
Ha Van Hai wrote a daily reflection for his CALL course, noting that he enjoyed downloading and converting video clips for use in his teaching. He was able to successfully download, convert, and post a video clip to his posterous site. He is currently reading a unit on using technology to teach reading skills and hopes to master these techniques to effectively incorporate them into his own teaching.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistically rich environment, teachers can greatly enhance students' competence in both the language and social use of the language.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistic environment where students regularly use English, their competence and confidence with the language will improve.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom phrases, correct mistakes supportively, and challenge students to use English. By creating a linguistically rich environment, teachers can greatly improve students' competence in both the language and social use of the language.
Daily reflection #3
Ha Van Hai writes a journal entry about his experience so far in the online course. He enjoys using CALL technologies like Hot Potatoes software to design exercises for his students. As an English teacher in Vietnam, he thinks Hot Potatoes will be very useful for his work. He had a good time talking with the instructor and learning about new teaching tools, even though their time was limited. He looks forward to meeting the instructor in person at the end of the course in Vietnam.
Daily reflection day 2
Ha Van Hai wrote a journal entry reflecting on the second day of his course. He was initially worried by the long list of tasks for the day but his teacher provided clear guidance. With his teacher's help, Ha was able to download and install Audacity software on his computer, though installing Lame was difficult at first and required help from a friend. Ha recorded an introduction of himself and hopes everyone can complete the tasks assigned by the professor.
Daily reffection day 1
Ha Van Hai is a teacher in Vietnam who has been teaching English for 15 years. He is taking an online course to improve his English skills and teaching methods. In the first class, Ha and his classmates struggled to understand the professor through the online format due to differences in language and culture. However, Ha was able to see the professor through a classmates computer and found the professor to be excellent. Ha hopes that through the course he will become accustomed to the online format and fully understand the lessons.
Easy ways of improving students’ speaking ability
The document provides guidance for teachers to improve students' speaking ability in English. It recommends that teachers use English for all classroom communication, teach common classroom expressions to students, correct mistakes politely without criticism, and challenge students to use English. By creating a linguistic environment where students can frequently practice speaking English, their competence and confidence will improve.
More from Ha Van Hai (12)
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation