Speaking.pptx
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This document discusses the key features of spoken language. It notes that unlike written communication, speaking is unscripted and spontaneous, occurring in real-time. It also tends to be lighter and more digestible than dense written texts. Speaking is an interactive process that requires listening skills and the ability to reshape conversations through quick decision making. Cultural conventions also influence speaking styles as conversations have an interactive rhythm like a dance.
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vnle.tnjklhyi34tnhy5loi6t4ktghbro644464thgrlyh5io673495toighyrtkiglertyu34o96ithgkjr,grthrkrl6fm,nbvdm ,fdgjgtrjfnbgtmdcfnbtrdkvgnyuljkfrnrdgvgkjy6tkiffgmu8iljukgrfbeestgfdfthtyjyuhiuklikjlk.o9oipkjujmtthebrkgjtrthn4ot54yij5jligtrkngfdm,gfdty54o8i3weflhrkleggggjrerklerfgmbdmfbdm,bghfghnrthbkjty645oi64hioterhertghnk,tg4htleghloi4tnhyierogertjkhrhwoi43t5y4i8othgbjkkhr3utgh4kh3io4ythfgkjyh54oitb54thg32y5i34io4tghbwkeferhbfre,kmjhnt4klith3wio4ljrfhhhh4
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Verbal communication involves spoken or written words while non-verbal communication conveys meaning through facial expressions, gestures, eye contact, posture, and tone of voice. Non-verbal communication is as important as verbal communication in connecting with others and expressing one's true meaning. It is important to be aware that non-verbal cues and gestures can have different meanings across cultures and when combined with verbal communication, can change the entire interpretation of the message. Non-verbal communication provides additional context beyond the words and is more difficult to fake compared to verbal communication alone.
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This document outlines the stages of a speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - another quick activity to set the context using questions, pictures, music etc.; 3) Reading for comprehension - students read a sample text with a simple comprehension task; 4) Model analysis - examining a model text to raise awareness of genre conventions; 5) Practice - activities relevant to the writing aspects analyzed; 6) Planning - time for students to think about what and how they will write; 7) Writing task - students write their piece, which can be a draft or final version. Each stage should not exceed 5 minutes except the writing task.
TEC Secondary _ Speaking.pptx
This document outlines the stages of an effective speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - use of pictures, music, or questions to set the topic context; 3) Generate ideas - brainstorming or providing a model for students to develop speaking points; 4) Language clarification - introduce vocabulary and structures needed; 5) Practice - allow preparation time; 6) Speaking task - have students perform the speaking activity; 7) Reformulation - allow repetition of the task with feedback. Each stage should be brief except the speaking task.
Task set-up.pptx
This document provides guidance for setting up and managing classroom tasks. It outlines a six step process for teachers to follow: 1) grab students' attention using visual or auditory cues; 2) hold up materials needed for the task; 3) give clear, simple instructions using imperatives; 4) demonstrate the task; 5) check that students understood instructions through questioning; 6) monitor students as they work, providing encouragement and feedback. The goal is to engage students and ensure they understand expectations before beginning independent work.
TEC Sec _ 14 to 17.pptx
This document discusses the characteristics of 14 to 17 year olds. Physically, boys and girls have completed puberty and physical growth. Mentally, older teenagers have begun to develop their own identity and independence from groups. They are able to work independently and manage tasks with less supervision. Relationships become more individualized rather than group-focused. Older teenagers also begin to understand that issues are complex with multiple perspectives rather than single right answers.
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.
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.
TEC YLS _ Listening.pptx
This document provides examples of listening activities for a teacher education course on primary education. It describes exercises where students listen for mistakes, put pictures in the correct order based on a text, fill out questionnaires, color pictures while listening to instructions, and fill in missing words. It recommends that students can also create their own listening tasks and activities to practice their language skills. The key activities involve listening closely to instructions and using visual aids to demonstrate comprehension.
TEC YLS _ Vocab YLS.pptx
The document provides a framework for presenting vocabulary in primary classrooms with 4 steps: 1) Introduce meaning with visuals, 2) Check understanding through actions and pointing, 3) Drill pronunciation in groups and individually, 4) Present the written form. Some techniques for checking meaning include having students point to images around the room or show flashcards, while pronunciation drills include choral, slow, fast and covered repetitions. The framework emphasizes introducing meaning first before practicing pronunciation and viewing written words.
TEC YLS _ 8 to 11.pptx
Children ages 8 to 11 have formed basic concepts about the world and have strong views. They can distinguish between fact and fiction and frequently ask questions. They rely on both spoken language and physical experiences to understand meaning. They are starting to make some decisions about their own learning and have clear preferences. They also have a developing sense of fairness and may question teacher decisions. They can work cooperatively with others and learn from peers. By age 10, children have a well-developed native language and understand basic syntax rules. They can comprehend abstractions, symbols, and begin to generalize and systematize.
TEC YLS _ Task set-up.pptx
This document outlines steps for an effective task cycle for teachers. The task cycle includes 6 steps: 1) grab students' attention, 2) hold up materials, 3) set clear instructions using short sentences and imperatives, 4) demonstrate the task, 5) check that students understand the instructions, and 6) monitor students as they complete the task. Following these steps can help teachers effectively engage students and ensure they understand assignments.
TEC YLS_Framework.pptx
This document outlines the stages of a writing lesson for primary learners. It includes: 1) a warm-up activity to engage learners, 2) a lead-in activity to set the context, 3) exposing learners to a model text to analyze, 4) pre-writing activities like brainstorming to generate ideas, and 5) the writing task where learners produce their own text with guidance and support from the teacher. Each stage should be brief, no more than 5 minutes, and build upon the previous activities to scaffold the writing process for young learners.
TEC YLS _ Writing 2.pptx
This document discusses various writing activities for primary classrooms, divided into controlled, guided, and free activities. Controlled activities focus on copying and dictation to reinforce language. Guided activities include fill-in exercises, half dictation sentences, and letter writing. Free activities allow more creative expression, as students will listen to a teacher discuss how to structure freer writing for young learners. The document provides examples of different types of age-appropriate writing exercises teachers can use in primary classrooms.
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Speaking.pptx
- 1. The Features of Spoken Language Delta Module 1
- 2. The Unscripted Nature of Speaking Speaking, whether it's a casual chat or a formal discussion, is a fascinating process that happens right on the spot, without any script or plan. It's a bit like improv theater; you can predict the theme, but not the exact dialogue. It's spontaneous and often surprising.
- 3. From Dense Information to Digestible Dialogue Unlike written communication that can be dense with information, spoken conversations tend to be lighter, offering tidbits of information in a more digestible way. The magic lies in the speaker's ability to twist and turn language, much like a sculptor molding clay.
- 4. Interactive Dialogue: The Dance of Conversation Part of this artistry is being able to reshape sentences on the fly, changing phrases and saying things in different ways. It's a lively give-and-take, with listeners indicating their interest by responding with affirmations like "Mm", "Oh", "Umm", or even completing sentences for the speaker.
- 5. Cross-Cultural Traffic: Navigating Conversational Conventions What makes speaking even more intriguing is its interactive nature. It's a dialogue, not a monologue, requiring us to not only express but also to listen. A good conversation is like a dance where each partner responds to the other's moves, and understanding this rhythm is essential.
- 6. The Full-Body Performance of Speaking Part of this rhythm involves knowing the "rules of the road" - the unwritten conventions of conversation, which can differ from culture to culture. It's like learning to navigate the traffic signals of communication.
- 7. Quick Decisions: Shaping Conversations in Real-Time Now, speaking isn't just about words. It's a full- body performance, using gestures, body language, and facial expressions to add depth and clarity to our words.
- 8. The Challenge and Reward of Mastering Conversation Speaking is also about quick thinking and decision-making. We constantly have to decide where the conversation is heading or how to overcome any hitches in understanding. Whether we're sharing information (transactional) or just chatting (interactional), our real-time decisions shape the conversation.
- 9. To summarize… In essence, speaking is a rich, complex skill, and it's no wonder many learners find it challenging. But with practice and patience, everyone can find their unique voice and join the wonderful world of conversation.