Prepare your students for real world listening
•Download as PPTX, PDF•
0 likes•331 views
This document provides guidance for teachers on preparing students for real-world listening. It outlines the five stages of the listening process: receiving, understanding, remembering, evaluating, and responding. It also identifies common barriers students face such as speakers talking too fast. The document recommends techniques for the pre-listening stage like creating interest with pictures or videos and adapting tasks to students' levels. It emphasizes allowing multiple exposures to recordings and discussions between students rather than direct corrections.
Report
Share
Report
Share
Recommended
2008may
The document discusses lesson planning and personal growth for TEFL teachers. It provides tips for effective lesson planning such as having starting and ending points in lessons, making lessons multi-sensory, incorporating physical movement, and moving roadblocks to learning like unclear phonics instruction. It also emphasizes the importance of personal growth for teachers through professional development, trying new classroom techniques, and sharing ideas with other teachers.
How to Motivate Your Students and Get Them to Listen to You Part 4
Part 1 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include providing questions in advance, playing recordings multiple times, and doing group discussions after. A successful listening activity is described as one that minimizes distractions and engages students with predictions or tasks between classes. The document concludes by listing sources of different listening materials and exercises that can be used.
Uno - Learn Language in 6 Months by Pronunciation Training
This document discusses how to learn a new language in 6 months through pronunciation training. It summarizes a TED talk by Chris Lonsdale who learned Mandarin Chinese in 6 months using 5 principles and 7 actions. The principles include using what's relevant to you, using the language as a tool, acquiring the language through comprehension, viewing it as physiological training rather than accumulation of knowledge, and learning happily and curiously. The 7 actions include brain soaking by listening, getting meaning first, mixing it up through creativity, focusing on core words, having a language parent, copying facial expressions, and getting direct connections. The document then relates these methods to the author's own experience learning English and provides their recipe for learning through a pronunciation
Reacting to Problem Behaviour
The document discusses how teachers should respond to problem behaviors in the classroom. Teachers should act immediately, focus on the behavior not the pupil, address issues privately, and keep calm. While students should speak English in class, there are valid reasons why they may occasionally use their native language, such as when performing certain tasks or because using their native language feels natural. The document provides suggestions for how to encourage students to speak English as much as possible in class, such as setting clear guidelines, choosing appropriate tasks, and creating an English-speaking atmosphere with friendly persuasion.
PHC - Classroom Management
The document provides tips for effective classroom management on field trips. It recommends being consistent with expectations, giving attention-seeking students tasks to help with, using brain breaks to refocus restless students every 8-10 minutes, giving disruptive students a choice to change their behavior or leave, picking battles to address seriously rather than minor issues, setting a good example with quiet volume, checking for understanding, encouraging cooperative learning, and getting on students' level during discussions.
CLASSROOM PRACTICE.ppt
There are several important factors for effective classroom language practice including making input meaningful and comprehensible by using simple language, concrete materials, and functional chunks of language. Functional chunks are phrases stored and used as single words that facilitate early language use. The natural approach involves stages starting with comprehension through listening and concrete support, then progressing to yes/no and either/or questions before open sentences and dialogues. Questioning according to this sequence and using concrete materials supports gradual development from listening to speaking.
5 quick classroom
The document provides 5 quick classroom management tips for novice teachers based on the experiences of veteran teachers. The tips are: 1) Use a normal speaking voice instead of shouting to command attention; 2) Only speak when students are quiet and ready to listen; 3) Use non-verbal signals like hand gestures to get students' attention; 4) Address behavioral issues and conflicts quickly but calmly to prevent escalation; 5) Always have engaging, well-planned lessons to keep students occupied and reduce misbehavior.
Recommended
2008may
The document discusses lesson planning and personal growth for TEFL teachers. It provides tips for effective lesson planning such as having starting and ending points in lessons, making lessons multi-sensory, incorporating physical movement, and moving roadblocks to learning like unclear phonics instruction. It also emphasizes the importance of personal growth for teachers through professional development, trying new classroom techniques, and sharing ideas with other teachers.
How to Motivate Your Students and Get Them to Listen to You Part 4
Part 1 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include providing questions in advance, playing recordings multiple times, and doing group discussions after. A successful listening activity is described as one that minimizes distractions and engages students with predictions or tasks between classes. The document concludes by listing sources of different listening materials and exercises that can be used.
Uno - Learn Language in 6 Months by Pronunciation Training
This document discusses how to learn a new language in 6 months through pronunciation training. It summarizes a TED talk by Chris Lonsdale who learned Mandarin Chinese in 6 months using 5 principles and 7 actions. The principles include using what's relevant to you, using the language as a tool, acquiring the language through comprehension, viewing it as physiological training rather than accumulation of knowledge, and learning happily and curiously. The 7 actions include brain soaking by listening, getting meaning first, mixing it up through creativity, focusing on core words, having a language parent, copying facial expressions, and getting direct connections. The document then relates these methods to the author's own experience learning English and provides their recipe for learning through a pronunciation
Reacting to Problem Behaviour
The document discusses how teachers should respond to problem behaviors in the classroom. Teachers should act immediately, focus on the behavior not the pupil, address issues privately, and keep calm. While students should speak English in class, there are valid reasons why they may occasionally use their native language, such as when performing certain tasks or because using their native language feels natural. The document provides suggestions for how to encourage students to speak English as much as possible in class, such as setting clear guidelines, choosing appropriate tasks, and creating an English-speaking atmosphere with friendly persuasion.
PHC - Classroom Management
The document provides tips for effective classroom management on field trips. It recommends being consistent with expectations, giving attention-seeking students tasks to help with, using brain breaks to refocus restless students every 8-10 minutes, giving disruptive students a choice to change their behavior or leave, picking battles to address seriously rather than minor issues, setting a good example with quiet volume, checking for understanding, encouraging cooperative learning, and getting on students' level during discussions.
CLASSROOM PRACTICE.ppt
There are several important factors for effective classroom language practice including making input meaningful and comprehensible by using simple language, concrete materials, and functional chunks of language. Functional chunks are phrases stored and used as single words that facilitate early language use. The natural approach involves stages starting with comprehension through listening and concrete support, then progressing to yes/no and either/or questions before open sentences and dialogues. Questioning according to this sequence and using concrete materials supports gradual development from listening to speaking.
5 quick classroom
The document provides 5 quick classroom management tips for novice teachers based on the experiences of veteran teachers. The tips are: 1) Use a normal speaking voice instead of shouting to command attention; 2) Only speak when students are quiet and ready to listen; 3) Use non-verbal signals like hand gestures to get students' attention; 4) Address behavioral issues and conflicts quickly but calmly to prevent escalation; 5) Always have engaging, well-planned lessons to keep students occupied and reduce misbehavior.
Teaching students in the elementary school 2
Teaching elementary school students can be challenging due to their varying English ability levels. However, an organized approach focusing first on vocabulary, then simple sentences, and building up to more complex sentences allows students to progress at their own pace. Engaging activities and games also help improve students' English by increasing their interest and motivation to learn. Overall, taking a step-by-step approach tailored to each student's level allows all students to enhance their English abilities.
How to teach listening
This document provides tips for learners to improve their listening comprehension skills. It recommends that learners expand their vocabulary, read grammar books, and listen extensively to different genres and levels of content, including films with and without subtitles. Some key strategies discussed include being patient, listening and transcribing or noting the gist, and knowing details about the speaker, topic, and intended task before listening. The document also outlines best practices for pre-listening, while-listening, and post-listening activities to enhance comprehension.
Taking an oral exam
This document provides tips for preparing for and taking an oral exam, including confirming exam details with the teacher, preparing answers to anticipated questions, practicing delivery through recording and videotaping oneself, ensuring any equipment works properly, arriving early and maintaining eye contact and posture during the exam, speaking in full sentences, and thanking the teacher afterwards.
SCT Observation - 10 September 2015
The lesson began with the class sitting on the floor while the teacher introduced the lesson. The class then played a Kahoot game, but some students got too excited so the teacher stopped to remind them to behave. One student called out answers after being warned not to and received a final warning. The students were then instructed on creating posters and worked on them while the teacher supervised and helped. The lesson covered cyberbullying and incorporated the school value of Manaaki.
Scenario
The English Language Coordinator received a request from a teacher to replace a learning resource video of Martin Luther King Jr.'s "I Have a Dream" speech for a listening lesson. The coordinator must decide whether to exclude the resource, call a meeting with English teachers to discuss it, or evaluate the resource themselves before making a decision. After reviewing the resource using an evaluation tool to measure effectiveness and appropriateness, the coordinator determined that the resource is appropriate for the lesson.
Problem behaviour and what to do about it
This document discusses problem behaviors that can occur in the classroom and strategies for addressing them. It first explores why problems may arise, such as family issues, boredom, or a student's self-esteem. It then recommends preventing problems by creating a code of conduct with student input and building positive teacher-student relationships. When problems do occur, the document advises teachers to address issues immediately while focusing on the behavior, not the student, and taking appropriate next steps privately. It also suggests using colleagues and school administrators for support when needed.
Exhibition Presentation For Parents As Partners
This document provides instructions for students and parents regarding a school project. It outlines several milestones with due dates that students must complete, including gathering resources and taking notes to answer a driving question. On the day of the student's scheduled presentation, parents are told to ensure the child arrives prepared with visual aids, note cards, and an agenda to discuss what they have learned for about 15 minutes. The document emphasizes that this is the child's project and parents should only help them practice, not do the work. It concludes by listing teachers' email addresses in case parents have any questions.
How humans learn in general and how they
First, it’s perhaps useful to distinguish human from animal language. Clearly, what is innate to all of us – something we share with most animal life-forms – is the instinct for communication. As soon as we are born, we know how to communicate, and generally do so as soon as we exit the womb by giving a startling cry that announces our arrival in the world.
Teach like a champion chapt.s 1 and 2
The document provides teaching strategies and tips for setting high expectations for students based on chapters 1 and 2 of Teach Like a Champion. Some key points include:
1) Ensure all students respond to questions, even reluctant students, by providing clues or answers for them to repeat. Accept only fully correct answers.
2) Plan lessons purposefully, starting with measurable learning objectives that are manageable and focus on important skills. Assess if objectives were met.
3) Consider the student perspective in planning by determining what both the teacher and students will do in each part of the lesson. Post objectives and useful tools to guide students.
Teyl semarang
This document summarizes a workshop for teaching English to elementary school students and assessing their learning. It discusses what children are generally like, including being physically active, enthusiastic learners with short attention spans. It recommends using materials that are concentric, realistic, and integrated to involve learners. A variety of hands-on, lively activities that stir interaction are suggested. The document provides guidance on building confidence, rules, and atmosphere in the classroom. It also outlines strategies for teacher talk, questioning, and assessing learning through observation, tasks, and portfolios. Tricks for addressing mismatches between textbooks and curricula are presented.
Teach like a champion chapt.s 7, 8 and 9
The document summarizes techniques for effective classroom instruction and student engagement discussed in chapters 7-9 of the book Teach Like a Champion. Some key techniques include using positive framing to correct behavior, precise praise for students, keeping explanations warm and strict with high expectations, normalizing errors, improving pacing through varying activities and participation, and asking challenging questions to push students' critical thinking. The goal is to increase student participation, understanding, and academic rigor through these strategic teaching methods.
English 4 Kids
The document provides guidance for early childhood educators on developing lesson plans, managing classroom behavior, building students' confidence, and conducting assessments. It recommends establishing consistent routines, using physical proximity and praise to address disruptions, giving opportunities for shy students to participate, and spending individual time with children through low-stakes conversations and picture descriptions to check understanding.
Greetings
This document provides guidance for a speaking activity that teaches greetings and farewells in English. It includes common greetings like "good morning" and "hello", questions like "how are you?" and responses. Positive and negative answers to questions are listed. Farewell phrases like "goodbye" and "see you later" are also included. A sample conversation demonstrates using greetings and questions to get to know someone. The goal is for students to practice speaking and having conversations using proper greetings, questions, and farewells.
01_Teaching English in the Primary School
The document appears to be from a webinar on teaching in primary school. It discusses managing the classroom and what teachers do, including organizing, greeting students, teaching, reading, showing examples, instructing, helping, motivating, explaining, and dictating. It also discusses benefits of English instruction, such as students learning more English the more they hear it. The webinar addresses choosing the native language and provides tips for improving instructions, such as using simple language, breaking instructions down step-by-step, and demonstrating. It emphasizes checking student understanding and using visual clues or written words to assist comprehension.
Teach like a champion chapt.s 3 and 4
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
Gibson_Brenda_1.1_You_Decide
This document discusses the importance of starting the school year strongly. It recommends a book called The First Days of School which advises that teachers must capture students' attention from the very beginning of the year or risk losing control of the class. While this resource is generally positive for beginning teachers, it also notes they should be cautious when sharing ideas online to focus on positive contributions.
How to Guide and Help Slow learners
TIPS TO GUIDE SLOW LEARNERS By Dr. Harpal Kaur Aujla Associate Professor, Akal College of Education, Mastuana Sahib Sangrur
Fluency strategies
This document provides classroom strategies and tips for teachers to help students who stutter communicate more effectively in the classroom. It recommends that teachers delay responses, model thinking time before answering questions, rephrase questions if a student's speech is unclear, call on students randomly to reduce pressure, facilitate team discussions to decrease communication demands, and plan oral presentations with students who stutter to reduce spontaneity. Key tips are to accept students' stuttering rather than give advice to change it, make eye contact and show the message is important rather than complete words, expect the same quality and quantity of work, help all students take turns and listen, and have open communication about stuttering accommodations.
Structured Play
This document provides guidance on structured play for students with special needs. Structured play is similar to incidental teaching, where learning opportunities are embedded within typical activities to motivate students to practice skills. During structured play, tutors should work on generalization, maintenance of skills, and language development through child-initiated activities lasting 5-7 minutes. Examples of how to incorporate targets during activities like songs, a rocking chair, castle, and ball are provided. Tutors are reminded to keep it child-initiated, fun, and end on a positive note.
A Light in Their Eyes
At Oxford Tutoring, there is always a great array of students. Some students who are advanced, some in the middle, or others who just need a helping hand. Regardless, one thing has always been the same: when students finally grasp an unknown concept, their faces light up!
Listening
This document discusses issues in teaching second language listening. It identifies several factors that make listening difficult, including characteristics of the language input like unfamiliar accents or vocabulary, as well as lack of context or visual support. The document also notes that tasks are more difficult when they require integrating information or recalling the gist rather than exact details. It advocates for authentic texts and realistic tasks in instruction. The document concludes listening is a complex process and recommends a strategic approach that balances skills practice with strategy instruction.
Sentences construction
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation. In just one sentence, it pitches the reader to try making presentations on the SlideShare platform using Haiku Deck.
More Related Content
What's hot
Teaching students in the elementary school 2
Teaching elementary school students can be challenging due to their varying English ability levels. However, an organized approach focusing first on vocabulary, then simple sentences, and building up to more complex sentences allows students to progress at their own pace. Engaging activities and games also help improve students' English by increasing their interest and motivation to learn. Overall, taking a step-by-step approach tailored to each student's level allows all students to enhance their English abilities.
How to teach listening
This document provides tips for learners to improve their listening comprehension skills. It recommends that learners expand their vocabulary, read grammar books, and listen extensively to different genres and levels of content, including films with and without subtitles. Some key strategies discussed include being patient, listening and transcribing or noting the gist, and knowing details about the speaker, topic, and intended task before listening. The document also outlines best practices for pre-listening, while-listening, and post-listening activities to enhance comprehension.
Taking an oral exam
This document provides tips for preparing for and taking an oral exam, including confirming exam details with the teacher, preparing answers to anticipated questions, practicing delivery through recording and videotaping oneself, ensuring any equipment works properly, arriving early and maintaining eye contact and posture during the exam, speaking in full sentences, and thanking the teacher afterwards.
SCT Observation - 10 September 2015
The lesson began with the class sitting on the floor while the teacher introduced the lesson. The class then played a Kahoot game, but some students got too excited so the teacher stopped to remind them to behave. One student called out answers after being warned not to and received a final warning. The students were then instructed on creating posters and worked on them while the teacher supervised and helped. The lesson covered cyberbullying and incorporated the school value of Manaaki.
Scenario
The English Language Coordinator received a request from a teacher to replace a learning resource video of Martin Luther King Jr.'s "I Have a Dream" speech for a listening lesson. The coordinator must decide whether to exclude the resource, call a meeting with English teachers to discuss it, or evaluate the resource themselves before making a decision. After reviewing the resource using an evaluation tool to measure effectiveness and appropriateness, the coordinator determined that the resource is appropriate for the lesson.
Problem behaviour and what to do about it
This document discusses problem behaviors that can occur in the classroom and strategies for addressing them. It first explores why problems may arise, such as family issues, boredom, or a student's self-esteem. It then recommends preventing problems by creating a code of conduct with student input and building positive teacher-student relationships. When problems do occur, the document advises teachers to address issues immediately while focusing on the behavior, not the student, and taking appropriate next steps privately. It also suggests using colleagues and school administrators for support when needed.
Exhibition Presentation For Parents As Partners
This document provides instructions for students and parents regarding a school project. It outlines several milestones with due dates that students must complete, including gathering resources and taking notes to answer a driving question. On the day of the student's scheduled presentation, parents are told to ensure the child arrives prepared with visual aids, note cards, and an agenda to discuss what they have learned for about 15 minutes. The document emphasizes that this is the child's project and parents should only help them practice, not do the work. It concludes by listing teachers' email addresses in case parents have any questions.
How humans learn in general and how they
First, it’s perhaps useful to distinguish human from animal language. Clearly, what is innate to all of us – something we share with most animal life-forms – is the instinct for communication. As soon as we are born, we know how to communicate, and generally do so as soon as we exit the womb by giving a startling cry that announces our arrival in the world.
Teach like a champion chapt.s 1 and 2
The document provides teaching strategies and tips for setting high expectations for students based on chapters 1 and 2 of Teach Like a Champion. Some key points include:
1) Ensure all students respond to questions, even reluctant students, by providing clues or answers for them to repeat. Accept only fully correct answers.
2) Plan lessons purposefully, starting with measurable learning objectives that are manageable and focus on important skills. Assess if objectives were met.
3) Consider the student perspective in planning by determining what both the teacher and students will do in each part of the lesson. Post objectives and useful tools to guide students.
Teyl semarang
This document summarizes a workshop for teaching English to elementary school students and assessing their learning. It discusses what children are generally like, including being physically active, enthusiastic learners with short attention spans. It recommends using materials that are concentric, realistic, and integrated to involve learners. A variety of hands-on, lively activities that stir interaction are suggested. The document provides guidance on building confidence, rules, and atmosphere in the classroom. It also outlines strategies for teacher talk, questioning, and assessing learning through observation, tasks, and portfolios. Tricks for addressing mismatches between textbooks and curricula are presented.
Teach like a champion chapt.s 7, 8 and 9
The document summarizes techniques for effective classroom instruction and student engagement discussed in chapters 7-9 of the book Teach Like a Champion. Some key techniques include using positive framing to correct behavior, precise praise for students, keeping explanations warm and strict with high expectations, normalizing errors, improving pacing through varying activities and participation, and asking challenging questions to push students' critical thinking. The goal is to increase student participation, understanding, and academic rigor through these strategic teaching methods.
English 4 Kids
The document provides guidance for early childhood educators on developing lesson plans, managing classroom behavior, building students' confidence, and conducting assessments. It recommends establishing consistent routines, using physical proximity and praise to address disruptions, giving opportunities for shy students to participate, and spending individual time with children through low-stakes conversations and picture descriptions to check understanding.
Greetings
This document provides guidance for a speaking activity that teaches greetings and farewells in English. It includes common greetings like "good morning" and "hello", questions like "how are you?" and responses. Positive and negative answers to questions are listed. Farewell phrases like "goodbye" and "see you later" are also included. A sample conversation demonstrates using greetings and questions to get to know someone. The goal is for students to practice speaking and having conversations using proper greetings, questions, and farewells.
01_Teaching English in the Primary School
The document appears to be from a webinar on teaching in primary school. It discusses managing the classroom and what teachers do, including organizing, greeting students, teaching, reading, showing examples, instructing, helping, motivating, explaining, and dictating. It also discusses benefits of English instruction, such as students learning more English the more they hear it. The webinar addresses choosing the native language and provides tips for improving instructions, such as using simple language, breaking instructions down step-by-step, and demonstrating. It emphasizes checking student understanding and using visual clues or written words to assist comprehension.
Teach like a champion chapt.s 3 and 4
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
Gibson_Brenda_1.1_You_Decide
This document discusses the importance of starting the school year strongly. It recommends a book called The First Days of School which advises that teachers must capture students' attention from the very beginning of the year or risk losing control of the class. While this resource is generally positive for beginning teachers, it also notes they should be cautious when sharing ideas online to focus on positive contributions.
How to Guide and Help Slow learners
TIPS TO GUIDE SLOW LEARNERS By Dr. Harpal Kaur Aujla Associate Professor, Akal College of Education, Mastuana Sahib Sangrur
Fluency strategies
This document provides classroom strategies and tips for teachers to help students who stutter communicate more effectively in the classroom. It recommends that teachers delay responses, model thinking time before answering questions, rephrase questions if a student's speech is unclear, call on students randomly to reduce pressure, facilitate team discussions to decrease communication demands, and plan oral presentations with students who stutter to reduce spontaneity. Key tips are to accept students' stuttering rather than give advice to change it, make eye contact and show the message is important rather than complete words, expect the same quality and quantity of work, help all students take turns and listen, and have open communication about stuttering accommodations.
Structured Play
This document provides guidance on structured play for students with special needs. Structured play is similar to incidental teaching, where learning opportunities are embedded within typical activities to motivate students to practice skills. During structured play, tutors should work on generalization, maintenance of skills, and language development through child-initiated activities lasting 5-7 minutes. Examples of how to incorporate targets during activities like songs, a rocking chair, castle, and ball are provided. Tutors are reminded to keep it child-initiated, fun, and end on a positive note.
A Light in Their Eyes
At Oxford Tutoring, there is always a great array of students. Some students who are advanced, some in the middle, or others who just need a helping hand. Regardless, one thing has always been the same: when students finally grasp an unknown concept, their faces light up!
What's hot (20)
Viewers also liked
Listening
This document discusses issues in teaching second language listening. It identifies several factors that make listening difficult, including characteristics of the language input like unfamiliar accents or vocabulary, as well as lack of context or visual support. The document also notes that tasks are more difficult when they require integrating information or recalling the gist rather than exact details. It advocates for authentic texts and realistic tasks in instruction. The document concludes listening is a complex process and recommends a strategic approach that balances skills practice with strategy instruction.
Sentences construction
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation. In just one sentence, it pitches the reader to try making presentations on the SlideShare platform using Haiku Deck.
Person centred care Poll 20
Semi final of the person centred care image poll on Twitter. Quality for everyone, or patient advodates - which image resonates most with you?
Ryan Ocampo Resumew
This document is a resume for Ryan C. Ocampo seeking a position in the hospitality industry. It summarizes his work experience including his current role as a front desk representative at the Borgata Hotel Casino & Spa in Atlantic City, NJ since 2014. It also outlines his previous supervisory roles in automotive services. The resume emphasizes his strong communication skills and focus on customer experience in fast-paced environments. References are available upon request.
current CV
This document is a personal profile and resume for an individual seeking a career in IT support or networking. It summarizes their relevant work experience, education, skills, and qualifications. The candidate has 7 years of experience in sales and customer service roles. They have an HNC in computer networking and experience in roles providing technical support, networking infrastructure support, and training new employees. Their technical skills include computer hardware and software, networking, Microsoft servers, and Cisco CCNA certification.
Transforming End of Life Care in Acute Hospitals PM Workshop 5: How to use th...
Transforming End of Life Care in Acute Hospitals PM Workshop 5: How to use th...NHS Improving Quality
Transforming End of Life Care in Acute Hospitals PM Workshop 5: How to use the revised and updated ‘Transform How to Guide’ presented by Maggie Morgan Cooke, Wendy Gray, NHS EnglandRESUME 10th Aug
The document is a resume submitted by Shriyal D Desai, a 39-year-old Indian man applying for a position. He provides his contact information and educational background, along with details of his 15 years of experience in port operations and vessel agency work in Mumbai for various shipping companies. Desai is currently working as a team leader handling vessel operations and finance for multiple principals at the agency company S5 World.
Contabilidad "Libros auxiliares"
Las tres oraciones son:
1) El documento describe diferentes libros de contabilidad como los libros auxiliares de cuentas por cobrar, cuentas por pagar, compras y ventas, y banco, así como sus características.
2) Los libros auxiliares contienen información detallada de las transacciones registradas en los libros principales para ampliar la información de manera analítica.
3) Los libros de contabilidad son una necesidad para el manejo de empresas ya que proporcionan información financiera y control sobre los activos, pasivos
Leicester, Leicestershire, Rutland Breathlessness Pathway (University Hospita...
Leicester, Leicestershire, Rutland Breathlessness Pathway (University Hospita...NHS Improving Quality
Leicester, Leicestershire, Rutland Breathlessness Pathway (University Hospitals of Leicester NHS Trust)Unidad 8 2016 - Procesos Naturales del Ambiente - Filosofía y Letras - UNCUYO
El documento describe los procesos de escorrentía y hidrografía. La escorrentía incluye la escorrentía superficial, subsuperficial y subterránea. Los factores que afectan la escorrentía son climáticos, fisiográficos y la cobertura. Se explican conceptos como hidrograma, creciente, mediciones hidrométricas y régimen fluvial.
Mezcla de concreto
Este documento describe los principales componentes y propiedades de una mezcla de concreto, incluida la densidad, resistencia, relación agua-cemento, textura y fraguado. Explica cómo estos factores afectan la calidad del concreto y describe los tipos comunes de pruebas realizadas en concreto fresco y endurecido.
Conocer la tierra y descubrir su pasado 2008 9
1) La Tierra tiene 4,560 millones de años y su historia está archivada en las rocas. 2) La geología estudia la Tierra a diferentes escalas espaciales y temporales para reconstruir su pasado. 3) Los geólogos reconstruyen el pasado interpretando las huellas geológicas dejadas por sucesos pasados usando el principio de actualismo.
Teaching listening meeting april 2th 2015
Meeting about teaching listening.
The meeting &workshop points were:
Quick review about the last meeting.
Reading Vs Listening.
Listening as teaching skill.
Importance of listening.
Activities in teaching listening (communicative & information gap)
How to teach listening accroding to CBA?
Stages of teaching listeniing (PDP) frame work
Type of tasks and activities in teaching listening
Assessing listening
Workshop
Day 8 teaching listening
This document discusses teaching listening in TEFL. It begins by defining listening and describing the development of listening skills in a first language. It notes that over 50% of language use involves listening. The document then discusses reasons for the importance of listening in language learning. It outlines different types of listening and provides background on the history of teaching listening. It describes bottom-up and top-down listening processes and provides examples of classroom techniques that develop these skills.
La obtención del alimento en los vegetales 2012
Este documento resume los principales procesos de nutrición en los vegetales. Explica cómo las plantas absorben agua y nutrientes a través de las raíces, transportan la savia bruta a través del xilema, intercambian gases a través de los estomas, realizan la fotosíntesis captando la luz con las hojas, y transportan los productos de la fotosíntesis a través del floema. También describe otras formas de nutrición como las plantas simbióticas y las plantas parásitas.
Dinámica litosférica 2008 9
El documento describe los conceptos clave de la teoría de la tectónica de placas, incluyendo la isostasia, las primeras ideas movilistas, la deriva continental, las dorsales y fondos oceánicos, las zonas de subducción, las fallas transformantes y el movimiento de las placas litosféricas.
Origen y estructura de la tierra 2008 9
El documento describe la estructura interna de la Tierra y cómo se obtiene información sobre ella. La Tierra está dividida en corteza, manto y núcleo. El manto y el núcleo se subdividen en capas basadas en su composición química y comportamiento mecánico. Los datos sobre el interior se obtienen de forma directa a través de minas y sondeos, e indirectamente mediante el estudio de terremotos, temperatura, campo magnético y meteoritos.
Viewers also liked (20)
Transforming End of Life Care in Acute Hospitals PM Workshop 5: How to use th...
Transforming End of Life Care in Acute Hospitals PM Workshop 5: How to use th...
Leicester, Leicestershire, Rutland Breathlessness Pathway (University Hospita...
Leicester, Leicestershire, Rutland Breathlessness Pathway (University Hospita...
Unidad 8 2016 - Procesos Naturales del Ambiente - Filosofía y Letras - UNCUYO
Unidad 8 2016 - Procesos Naturales del Ambiente - Filosofía y Letras - UNCUYO
Similar to Prepare your students for real world listening
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are described, such as students trying to understand every word. The document then gives some top tips for teaching listening, such as preparing students with vocabulary and questions before listening, playing recordings multiple times, and doing post-listening activities like group discussions. A successful listening activity incorporates reducing distractions, ensuring quality sound, and giving students tasks to do between classes. The document concludes with sources for additional information on teaching listening.
How to teach listening 1
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include giving students questions to guide their comprehension and playing recordings multiple times. A successful listening activity is also described that reduces distractions and engages students with predictions. The document concludes by listing sources of different listening materials and exercises.
TEC YLS _ Listening stages.pptx
The document outlines the stages of a reading lesson for primary learners. It describes 6 stages: 1) Warm-up - a quick game to get students settled, 2) Lead-in - a brief activity to set the context, 3) Pre-listening - prepares students with vocabulary, 4) While listening (1) - students listen for the first time and focus on general ideas, 5) While listening (2) - students listen again and find specific details, 6) Post-listening - students react to and discuss the content. Each stage has guidance on time limits and focus.
Listening skills teaching
Listening skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
Teaching listening
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
Listening and listening assessment
This document discusses listening assessment and strategies for developing listening skills. It notes that listening is an integrated skill that requires comprehension and can be improved with strategies and practice. Some key strategies it recommends include incorporating real-life elements into the classroom, using recordings as part of listening exercises, and designing exercises around tasks that require note-taking, responding to questions, or filling information gaps. A variety of exercise types are proposed targeting different levels, from individual sounds and words to longer responses requiring paraphrasing or problem-solving. The document emphasizes that assessment of listening should be ongoing and focus on comprehending spoken English rather than "testing".
Classroom Language Journal
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
teaching pronunciation activity
This document provides guidance on teaching pronunciation to students. It begins with an introduction that explains common pronunciation errors students make and the importance of teaching pronunciation. It then outlines segmental and suprasegmental activities teachers can use. Segmental activities focus on individual sounds and include rhyming, minimal pairs, and hidden games. Suprasegmental activities teach features such as word stress, intonation, and misheard song lyrics through activities like stand up/sit down, adding arrows to songs, and guessing correct lyrics. The overall summary is that the document offers pronunciation teaching techniques including segmental and suprasegmental activities for teachers to use in the classroom.
Pronunciation in primary school english classes
This document discusses the importance of teaching pronunciation in primary English classes and provides activities to work on pronunciation with children. It begins by explaining that pupils must understand spoken English and be able to make themselves understood, and pronunciation is one of the most difficult aspects of the language. Several activities are then described, including using videos, bingo, minimal pairs, tongue twisters, Jolly Phonics, and a telephone game. The document concludes that unlike grammar and vocabulary, pronunciation is not usually specifically taught but is important for understanding, and there are many resources available to work on pronunciation skills.
Classroom Language Journal
This document provides an overview of strategies for developing classroom language skills in young English language learners. It discusses the importance of using English consistently in the classroom from greetings to instructions. Specific language is suggested for greetings, taking attendance, starting and ending lessons, and giving everyday instructions. Developing social skills like behavior, feelings, hygiene and sharing are also addressed. The document emphasizes using gestures, visuals and the students' first language for support. Listening and movement activities are recommended to actively involve students and promote language acquisition in a fun, engaging way.
Story board
This document outlines a lesson plan on giving instructions in English. It includes 3 key competencies: 1) Understanding instruction sentences, 2) Creating correct instruction sentences in English, and 3) Speaking in front of the class. The lesson activities involve explaining instructions, giving examples with pictures, making and discussing instructions in groups, and practicing giving instructions with groups. The lesson teaches common classroom instructions through total physical response methods.
Teaching_Pronunciation.pptx
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
Listening Pre Listening & Post Listening
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
TEC YLS _ Reading.pptx
The document outlines the stages of an effective reading lesson for primary learners: 1) Warm-up - a quick game to engage learners; 2) Lead-in - use of questions, pictures or clips to set the context; 3) Pre-reading - teach vocabulary and have students predict the text; 4) While reading (1) - first reading focusing on general ideas; 5) While reading (2) - second reading finding specific details; 6) Post-reading - students react to and discuss the content of the text. Each stage has time limits and focuses to make lessons comprehensive yet concise.
Maya Saputri Power Point Oral Work
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
11.%20 listening%20comprehension[1]
The document discusses communicative approaches to teaching listening comprehension. It describes a lesson that introduces bottom-up and top-down listening approaches. Various classroom activities are suggested, including listening for perception at the word and sentence level through repetition and dictation exercises. Longer response activities involve answering questions, note-taking and summarizing. The dictogloss technique is also described as a four-step approach involving preparation, dictation, reconstruction and analysis. Its advantages incorporate both bottom-up and top-down listening strategies to integrate clues with background knowledge.
ASSESSING LISTENING
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
Origami In All Languages
Origami in all Languages: turns of second language acquisition principles in practice
Presentation by Ann Dashwood and George Goodsell at AFMLTA Conference in Sydney 2009, Dialogue, Discourse, Diversity
Similar to Prepare your students for real world listening (20)
Recently uploaded
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcThe 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.
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.Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.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/y977uz6bpd3af4qsebv7r9b7s21935vdExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Recently uploaded (20)
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
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
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
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...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Prepare your students for real world listening
- 1. Prepareyourstudents forrealworldlistening by Alexandra Butnaru, teacher @Twinkle Star
- 3. Barriers “And now… an original recording of Virginia Woolf” “Can you ask the other children to be quiet?” “They’re speaking too fast” “I didn’t understand.” “Er…” “Yes. No? No.”
- 4. keypracticesinthepre-listeningstage * From Objective KET Student’s Book, CUP
- 5. JimScrivenersays… Short recordings Play it as many times as necessary Let students discuss answers together Avoid direct correction “Ignore” the strongest students Get students to agree Play bits of the recording Help when they’re stuck Let students decide Don’t cheat Adapt tasks to students’ level
- 6. Hint#1
- 7. Why?
- 9. ListenANDWatch Step 1 – audio only Step 2 – play video
- 11. Pronunciation enables comprehesion Word stress Rhythm Intonation
- 14. Thankyou! Alexandra Butnaru Teacher @ Twinkle Star alexandrabutnaru@yahoo.com www.slideshare.net/AlexandraButnaru1