Speaking Pp
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The document discusses speaking skills and how to teach them effectively. It describes speaking as using speech to express meaning to others and identifies three types of speaking situations: interactive, partially interactive, and non-interactive. It also lists micro-skills involved in speaking like pronunciation, stress, grammar, and clarity. The document provides guidance on preparing students for communication, focusing on fluency and accuracy, as well as input and output processes. It suggests choosing interesting topics and varying activities to help students practice speaking.
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This document discusses teacher talk in the English language classroom. It explains that while teachers do a lot of talking, their talk serves important purposes like managing the class, providing language input, and motivating students. The document also discusses using English versus the native language to teach English, noting advantages and disadvantages to both approaches. It provides examples of how teachers can incorporate social language to build rapport with students and encourage student talk in English. Throughout, it emphasizes using simple language to aid student understanding.
How to Teach Pronunciation
Are you unsure how to teach pronunciation? Do you find it to be an arduous task? Don’t worry, we will help you improve the communication skills of your students through our precise guide.
Source:
https://ksa.mytutorsource.com/blog/how-to-teach-pronunciation/
Teaching Skills Material.doc
This document provides guidance on developing students' speaking skills in a foreign language classroom. It discusses the importance of speaking ability for many language learners. Effective instructors provide structured and communicative speaking activities. Structured activities, like information gap and jigsaw exercises, focus on specific grammar and vocabulary while allowing for error correction. Communicative activities, such as role plays and discussions, resemble real-world situations and allow students to practice using all their language skills. Proper preparation and follow-up are important for the success of speaking activities.
How to improve Speaking skill
This document discusses strategies for teaching speaking skills to English language learners. It begins by defining speaking and comparing it to other skills. It then explores reasons why students may be reluctant to speak, including feeling embarrassed about mistakes and lack of confidence. Common mistakes teachers make are also examined, such as not providing enough input before speaking activities. The document provides suggestions for developing speaking skills, such as creating a supportive environment, allowing time for thinking, and providing maximum opportunities for students to speak. Finally, it discusses different types of speaking activities teachers can use, including information gap activities, role plays, discussions and interviews.
Assessment in primary foreign languages
The document provides suggestions for assessing language learning in primary schools. It suggests using exercise books for students to track their progress with a variety of tasks and assessments. Recording speaking skills through activities like singing, question-and-answer drills, and presentations is recommended. Assessing listening skills can be done by having students write what they understand from short passages read aloud. Other assessment methods include student-created mind maps to self-assess learning, vocabulary tests, and using levels in Year 6 to facilitate transition to secondary school. The goal is to make assessment short, simple, clear to students, and fun rather than a burden.
Teaching vocabulary
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
Teaching vocabulary
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Learning Grammar
The document discusses various aspects of teaching grammar to young learners, including:
1. Grammar is the structure and meaning system of language and should be taught through meaningful and engaging activities.
2. There are different definitions of grammar that teachers may have in mind.
3. Young learners can learn grammar best through games, activities, and meaningful interaction rather than explicit instruction in rules.
4. Learners build their internal grammar over time through hypothesis testing and interaction in the language.
Memories
The document discusses strategies for activating memory in the classroom to help students remember and internalize new language. It emphasizes the importance of repetition and distributed practice over time to aid memorization. The author advocates for teachers to set up speaking activities that encourage students to demonstrate language they have already learned and provide feedback to help students reformulate and improve their language.
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Innovative techniques of teaching vocabulary in EFL classes.pdf
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El Programa De Asignatura
Este documento propone los elementos que debe contener un plan de estudios o programa de un curso, incluyendo información general como el nombre de la institución, división, curso y créditos. También debe especificar los objetivos generales del curso, las unidades temáticas con su tiempo, objetivo, contenidos, metodología, recursos y evaluación. Finalmente, debe establecer claramente los propósitos y objetivos del programa, la población a la que va dirigido y las conductas que se esperan lograr.
Mensajeros Instantáneos
El documento describe las características y usos de los mensajeros instantáneos para la comunicación sincrónica y el aprendizaje colaborativo, incluyendo la capacidad de charlar de texto o voz en tiempo real, transferir archivos, jugar juegos, y apoyar servicios de asesoría y tutoría; además, menciona algunas herramientas populares como MSN Hotmail, Yahoo Skype, y E-Buddy.
Email
El documento describe el correo electrónico como una herramienta de comunicación asincrónica que permite el envío y recepción de mensajes extensos y archivos, así como la retroalimentación. Además, detalla algunas características de los principales proveedores de correo como Yahoo, Hotmail y Google, incluyendo opciones de organización de correo, contactos, calendarios y herramientas de productividad.
Editores en línea
Las herramientas de internet y el aprendizaje colaborativo permiten la edición sincrónica de documentos en línea por varias personas. Estas herramientas ofrecen editores de texto para documentos, presentaciones y bases de datos, así como opciones para organizar documentos en carpetas y publicarlos en blogs o internet. También facilitan compartir documentos y determinar los permisos de edición.
Salones de Charla
El documento describe las herramientas de comunicación sincrónica como salones de charla que facilitan la orientación y asesoría entre usuarios sin estar físicamente juntos. Los salones de charla permiten la interacción en tiempo real entre estudiantes, profesores y expertos de manera flexible desde cualquier lugar. Algunos ejemplos son Yahoo Mensajero, que permite charla de texto con emoticones, video y audio, y mIRC, que ofrece canales de conversación de texto gratuitos.
El Uso Del Internet En La ResolucióN De
El documento describe varias herramientas y recursos para la búsqueda y recuperación de información en Internet, incluyendo directorios, buscadores, metabuscadores, bases de datos temáticas, diccionarios monolingües y bilingües, portales terminológicos y bancos de conocimiento. También discute las diferencias entre búsquedas simples y avanzadas y ofrece ejemplos de herramientas populares como Google, Yahoo y diccionarios en línea.
S P E A K I N G Pp
The document discusses speaking skills and how to teach them effectively. It describes speaking as using speech to express meaning to others and identifies three types of speaking situations: interactive, partially interactive, and non-interactive. It also lists micro-skills involved in speaking like pronunciation, stress, grammar, and clarity. The document provides guidance on preparing students for communication, focusing on fluency and accuracy, as well as input and output processes. It suggests choosing interesting topics and varying activities to help students practice speaking.
SPEAKING
The document discusses key aspects of speaking skills, including it being a two-way communication using both language and body language to catch a listener's attention. It notes the importance of checking for understanding through interactive strategies like eye contact, facial expressions, and clarifying or confirming meaning. Regarding fluency, it defines it as speaking at a normal speed without hesitation, repetition, or self-correction to produce smooth, connected speech using accurate grammar, vocabulary, and pronunciation. It also addresses balancing fluency and accuracy depending on the context and controlling activities, as well as the teacher's role in providing meaningful speaking tasks and resources.
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Speaking Pp
- 1. SPEAKING BERTHA SAMANO O.