Esp
•Download as PPTX, PDF•
0 likes•382 views
This document summarizes an English course for Bahasa Indonesia students at STKIP PGRI JOMBANG. The 90-minute course meets once a week for 12 weeks. It aims to help students improve their vocabulary, grammar understanding, and motivation. Specific goals are to practice translating texts, communicate in English through presentations, and prepare for the TOEFL test. The course framework outlines topics like recounts, narratives, tenses, and short stories. Students will do group presentations and have quizzes, a midterm test, and lectures from the instructor. It concludes by asking what the lecturer should do to design an appropriate course.
Report
Share
Report
Share
Recommended
Language skills & assessment
The document discusses the key aspects and issues related to listening, speaking, reading, writing, language assessment, and implications for language pedagogy. It defines listening as an ephemeral process that involves prosody and fast speech unlike written text. Speaking is used to achieve meaning in social contexts. Reading involves processing at various linguistic levels while pursuing goals. Writing is not just representing speech but uses strategies to develop ideas. Language assessment involves making judgments about learners' language knowledge and use. The implications discussed focus on developing appropriate skills and strategies for learners through different pedagogical approaches.
Developing Strategies for the Macroskills
The document discusses strategies for developing the four macroskills of language learning: receptive skills of listening and reading, and productive skills of speaking and writing. It emphasizes that language learning involves acquiring these skills through meaningful, interactive practice. Students must learn strategies for intake of input and output of the language. Integrating the four skills into lessons is advantageous because it mirrors real-world language use, adds variety, and allows for recycling of language. Lessons should balance skill practice throughout their introduction, practice, and revision stages.
Micro and Macro Skills of Writing Found in The Writing Exercises of The Bridg...
This document summarizes the findings of a study analyzing the writing exercises in an English textbook for 8th grade students in Indonesia. The study examined whether the exercises included the micro and macro skills of writing as defined by Brown. It found that while the textbook provided many writing exercises, not all included the target micro and macro skills. Specifically, 65 out of 143 exercises did not include any micro skills, and 79 out of 143 did not include any macro skills. The study thus concluded the textbook was less effective for teaching writing competence due to the lack of exercises focusing on these essential skills. It provided suggestions such as including more writing practice and ensuring teachers address both micro and macro skills when using the textbook.
PPP to TBL Different approaches to language presentation
What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.com
Week 2 Teaching listening comprehension
The document outlines an English teaching course being taught by Stephanie Brooks, including the topics of listening comprehension techniques that will be covered in Week 2 such as the cognitive processes involved in listening, types of oral language, factors that make listening difficult, principles for designing listening techniques, and examples of listening techniques. The course will also cover creating lesson plans and evaluating oral language classes using an observation rubric.
To speak or not to speak
The document provides guidance on teaching speaking skills to English language learners. It defines speaking and discusses considerations for teaching it, such as focusing on fluency and providing meaningful contexts. It also outlines elements of successful speaking activities, such as integrating skills and providing appropriate input. Mistakes teacher make include not preparing students adequately and focusing too much on accuracy over fluency. The document emphasizes creating a low-pressure environment to encourage student speaking practice.
Oral skills & classroom speaking performance
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
What makes speaking difficult
The document discusses several key aspects of teaching spoken English fluency, including clustering to organize speech, using redundancy to clarify meaning, dealing with reduced forms, performance variables in thinking while speaking, ensuring students understand colloquial language and practice it, helping students achieve an acceptable rate of delivery, the importance of stress, rhythm and intonation patterns, and the value of interaction to develop conversational skills.
Recommended
Language skills & assessment
The document discusses the key aspects and issues related to listening, speaking, reading, writing, language assessment, and implications for language pedagogy. It defines listening as an ephemeral process that involves prosody and fast speech unlike written text. Speaking is used to achieve meaning in social contexts. Reading involves processing at various linguistic levels while pursuing goals. Writing is not just representing speech but uses strategies to develop ideas. Language assessment involves making judgments about learners' language knowledge and use. The implications discussed focus on developing appropriate skills and strategies for learners through different pedagogical approaches.
Developing Strategies for the Macroskills
The document discusses strategies for developing the four macroskills of language learning: receptive skills of listening and reading, and productive skills of speaking and writing. It emphasizes that language learning involves acquiring these skills through meaningful, interactive practice. Students must learn strategies for intake of input and output of the language. Integrating the four skills into lessons is advantageous because it mirrors real-world language use, adds variety, and allows for recycling of language. Lessons should balance skill practice throughout their introduction, practice, and revision stages.
Micro and Macro Skills of Writing Found in The Writing Exercises of The Bridg...
This document summarizes the findings of a study analyzing the writing exercises in an English textbook for 8th grade students in Indonesia. The study examined whether the exercises included the micro and macro skills of writing as defined by Brown. It found that while the textbook provided many writing exercises, not all included the target micro and macro skills. Specifically, 65 out of 143 exercises did not include any micro skills, and 79 out of 143 did not include any macro skills. The study thus concluded the textbook was less effective for teaching writing competence due to the lack of exercises focusing on these essential skills. It provided suggestions such as including more writing practice and ensuring teachers address both micro and macro skills when using the textbook.
PPP to TBL Different approaches to language presentation
What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.com
Week 2 Teaching listening comprehension
The document outlines an English teaching course being taught by Stephanie Brooks, including the topics of listening comprehension techniques that will be covered in Week 2 such as the cognitive processes involved in listening, types of oral language, factors that make listening difficult, principles for designing listening techniques, and examples of listening techniques. The course will also cover creating lesson plans and evaluating oral language classes using an observation rubric.
To speak or not to speak
The document provides guidance on teaching speaking skills to English language learners. It defines speaking and discusses considerations for teaching it, such as focusing on fluency and providing meaningful contexts. It also outlines elements of successful speaking activities, such as integrating skills and providing appropriate input. Mistakes teacher make include not preparing students adequately and focusing too much on accuracy over fluency. The document emphasizes creating a low-pressure environment to encourage student speaking practice.
Oral skills & classroom speaking performance
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
What makes speaking difficult
The document discusses several key aspects of teaching spoken English fluency, including clustering to organize speech, using redundancy to clarify meaning, dealing with reduced forms, performance variables in thinking while speaking, ensuring students understand colloquial language and practice it, helping students achieve an acceptable rate of delivery, the importance of stress, rhythm and intonation patterns, and the value of interaction to develop conversational skills.
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Lesson Shapes
The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
3) A test-teach-test structure where the teacher tests students initially, teaches new material, and tests students again to check understanding.
Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
Teaching speaking in the language classroom
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
Tkt module 1 units 7,8
The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Teaching speaking brown
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.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
Audio lingual method liza
The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Teaching Speaking by Soukaina kouihi
This document outlines a presentation on teaching speaking skills. It discusses current research on speaking pedagogy and highlights challenges students face with speaking. It analyzes different types of spoken language and classroom speaking activities. Principles for teaching speaking are provided, including a focus on fluency and accuracy, motivating students, using authentic contexts, and giving feedback. Methods for teaching conversation and pronunciation are described. Guidelines for error correction and speaking assessments are also presented.
Oral skill- didactics
This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
Speaking Skills Teaching
Speaking Skills TeachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.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.
Class activities for developing speaking skills
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Accuracy and fluency 09
The document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct language, while fluency refers to ease and flow of language production. The document recommends balancing activities that emphasize accuracy, such as intensive reading and planning tasks, with those that focus on fluency, like extensive reading, free writing, and spontaneous speaking tasks. Teachers should provide opportunities to develop both accuracy and fluency skills in the four areas of reading, listening, writing, and speaking.
Energy balancing in charity shops – and else-where
I’m shattered. It was a full-on day yesterday trawling the charity shops for a bargain or two. Jo an...
Prelim powerpoint
The document describes the steps taken to design the front cover of a magazine. It details how the designer changed the background to grey, manipulated an image by removing the background, added a masthead, magazine information including a barcode, a 25% off puff, and three cover lines of varying font sizes. The final result is the completed front cover design.
More Related Content
What's hot
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Lesson Shapes
The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
3) A test-teach-test structure where the teacher tests students initially, teaches new material, and tests students again to check understanding.
Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
Teaching speaking in the language classroom
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
Tkt module 1 units 7,8
The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Teaching speaking brown
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.
Accuracy vs fluency
This document discusses the differences between accuracy and fluency in language learning. Accuracy refers to correct use of grammar, pronunciation, vocabulary and discourse. It focuses on error-free production of language. Fluency refers to ease, flow and comprehensibility of language. It focuses on expressing oneself without undue pauses or hesitation. Activities and materials for accuracy practice discrete items out of context, while fluency activities use authentic whole texts and simulate real-life communication, assessing information transfer over correctness. Both accuracy and fluency present issues, like discouraging speaking through constant correction or fossilization of errors.
Audio lingual method liza
The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Teaching Speaking by Soukaina kouihi
This document outlines a presentation on teaching speaking skills. It discusses current research on speaking pedagogy and highlights challenges students face with speaking. It analyzes different types of spoken language and classroom speaking activities. Principles for teaching speaking are provided, including a focus on fluency and accuracy, motivating students, using authentic contexts, and giving feedback. Methods for teaching conversation and pronunciation are described. Guidelines for error correction and speaking assessments are also presented.
Oral skill- didactics
This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
Speaking Skills Teaching
Speaking Skills TeachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.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.
Class activities for developing speaking skills
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Accuracy and fluency 09
The document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct language, while fluency refers to ease and flow of language production. The document recommends balancing activities that emphasize accuracy, such as intensive reading and planning tasks, with those that focus on fluency, like extensive reading, free writing, and spontaneous speaking tasks. Teachers should provide opportunities to develop both accuracy and fluency skills in the four areas of reading, listening, writing, and speaking.
What's hot (20)
Strategies for listening and speaking for beginners
Strategies for listening and speaking for beginners
Viewers also liked
Energy balancing in charity shops – and else-where
I’m shattered. It was a full-on day yesterday trawling the charity shops for a bargain or two. Jo an...
Prelim powerpoint
The document describes the steps taken to design the front cover of a magazine. It details how the designer changed the background to grey, manipulated an image by removing the background, added a masthead, magazine information including a barcode, a 25% off puff, and three cover lines of varying font sizes. The final result is the completed front cover design.
De las utopías
El documento presenta información numérica desordenada sin contexto claro. Contiene cuatro números sin conexión aparente entre ellos ni explicación de su significado o propósito.
WAA Finland goes to Sanoma
The document summarizes an event hosted by the Web Analytics Association Finland on March 30th 2011 in Helsinki. The event featured presentations and discussions on behavioral display advertising, building behavioral targeting solutions, using data and context in analytics, and making sales and marketing tools smarter with web analytics. Attendees could also vote on whether behavioral display advertising is an unethical practice. The agenda included registration, presentations from representatives of Sanoma, Frantic Media and Snoobi, as well as a networking session. Interested parties could contact the WAA Finland board with any questions.
01 nietzsche autor y pensdamiento en su contexto
El documento resume el contexto histórico, sociocultural y filosófico en el que vivió Nietzsche y desarrolló su pensamiento. Explica la unificación de Alemania bajo el liderazgo de Prusia en el siglo XIX, las influencias del idealismo alemán y el romanticismo en el pensamiento filosófico de la época, y las principales corrientes que influyeron y se opusieron a Nietzsche, como el positivismo y el materialismo.
Presupuestos por Programas, ESAP.
Este documento presenta la definición y clasificación del presupuesto por programas. Define el presupuesto por programas como la clasificación de los gastos del estado de acuerdo a las acciones a realizar a través de programas, subprogramas, actividades y tareas. Explica las ventajas de esta clasificación como la materialización de los objetivos, mejor planificación y control, así como también algunas limitaciones como la ponderación de resultados a corto plazo sobre la calidad.
Viewers also liked (8)
Energy balancing in charity shops – and else-where
Energy balancing in charity shops – and else-where
Роль национальных библиотек в сохранении Интернет-ресурсов. СПб-2004
Роль национальных библиотек в сохранении Интернет-ресурсов. СПб-2004
Similar to Esp
TEC Secondary _ Speaking.pptx
This document outlines the stages of an effective speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - use of pictures, music, or questions to set the topic context; 3) Generate ideas - brainstorming or providing a model for students to develop speaking points; 4) Language clarification - introduce vocabulary and structures needed; 5) Practice - allow preparation time; 6) Speaking task - have students perform the speaking activity; 7) Reformulation - allow repetition of the task with feedback. Each stage should be brief except the speaking task.
Approaches to language teaching
This document discusses different approaches to language teaching including characteristics of optimal input for language acquisition. It summarizes several common language teaching methods such as grammar translation, audio-lingualism, cognitive-code method, direct method, natural approach, total physical response, and suggestopedia. For each method, it describes the learning procedure, goals, and how they align with optimal input characteristics. It suggests considering students' interests, providing comprehensible input, and not focusing too much on grammatical accuracy or sequences. Later sections discuss alternatives like conversation, pleasure reading, using subject matter, and considerations for test evaluation, material selection, and extra activities.
Task 4 esp syllabus lina
This document outlines an English for Occupational Purposes (EOP) syllabus for engineers. The course aims to help engineers develop their English language skills through interactive methodologies and activities related to their field. It will integrate information and communication technologies, focus on reading, writing, speaking and listening skills, and address students' needs through practice with work-related vocabulary. The syllabus details course objectives, learning outcomes, strategies, content, and references. Key topics include the four language skills, grammar, and using songs to learn English. Teaching methods incorporate presentations, videos, online games, and materials created in Canva. The goal is for students to improve their English abilities for professional use.
The effectiveness of call on language learning by excellent private center
THE EFFECTIVENESS OF CALL ON LANGUAGE LEARNING. This present how effect using CALL in learning. CALL is computer assisted language learning. Now is the modern era. We can use computer, gadget, etc to teach the students. The point is how to make the learning is effective.
Ideas For Evaluating Homework Design
1) The document discusses a study evaluating the effectiveness of different types of homework assignments for low-proficiency English language learners accustomed to grammar-translation lessons.
2) A variety of homework tasks were created based on task-based learning and evaluated based on student surveys measuring time, difficulty, interest, relevance, and desire to repeat the task.
3) The results showed that more novel and engaging tasks like a video activity were most interesting to students and that they wanted to repeat, while traditional tasks like vocabulary exercises were seen as less interesting but more relevant. Completing homework correlated with improved scores on vocabulary tests and English proficiency tests.
Materials Evaluation, Coursebook Solutions, Elementary For Gazi ELT Students
This document evaluates the Solutions Elementary course book. It examines various elements of the book including its syllabus, skills coverage, topics, vocabulary and grammar presentation, visuals, activities, and organization. Concerns raised include the book having insufficient rationale and guidance for teachers, a lack of sample exam sheets and pronunciation support. However, strengths identified are its inclusion of additional teacher's book activities and coverage of appropriate skills. In conclusion, the evaluators thank the readers for their consideration and provide their names.
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
The document discusses various methods for teaching English language skills, including reading, writing, speaking, and listening. It provides guidance on teaching approaches, activities, and principles for each skill. It also addresses choosing and using coursebooks, lesson planning, and testing. The overall focus is on practical strategies and techniques for teaching English as a second language.
TEC Secondary _ Speaking.pptx
This document outlines the stages of an effective speaking lesson for secondary students:
1. A warm-up activity is used to settle students and get them engaged.
2. A lead-in activity sets the context of the lesson through questions, pictures, music or realia related to the topic.
3. Students generate ideas for speaking through brainstorming, reading or discussion to prepare for the speaking task.
4. Key language functions, structures and vocabulary are clarified to provide students with the tools for the task.
5. Controlled practice gives students confidence using the new language.
Methods and approachesd
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
How to improve Speaking skill
This document discusses strategies for teaching speaking skills to English language learners. It begins by defining speaking and comparing it to other skills. It then explores reasons why students may be reluctant to speak, including feeling embarrassed about mistakes and lack of confidence. Common mistakes teachers make are also examined, such as not providing enough input before speaking activities. The document provides suggestions for developing speaking skills, such as creating a supportive environment, allowing time for thinking, and providing maximum opportunities for students to speak. Finally, it discusses different types of speaking activities teachers can use, including information gap activities, role plays, discussions and interviews.
Second language and Direct approach
The direct approach aims to immerse learners in the target language similarly to first language acquisition. All instruction is conducted exclusively in the target language without translation. Grammar is taught inductively, vocabulary is taught through demonstration and real-world objects, and an emphasis is placed on oral communication and self-correction. The goal is for learners to start thinking in the target language as soon as possible.
English for Young Learners
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
TIKA WAHYU LESTARI (16108810038)
The document discusses several approaches to teaching English as a foreign language (TEFL), including the Direct Method, Grammar-Translation Method, Audio-Lingual Method, Structural Approach, Suggestopedia, and Total Physical Response (TPR). It provides details on the key principles and techniques of each approach. For example, it notes that the Direct Method teaches only in the target language without translation, while Grammar-Translation focuses on learning grammar rules and translating between languages.
Approaches to languag training slide (complete)
This document discusses contemporary approaches to language training: language-based, content-based, skill-based, and task-based. Language-based training focuses on the functions of language. Content-based training uses interesting content to help learners develop language skills. Skill-based training concentrates on developing specific skills through hands-on activities. Task-based training offers students opportunities to communicate through tasks to achieve goals. These approaches emphasize using language meaningfully to develop proficiency.
Sheltered Instruction: Intro to EDU 380
This document outlines the Sheltered Instruction Observation Protocol (SIOP) model, an approach for making content comprehensible for English learners. The SIOP model incorporates eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Teachers are encouraged to implement the components gradually, using them as a template to plan lessons that engage students and effectively teach both content and language. The goal is to help English learners develop their academic language and subject matter knowledge.
Teaching language-skills
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
Materials and methods slides lecture 4
The document discusses materials and techniques for teaching English language skills, including focusing instruction on speaking, listening, reading, and writing, as well as using both manipulative and communicative techniques tailored to students' proficiency levels, such as drills, games, and total physical response activities.
Seven twenty first century approaches to language teaching
The document discusses different approaches, methods, and techniques for teaching second/foreign languages:
- The grammar-translation approach focuses on translating between the target and native languages with little target language communication.
- The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning.
- The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency.
- Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially.
- The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials.
- Task-based instruction uses tasks and projects to exploit a wider range of
Week 4 Presenting Grammar.pdf
The document discusses teaching grammar, including identifying important elements and organizing the classroom. It describes the stages of a sample grammar lesson as present, practice, and produce. Key questions about teaching grammar and how learners need exposure, notice forms, understand meaning and use, practice, and remember items are discussed. Guided discovery techniques teachers can use like asking questions about meaning, context and form are outlined. The importance of allowing practice, speaking, and writing is emphasized.
Similar to Esp (20)
The effectiveness of call on language learning by excellent private center
The effectiveness of call on language learning by excellent private center
Materials Evaluation, Coursebook Solutions, Elementary For Gazi ELT Students
Materials Evaluation, Coursebook Solutions, Elementary For Gazi ELT Students
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
Seven twenty first century approaches to language teaching
Seven twenty first century approaches to language teaching
Recently uploaded
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
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow 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
Recently uploaded (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
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...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Esp
- 1. ESP IN BAHASA INDONESIA DEPARTMENT
- 2. Proudly Present •Yusuf Al Ayubi
- 3. This observation takes a place in Bahasa Indonesia Department of STKIP PGRI JOMBANG
- 4. The course takes place in the first academic semesters, a duration of 90 minutes per meeting once a week. It means they got 90 minutes x 12 meeting = 1080 minutes in a semester.
- 5. We interviewed the sixth semester student of Bahasa Indonesia department.
- 6. PROBLEM 1. Lack of Vocabulary 2. Less understanding about grammar 3. Less motivation GOAL 1. Translate some texts English into Indonesian in literature context, and comparing it. 2. Students can communicate by using English by presentation 3. Prepare TOEFL test
- 7. Target events Rhetorical awareness and skill areas Language usage Functions Topics Materials Grammar Vocab. Writing structuring paragraphs, using proper rhetorical styles tenses Positive action action verbs, verbs, modal modal verbs, verbs, useful useful phrases Enquiring, apologizing, g, questioning Short story Mainly textbooks, some some in-house house materials, materials, visuals Reading Skimming for gist, scanning for information, information, guessing words words from contexts tenses Vocabulary enrichment Translating Narrative text Mainly textbooks, some some in-house house materials, materials, visuals COURSE FRAMEWORK
- 8. Meeting Material Activity Presenter 1 BCO Lecturing Lecturer 2 Introduction Lecturing Lecturer 3 Recount text 1 Group presentation Students 4 Recount text 2 Group presentation Students 5 Narrative 1 Group presentation Students 6 Narrative 2 Group presentation Students 7 Quiz Quiz Lecturer 8 MID TEST 9 Short story 1 Group presentation Students 10 Short story 2 Group presentation Students 11 Tenses 1 Group presentation Students 12 Tenses 2 Group presentation Students 13 Quiz Quiz lecturer THE APPROPRIATE COURSE DESIGN
- 10. GRACIAS