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.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Pedagogical grammar occupies a middle ground between the areas of prescriptive and descriptive grammar. Simply put, prescriptive grammar sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done. Descriptive grammar, on the other hand, describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
Since the goal of pedagogical grammar is to help non-native speakers achieve fluency, some of both approaches is necessary. In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language; through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
1. Oral communication skills
2. Types of spoken language
3. What makes speaking difficult
4. Microskills of oral communication
5. Types of classroom speaking performance
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Pedagogical grammar occupies a middle ground between the areas of prescriptive and descriptive grammar. Simply put, prescriptive grammar sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done. Descriptive grammar, on the other hand, describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
Since the goal of pedagogical grammar is to help non-native speakers achieve fluency, some of both approaches is necessary. In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language; through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
1. Oral communication skills
2. Types of spoken language
3. What makes speaking difficult
4. Microskills of oral communication
5. Types of classroom speaking performance
This power point contains information about the basic concepts of teaching speaking in Second Language, paralinguistic features, phonemic system, paralinguistic features, features of spoken English and the current issues and trends in English language teaching.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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2. Micro Skills
Skills at the
Sentence Level
They refer to the skills speakers
use in conversational discourse
and provide teachers a clear idea
of what the learners actually
need to perform in oral
communication.
Both Micro & Macro Skills are
focused on the forms and
functions of language and can
become a testing criteria in
speaking evaluation.
Macro Skills
Skills at the
Discourse Level
Reference: Brown, H. (2007). Teaching by principles, an interactive approach to language
pedagogy. Third Edition. New York: Pearson Education.
3. Linguistic Skills in
Oral Production
GRAMMAR AND
VOCABULARY RANGE
FLUENCY AND
ACCURACY
PRONUNCIATION
Ability to use language
system, grammar rules
and lexical units.
Capacity of pronouncing
correctly English words
and phrases.
Functional use of
spoken language
PRAGMATICS
TYPES OF SPOKEN
LANGUAGE
Ability to express ideas
using spoken language
and different types of oral
production
Ability to interact in a
social context.
LANGUAGE
INTERACTION
4. • Produce chunks of language of different lengths.
•Orally produce differences among English phonemes and
allophonic variants.
•Produce English stress patterns and intonation contours.
• Use an adequate number of lexical units in order to
accomplish pragmatic purposes.
•Produce fluent speech.
•Monitor oral production and use strategic devices (pauses,
fillers, backtracking, turntaking…)
•Use grammatical patterns and rules.
•Produce speech in natural constituents (appropriate
phrases, pause, breathing...)
•Express a particular meaning in different grammatical
forms.
Reference: Brown, H. (2007). Teaching by principles, an interactive approach to language
pedagogy. Third Edition. New York: Pearson Education.
5. • Use cohesive devices in spoken discourse.
• Accomplish appropriate communicative functions
according to situations, participants and goals.
•Use appropriate registers, implicatures, pragmatic
conventions and other sociolinguistic features in face-to-
face conversations.
•Convey links and connections between events and
communicate such relations (main idea, exemplification…)
•Use facial features, kinesics, body language (non verbal)
with verbal language to convey meanings.
• Develop and use speaking strategies such as
emphasizing, rephrasing, providing a context, asking for
help, using circumlocutions…
Reference: Brown, H. (2007). Teaching by principles, an interactive approach to language
pedagogy. Third Edition. New York: Pearson Education.
6. Imitation occurs not for the
purpose of meaningful
interaction, but for focusing
on some particular element
of language form.
Drills (limited practice
through repetition) provide
learners an opportunity to
listen and to orally repeat
certain strings of language.
Imitative Speaking Tasks
• Minimal Pair repetition
•Word/phrase repetitions
•Sentence repetition
EXAMPLE
Students listen to the teacher and repeat
the pronunciation of English words and
expressions such as:
Words: Bus Terminal, police station,
desk clerk, information counter,
downtown…
Expressions:
-Good Morning, may I help you?
-Excuse me sir, where can I get a taxi?
-How much does it cost?
-What time does the bus leave?
7. Unlike imitative speaking
which is designed to
practice some phonological
or grammatical aspect of
language, Intensive
speaking provide learners
the opportunity to “go
over” and use certain forms
of language through
controlled speech
production.
Intensive Speaking Tasks
• Directed response
Tell me he went home.
•Read-aloud
(for pronunciation or fluency)
•Oral sentence completion
Yesterday, I______
•Oral cloze procedure
Yesterday, I ______ to the gym
•Dialogue completion
A: May I help you?
B: ______________
•Directed response
What did you do last weekend?
8. Responsive speaking
involves short replies to
teacher or student-initiated
questions or comments.
These replies are usually
sufficient and do not
extend to dialogues.
Speech production can be
meaningful and authentic.
Responsive Speaking Tasks
• Picture description or elicitation
of directions
How do I get to the post office?
•Question & Answer
How do you like the weather?
•Question elicitation
Ask me about my hobbies and
interests.
•Elicitation for instructions
What’s the recipe to make a pie?
•Paraphrasing
(a short narrative, a phone
message, report…)
9. TRANSACTIONAL DIALOGUE
Transactional language is an
extended form of responsive
language which is carried out
for the purpose of conveying
or exchanging specific
information.
Interactive Speaking Tasks
•Role plays
• Oral interviews
• Discussions and
conversations
• Games
INTERPERSONAL DIALOGUE
Interpersonal dialogue is
carried out more for the
purpose of maintaining
social relationships than for
the transmission of facts
and information.
•Casual register
•Colloquial language
•Slang
•Sarcasm
•Emotions
10. Extensive speaking
(Monologues) usually occurs
when students are asked to
give oral reports, summaries or
short speeches.
The kind of register is more
formal and speaking
performance is carefully
produced.
Monologues can be planned or
presented without earlier
preparation.
Extensive Speaking Tasks
• Oral presentations
(Academic or professional
context)
•Storytelling
•Retelling a story or news
event
•Reporting information
