Speaking
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This document discusses new ways of teaching speaking skills to language learners. It covers four parts: fluency, accuracy, pronunciation, and speaking in specific contexts. The first part about fluency includes an activity called "Two-Minute Conversation" that uses conditional sentences. In the activity, students take turns asking "What if?" questions of each other, such as "What would you do if you lost your job?" The goal is to get to know classmates and practice conditional sentences in English. Vocabulary like "layoff" is also introduced. Students are then instructed to form sentences with "If I were..." and discuss topics like different occupations in pairs.
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The document discusses various methods for testing pronunciation in English, including dictation, sound discrimination, sound comparison, sound definition, word stress identification, and identifying intonation patterns. It notes that while listening to students speak is ideal, alternatives are needed since direct testing is not always possible. A variety of testing techniques are proposed to evaluate students' pronunciation of segments, words, and sentences.
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The document discusses speech acts and speech events. It provides definitions and examples of key concepts:
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2. Speech events are longer interactions composed of multiple speech acts that share a common purpose, topic, participants, and language variety. Examples include conversations, interviews.
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The document discusses the requisites of proper sentence construction in English. It outlines that a sentence must have meaning and convey a message clearly without ambiguity. English sentences typically follow a subject-verb-object structure, though this can vary by sentence type. Sentences should avoid odd word orders that change the meaning. There are different tenses, types of sentences, and structures sentences can take, and sentences can be transformed while keeping the same meaning. The document provides examples and exercises for learners to practice these concepts of sentence construction.
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Here is my analysis of 3 sentences from the song lyrics:
1. My life will never be the same cause girl, you came and changed
Locution: Declarative sentence in the future tense
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Type: Expressive illocution according to Searle's classification.
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This document discusses reported or indirect speech. It explains that reported speech is when one person reports what another person said without using their exact words. It describes how to transform direct speech into reported speech by potentially changing pronouns, verbs, places/times, and tenses. For statements, questions and requests, it provides examples of direct speech and how to change it into reported speech. It notes additional considerations like clauses, tenses, exceptions to backshifting rules, and different types of requests.
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2. Speech act theory was developed by Austin and Searle, distinguishing locutionary, illocutionary, and perlocutionary acts. Searle identified five types of illocutionary points. Felicity conditions specify requirements for a speech act to be considered valid.
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- The lesson involves 4 stages: a pre-task activity to introduce prepositions, a main task where students write paragraphs describing a picture using prepositions, a peer assessment activity, and a closing discussion.
- The goal is to provide opportunities for students to practice their writing skills while learning how to use prepositions to describe locations and expand their ideas. The task integrates speaking, listening, reading and writing skills.
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This document provides tips for effective listening. It recommends showing interest through eye contact and body language, being understanding and empathetic, helping the speaker identify the cause of the problem, encouraging them to solve it themselves, and knowing when silence is appropriate. Some things to avoid are interrupting, showing discouraging body language, changing the topic, expressing disinterest, or trivializing the speaker's situation.
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This document is a text script for a presentation on parts of speech. It introduces the topic and lecturer. It then explains five main parts of speech - nouns, pronouns, adjectives, verbs, and adverbs - providing examples of different types within each category. Exercises are included throughout to test understanding of the parts of speech. The presentation concludes with additional exercises combining different parts of speech.
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Lp for 5th actual off...final.
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The document contains various English expressions related to daily activities, hobbies, helping guests, questions, reported speech, gerunds, comparatives, telephone communication, short texts, pronouns, adjective clauses and more. It provides examples of expressions and explanations of grammar points to improve English communication skills.
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1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also includes instructions for completing the activities in groups or pairs and evaluating student performance based on accuracy or fluency.
3) Resources for additional activities and rubrics for assessment are provided.
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2) It also provides examples of accuracy-focused and fluency-focused classroom speaking activities as well as websites with additional resources like discussions questions, crossword puzzles, and rubrics for evaluating student speaking.
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skills15-19invertedsubjectsandverbs-110417094903-phpapp01.pdf
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Speaking
- 1. Unit 5: Occupation Topic: Occupation interests Matthayomsuksa 4
- 2. New Ways in Teaching SpeakingNew Ways in Teaching Speaking ((New Ways in TESOL SeriesNew Ways in TESOL Series )) By Kathleen M.Bailey Lance Savage
- 3. Preface Speaking in a second language has of then been views as the most demanding of the four skills. When attempting to speak, learners must muster their thoughts and encode those ideas in the vocabulary and syntactic structures of the target language. Depending on the formality and importance of the speech situation, the learners may also attempt to monitor their output.
- 4. Contend of ActivityContend of Activity Part I: Fluency Part II: Accuracy Part III: Pronunciation Part IV: Speaking in Specific Contexts
- 5. Part I: Fluency (Conversation) Activity: Two-Minute Conversation If I were …
- 6. Two-Minute Conversation If I were … Aims: Get to know classmates Practice the conditional.
- 8. VocabularyVocabulary layoff the act of dismissing employees
- 9. flipping
- 10. Conditional Sentences Type II refer to situations in the present. An action could happen if the present situation were different.. You just imagine what would happen if … StructureStructure If I were…If I were…
- 11. If+ S Example:Example: If I were you, I would not do it. If I were teacher, I would teach student perfectly. If I were you, I would call her. + Past Simple Were/ was , S + would V1+
- 12. What if?
- 13. A: What would you do if you lost your job? B: I have no idea. I’ve been here for 20 years. A: Do you have any other skills? B: Well, I know how to flip hamburgers. A: No one would hire you to flip hamburgers.
- 14. B: Have you heard something that you’re not telling me? A: What do you mean? B: Are there going to be layoffs at this place? A: I certainly hope not! B: If you got laid off, you’d be flipping hamburgers, too.
- 15. A: Oh great, we could both work at Burger King. B: Maybe we’d get laid off there, too.
- 16. Activity1Activity1 If I were…If I were… Make two circles. Each of student make “If” sentence about What do you want to do? from words that you receive. Student who stand in outer circle tell your sentence and switch to next person who stand in inner circle.
- 17. Example Example outer circleouter circle Inner circleInner circle
- 18. ““If” Sentences FormIf” Sentences Form If I were(a/an)__ I would be(a/an)____because_____.
- 19. If I were…… If I were…… Choose the topic below and try to discuss with your partner. Choose the topic below and try to discuss with your partner. Farmer/ Teacher/ Nurse/ Postman/Doctor...... Farmer/ Teacher/ Nurse/ Postman/Doctor...... If I were a teacher, I would be teach poor students because I want to give a chance for them. If I were a teacher, I would be teach poor students because I want to give a chance for them.