Reading aloud techniques
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Reading aloud can be difficult but practicing beforehand and keeping calm helps. When reading to an audience, maintain proper posture and volume, position the text so it's visible but not covering your face, read at a pace that's not too fast or slow, respect punctuation, pronounce words correctly since the audience can't see the text, make occasional eye contact, and if you make a mistake apologize and keep reading.
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This document provides guidance on effective public speaking techniques. It discusses the importance of proper projection using diaphragmatic breathing. Good posture and eye contact with the audience are also emphasized. The document offers exercises to practice enunciation, vocal inflection, and appearance. It concludes by stressing the importance of preparation, rehearsal, and keeping visual aids concise and focused on enhancing the speaker's message.
EdUcAtIoN
Reading skills include comprehension, fluency, and independence in turning words into meaning. Some disorders like dyslexia can inhibit reading skills but do not reflect intelligence. Special help is needed to develop reading comprehension, such as listening exercises and phonics. The document then provides tips to improve reading skills such as finding materials at an appropriate level, establishing a routine for reading, sounding out words, using context clues, and rereading materials. The overall message is that regular reading practice incorporating different techniques can help strengthen reading ability.
Poor listening styles by trevon dowling
The document discusses poor listening styles, including pretend listening where the mind wanders, selective listening where only parts that interest the listener are paid attention to, word listening where body language is ignored, spacing out when boredom sets in, and self-centered listening where the focus is on oneself rather than the speaker. These poor listening habits can give the impression that one is a poor listener and prevent understanding of how the speaker truly feels.
how to make an oral presentation
This document provides guidance on how to give effective oral presentations that differ from written forms of communication. It discusses two key factors: there is no written record for the audience to refer back to, so presentations need to be simple and guide the audience; and the presenter must be the center of attention through their delivery. Techniques are presented for effective use of voice, eye contact, positioning, body language, dress, visual aids and handling questions. The importance of preparation, content organization, audience analysis, rehearsal and confidence are also covered to help presenters deliver clear, engaging presentations.
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This document discusses the five main areas of difficulty in English pronunciation - pronunciation of individual sounds, word stress, sentence stress, rhythm, and intonation. It provides examples of challenges in each area and suggestions for improving pronunciation skills, such as using lists, tongue twisters, dictionaries, poems, and slowing down speech to focus on stress and intonation. General advice includes identifying common mistakes, observing native speaker facial positions, listening to models of speech, learning pronunciation features, and using books, CDs, and websites.
How to improve speaking skills
This document provides 10 tips for improving students' speaking skills in English:
1) Reduce teacher talking time and increase student talking time by asking students questions.
2) Avoid yes/no questions and ask questions that require students to speak more.
3) Gently correct students and encourage them to improve rather than pointing out mistakes.
4) Activities like group discussions, debates, and role plays can help students speak more.
5) Encourage students to watch English movies and take notes on useful phrases. The goal is effective communication over perfection.
Communication Skills Lectures # 11.pptx
This document provides guidance on developing effective presentation skills. It discusses speaking to an audience, maintaining an appropriate voice, pace, and clarity. Specific tips include varying tone and volume for emphasis, choosing words carefully, speaking slowly to allow understanding, and practicing to improve habits like maintaining eye contact and clear enunciation. Mastering these techniques involves focusing on one skill at a time through practice speaking to gradually build confidence.
[TRN] Low-level Learner Support Training - Offshore .pptx
The document provides guidance on supporting low-level Japanese learners of English. It discusses:
1) Common characteristics of Japanese students, such as being uncomfortable speaking up due to a focus on grammar study in school.
2) Phrases teachers can use to encourage students and make them feel at ease, such as "Great job!" and "Please ask many questions."
3) How to respond supportively to common student comments like "It's difficult" by saying "Don't worry."
4) The importance of discerning a student's "true feelings" beneath their words, showing compassion, and preventing discouragement through positive reinforcement.
sanjay and mahasagar , prasenjit.pptx
This document provides tips for improving one's English skills, including reading, writing, speaking, and listening. It emphasizes the importance of learning for success, happiness, confidence, communication, new opportunities, and motivation. Learning depends on asking questions, using the senses, vocabulary, and practice. There is no age limit to learning, as it is important to continuously learn and improve in order to keep up with a competitive world. The tips suggest setting reading goals, using dictionaries, reading books and paragraphs aloud, checking definitions, practicing nursery rhymes, telling jokes, and listening to tapes. For writing, spelling should be checked and writing should be simple, clear, concise, complete, and honest. Speaking can be improved by
Tips to Speak English in fluency
The document provides 14 tips for improving English speaking skills that can be practiced alone. Some of the key tips include thinking in English instead of translating, talking to yourself out loud, using a mirror to speak for 2-3 minutes on a topic, focusing on fluency over grammar, learning phrases instead of just words, and practicing telling stories from your native language in English. The overall message is that regular speaking practice, even if alone, can help build fluency and confidence.
Extempore tips
- Prepare for an extempore speech by jotting down ideas and vocabulary related to the topic. Maintain confidence and a positive body language.
- Speak clearly at a steady pace on the assigned topic without faking accents or imitating others. Use appropriate vocabulary.
- If you draw a blank, pretend to pause purposefully. Ask the audience questions or request water to buy time to think, but be honest if unable to recall your thoughts.
English communication and dialects
This document discusses various English dialects from around the world. It provides information on the distinguishing linguistic features of dialects such as Southern English, Cockney, Estuary English, East Anglian, West Country, West Midlands, Lancashire, Yorkshire, Northern English, Welsh English and Scottish English. Examples of phonological and grammatical differences are given for each dialect. The purpose is to outline the key characteristics that differentiate the major English-speaking regional dialects.
How to improve your english vocabulary
Learning new vocabulary words doesn’t have to be robotic or boring.
When you learn new words by reading or listening something that really interests you, it becomes much more entertaining and it also becomes much easier to learn.
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Most common connectors or linking words in English, classified in terms of use and function. Examples included.
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Technology is playing an increasingly important role in education as computers, tablets, and other devices are being used more frequently by students and teachers in classrooms. While technology offers opportunities to enhance learning, it also raises questions about how it impacts traditional teaching methods and whether it could replace certain functions of teachers. Overall, technology may transform education by offering new tools and resources, but human interaction and guidance from teachers will likely remain essential aspects of the learning process.
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This document discusses the four non-finite verb forms in English: the bare infinitive, to infinitive, gerund, and past participle. It provides examples of when each form is used and notes some instances where gerund and to infinitive can have different meanings after certain verbs. The document concludes with two exercises for the reader to practice using gerunds and infinitives correctly.
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This document discusses a presentation about humans' relationship with food. It will explore how the five senses are engaged when eating, the benefits we get from eating, why we try new foods, and why we associate food with celebrations. It also includes questions about cooking habits, eating out, shopping habits, eating schedules, restrictions, and allergies to understand people's individual relationships with food.
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The document provides tips and guidelines for completing a photo speculation exercise, which is commonly given in English proficiency exams. Students are shown a photo and must speculate or guess what is happening in the picture based on visual clues. They should provide an overview of what can be seen, then speculate about what is occurring, happened before, or will happen after in the present, past or future tenses. Tips include taking time to observe details, going beyond just what is visible, and not worrying about mistakes. The document outlines the order and structure to follow when responding and common grammar and vocabulary that may be useful.
Photo senses activity
This activity is perfect for photo descriptions. It was taken from www.pobble365.com
The idea is to group the students in small groups and work with five different stations (each one for one of the five senses). Looking at a specific photo students must figure out, imagine...
Reported speech
The document discusses the differences between direct and reported speech. Direct speech uses quotation marks and maintains the same tenses and pronouns. Reported speech does not use quotation marks, usually changes verb tenses back one time, and may change pronouns and other context-dependent words. It provides examples of how to report statements, questions, commands, requests, suggestions and conditional sentences. Reported speech is used to tell someone what another person said without using their exact words.
Passive voice
The document discusses the use of passive voice in English grammar. It notes that passive voice focuses on the action rather than the subject performing the action. It provides examples of when passive voice is used, such as in more formal or academic writing. It also discusses how to form passive sentences from active sentences by changing the subject and verb form. Tenses, negatives, questions, and verbs with prepositions or double objects are addressed when changing between active and passive voice.
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The document provides an outline for a university presentation to be given in pairs to a class. It lists the main topics to cover in the presentation including general facts about the university, its location and campuses, programs and degrees offered, student facilities and organizations, scholarships, what the university is famous for, traditions, and other relevant details.
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The document consists of a single word "BREAKING" in all caps, suggesting an urgent news headline, but provides no further details on the topic or event. It includes the name "José A. Alcalde" but no other context. In just 3 words and a name, the document leaves the reader without any substantive information to summarize.
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English dictionaries
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Polish penpals powerpoint
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Reading aloud techniques
- 1. READING ALOUD Reading is usually a solitary and individual task but sometimes we can read aloud for an audience. Reading aloud very well can be difficult but here are some techniques to make it better: • If possible, practise the text before you read it in front of the audience • Try to keep calm, being nervous does not help at all! • Keep your body straighten up, this way the sound of your voice will be better • Keep up the volume not only at the beginning. The bigger the audience and the room, the louder. • Place the text at the right distance (about 20 cm) and position, not covering your face nor too low so you have to look down • Keep the right speed: too fast is confusing, too slow is boring • Respect punctuation. Pauses are important to organize and undertand the text. • Try to pronounce correctly especially those more difficult words. Your audience don't have the text with them!! • Look at the audience sometimes (f. ex.: at the end of a sentence or paragraph) • If you make a mistake, say “Sorry!” and keep on reading