Listening and Speaking Skills
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Listening and speaking skills are difficult for students to develop. A teacher interview found students struggle with listening and speaking in English. To address this, a project was developed to survey students on their main problems learning English, how they want to improve their skills, and how technology could help. The survey aims to identify new strategies by understanding students' experiences and finding ways to help them speak English through an accessible tool.
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- Repetitive patterns varied from 11 to 16 bar patterns. Some songs featured call and response elements while others did not.
- Textures included rock, pop, and variations like warped or modified instrument sounds. Bands used diverse instruments and incorporated non-traditional rock elements like piano.
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We have revolutionized and innovated English language learning in Chennai by offering specialized courses that will not only teach you how to speak English well, but also to think critically and analytically; you will not find any English learning institution with higher standards and better staffed than we are. Training classes are taken for IELTS, Spoken ENGLISH, Accent Training, Conversation. Our module wise teaching helps the students to resolve their doubts helps them to brush up their grammar.
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1) When the student studied French in France, they struggled to understand native speakers despite years of instruction, showing the difference between taught pronunciation and natural speech.
2) Effective listening requires exposure to informal, conversational speech rather than just formal readings, as well as tasks that mirror real-life listening purposes rather than comprehension tests.
3) Teachers should set expectations, clarify the purpose of listening, and encourage ongoing responses from students to keep them engaged in the material.
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To improve English speaking skills, one must listen to native English speakers daily to learn proper pronunciation and observe their mouth movements. Watching English shows and movies helps build accent and vocabulary. While basic grammar is important, too much focus on rules can make speech stiff; it is better to speak freely and improve grammar over time. Thinking in English rather than translating is more effective for fluency. Regular practice, such as reading aloud daily and talking with English speakers, helps strengthen mouth muscles and improve usage of words and sentence formation. Getting feedback on strengths and areas for improvement from evaluations is valuable for learning.
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- Repetitive patterns varied from 11 to 16 bar patterns. Some songs featured call and response elements while others did not.
- Textures included rock, pop, and variations like warped or modified instrument sounds. Bands used diverse instruments and incorporated non-traditional rock elements like piano.
- The music was more varied compared to 1950s rock and showcased the evolution of rock music over the decades through genre blending,
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Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
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Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
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The document discusses cognitive processes in listening comprehension and how listeners use both top-down and bottom-up processes. It also reviews empirical studies on listening instruction that show the importance of visual supports, captions, and teaching metacognitive strategies. The conclusion emphasizes the need for listening instruction to balance top-down, strategies-based approaches with bottom-up training to help listeners develop effective comprehension skills.
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This document provides a scoring guide for supervisors to assess students' college and career readiness skills. It evaluates students on their foundational skills in four areas: locating and evaluating information, listening and observation, noticing details, and critical thinking. For each area, it provides examples of behaviors that would demonstrate whether a student does not meet expectations, approaches expectations, meets expectations, or exceeds expectations. Scoring is on a scale of 1 to 4.
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Cambridge speaking & listening exam entry 1 phase 1a
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This document provides background information on a study aimed at improving students' English speaking skills using an information gap technique at a junior high school in Karanganyar, Indonesia. It discusses the problems with traditional teaching methods, including students' lack of vocabulary, confidence and interest. The study will examine how an information gap technique is implemented to teach speaking, its impact on students' skills, and their response to the new method. It reviews theories on teaching speaking and information gap activities. The research will be conducted at a local junior high school with second year students and aims to provide benefits for teachers and students.
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1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
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The document discusses the communicative language teaching approach and its basic principles. It emphasizes using activities and materials that get students communicating in realistic, meaningful ways about situations from their real lives. It stresses the importance of fluency as well as accuracy, and views mistakes as part of the learning process. It also discusses how the communicative approach changes the roles of teachers and students, with teachers facilitating and students actively participating.
Chapter 1
This document provides an introduction to a research study on using advertisement video to teach speaking skills to 11th grade students. It discusses the importance of language and communication, and defines key terms like effectiveness, medium, audio-visual media, speaking, and advertisement. The study aims to determine the effectiveness of using advertisement video to help students practice speaking as advertisers. It is being conducted with 11th grade students at SMA N 1 Pegandon Kendal school during the 2011-2012 academic year. The document outlines the background of the study, research question, objectives, limitations, and significance. It also provides a literature review of concepts relevant to the research.
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Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
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The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
gerund
The document summarizes a research paper on the influence of using role-play on students' speaking ability. It includes an introduction that discusses problems with students' low English speaking skills and lack of opportunities to practice speaking. It also notes that role-play could help address these issues. The paper then reviews theories on speaking skills and the purpose and types of speaking. It discusses variables to be studied and the research methods that will be used, including instruments and data analysis. The goal is to determine if role-play improves students' speaking ability.
(Ms. Word) EXPLORING STUDENTS' PROBLEM IN APPLYING FULL ENGLISH SPEAKING AREA...
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TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docx
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
Bab i
1) The document discusses using Think-Pair-Share and Critical Debate techniques to improve students' English speaking skills at a high school in Surakarta, Indonesia.
2) It notes that currently students' speaking abilities are low due to lack of practice and confidence.
3) The study aims to determine if using Think-Pair-Share, which involves individual and partner work, and Critical Debate, which requires arguing different perspectives, can boost speaking scores and make class more engaging.
Capstone Example 2_Modified Watrous
This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.
my second work
This document discusses a research project on using dialogues to teach English as a second language. It notes that Panamanian schools do not often use dialogues, focusing more on writing and reading than speaking and listening. The research aims to show how dialogues can help students develop English skills like pronunciation and conversation ability in a natural way. It presents the objectives, research questions, and hypotheses of the study. The document also provides justification for using dialogues and discusses how teachers can implement them in the classroom, such as through role-plays and oral exercises.
Universidad de panama
This document discusses a research project on using dialogues to teach English as a second language. It notes that Panamanian schools do not often use dialogues, focusing more on writing and reading than speaking and listening. The research aims to show how dialogues can help students develop English skills like pronunciation and conversation ability in a natural way. It presents hypotheses that dialogues are effective for language instruction and reduce student stress. The document outlines the research objectives, questions, key terms, and proposes ways to implement dialogues in the classroom, such as role-plays and oral tests.
Demo on English language teaching with slides
The document discusses the challenges that students in India face regarding employment after completing their education. It notes that while students work hard to obtain degrees, there remains a wide gap between their education and the skills required for jobs. In particular, lack of communication skills in English poses a major hurdle. The document argues that college education focuses too much on theoretical knowledge and neglects developing practical skills like spoken English. It provides a two-level approach to help students improve their vocabulary, sentence structure, and oral communication abilities to help bridge the gap between their education and career requirements.
Course desing
A survey was conducted of bacteriology students to understand their needs for improving English. Students preferred speaking with native speakers, talking with friends, and using English in specific places. They enjoyed group work and wanted more opportunities to practice at home. Popular resources were the internet and native speakers. Students preferred weekly evaluations and enjoyed speaking, writing, and receiving explanations in class. They wanted to work outside class but not do presentations themselves. The results provide important insights for course planning, showing student needs, preferences for how they learn, and desired materials. Considering student targets and needs is necessary for effective course design.
Course desing
A survey was conducted of bacteriology students to understand their needs for improving English. Students preferred speaking with native speakers, talking with friends, and using English in specific places. They enjoyed group work and wanted more opportunities to practice at home. Popular resources were the internet and native speakers. Students preferred weekly evaluations and enjoyed speaking, writing, and receiving explanations in class. They wanted to work outside class but not do presentations themselves. The results provide important insights for course planning, showing student needs, preferences for how they learn, and desired materials. Considering student targets and needs is necessary for effective course design.
Reasons and strategies to teach the four skills.
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ESP SYLLABUS English and focus: (English for Doctor)
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
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Listening and speaking skills are difficult for students to develop. A teacher interview found students struggle with listening and speaking in English. To address this, a project was developed to survey students on their main problems learning English, how they want to improve their skills, and how technology could help. The survey aims to identify new strategies by understanding students' experiences and finding ways to help them speak English through an accessible tool.
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Students at Bachilleres 2 have difficulties with listening and speaking skills in English. To address this, the project aims to survey students about their problems and how they want to improve, such as with technology. The survey also asks what students have done already to improve. By understanding students' perspectives and experiences, the project hopes to find new strategies to help students speak English through an effective method.
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Listening and Speaking Skills
- 1. Listening and Speaking Skills Listening and speaking skills are the most difficult to develop for students. According to an interview made to the teacher at Bachilleres 2 was that students have problems with listening and speaking, so we decided to focus this project in this abilities and start searching posibles solutions. We would do a survey to have a certain about their main problems as english students and how they would like to learn a second language. I think is very important know what the studens think about how would like to improve this english abilities . Also, how they think technology can help to improve their skills and what they have done to be better in english.
- 2. People who are learning a second language with us know the difficulty that is speak a second language if we are not using the correct method, so our own experience is something important to help us and find new strategies. This project has the purpose to be a tool for many students who are looking for new waysto improve these specific skills, we are sure that they will be able to speak really english!