How to teach speaking
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This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
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This document provides information and advice about giving feedback in the classroom. It begins with introductions of the author and instructions for an activity. It then discusses why feedback is important, what it should look like, and different types of feedback such as verbal, written, visual and formative vs summative. Examples of both "hot" and "cold" error corrections are provided. The document also discusses receiving feedback and tips, including perspectives from TaLK teachers. Activities are included to practice observing and planning for feedback.
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1. The document contains responses to questions about language learning.
2. For question 1, the respondent argues that learners should not relate the second language to the first because it will lead to mistakes. Learners should acquire the second language like babies do.
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This document provides tips for improving communication skills. It discusses the difference between communication and effective communication, which is getting the desired response from the audience. Some tips include understanding the communication process, improving listening skills by avoiding interruptions and distractions, using proper body language and suitable language for the audience, speaking at an appropriate pace, and having a positive attitude. It also emphasizes tailoring your communication style to the person you are talking to by considering whether they are a boss, colleague, or younger/older than you to ensure respectful and productive conversations.
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The document discusses different types of speaking activities that can improve students' listening and speaking skills in a second language classroom. It focuses on information gap activities and role-play activities. Information gap activities involve students sharing information to solve a problem, where each student plays a necessary role. Role-play activities place students in simulated situations where they must use the target language. Both activities provide opportunities for extended student speaking practice and negotiation of meaning between students. Examples of each type of activity are provided.
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The document provides guidance on developing effective communication skills and confidence. It defines communication, lists common communication methods, and identifies barriers. It also discusses listening skills, presentation skills, refusal skills, and self-confidence. Tips are provided on improving verbal and non-verbal communication, including body language. Sixteen "laws" of effective communication are also outlined. The overall message is that communication is essential for success and relationships.
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How to teach speaking
- 1. HOW TO TEACH SPEAKING MAGDALENA MADANY, MA IBARRA, July 2011
- 15. To increase the interaction
- 20. THANK YOU! ENJOY THE CONGRESS! [email_address] www.teacherdevelopmentinteractivetdi.com
Editor's Notes
- Video A.A subskills – teachers figure out the sub-skills
- Eliciting: what are the characteristics of CLT?
- Let’s watch the interaction clip
- Traditional Semi-circle Pair work