GROUP #3
1. Special considerations in listening
1) A variety of teaching resources in listening
2) Various environment for listening
3) Offering various testing methods
2. Special considerations in speaking
1) Offering comfortable learning environment
2) Reinforcing student-centered instruction
3) Focusing on communicative competency
4) Having confidence in teaching
Teaching Media for Listening and Speaking SkillsFeri S
This document outlines various media that can be used for teaching listening and speaking skills, including music, movies, podcasts, and other media like audio recordings, TV programs, and silent movies. It provides details on podcasts, noting they allow students to both listen to and create audio content. The conclusion recommends teachers select media based on their students' level, use topics students find interesting, and incorporate visual and oral activities to motivate learning.
Power point presentation listening on line activity lesson plan group 3 ulaci...carlavick20
This listening lesson plan is for an intermediate English class. The lesson involves students watching a video clip from the TV show "Friends" without subtitles. Students will then complete true/false questions and an activity finding antonyms of words from the video. The lesson aims to improve students' listening comprehension, vocabulary, and ability to understand tone and grasp meaning from native English speakers. Students will watch the 3-minute video clip, answer true/false questions for 10 minutes, and the instructor will provide feedback and assign follow-up work. The lesson will assess students' understanding through the online exercises.
This lesson plan is for a 60-minute English class for 13-16 year old Thai students at an intermediate proficiency level. The lesson focuses on listening skills and the use of modals. Students will listen to an audio about Couchsurfing and cultural exchange. They will work in groups to understand the content, discuss advantages and disadvantages of smartphone use, and role play conversations using modals. The lesson incorporates group work, competitions, and personalization to engage students and have them practice the target language in a meaningful way.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
A three-book series developed to improve listening comprehension skills for academic purposes. The reports highlight a wide variety of regional and global topics, which are grouped into four major themes: "American Life", "General Interest", "Science", and "World Interest".
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
Teaching Media for Listening and Speaking SkillsFeri S
This document outlines various media that can be used for teaching listening and speaking skills, including music, movies, podcasts, and other media like audio recordings, TV programs, and silent movies. It provides details on podcasts, noting they allow students to both listen to and create audio content. The conclusion recommends teachers select media based on their students' level, use topics students find interesting, and incorporate visual and oral activities to motivate learning.
Power point presentation listening on line activity lesson plan group 3 ulaci...carlavick20
This listening lesson plan is for an intermediate English class. The lesson involves students watching a video clip from the TV show "Friends" without subtitles. Students will then complete true/false questions and an activity finding antonyms of words from the video. The lesson aims to improve students' listening comprehension, vocabulary, and ability to understand tone and grasp meaning from native English speakers. Students will watch the 3-minute video clip, answer true/false questions for 10 minutes, and the instructor will provide feedback and assign follow-up work. The lesson will assess students' understanding through the online exercises.
This lesson plan is for a 60-minute English class for 13-16 year old Thai students at an intermediate proficiency level. The lesson focuses on listening skills and the use of modals. Students will listen to an audio about Couchsurfing and cultural exchange. They will work in groups to understand the content, discuss advantages and disadvantages of smartphone use, and role play conversations using modals. The lesson incorporates group work, competitions, and personalization to engage students and have them practice the target language in a meaningful way.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
A three-book series developed to improve listening comprehension skills for academic purposes. The reports highlight a wide variety of regional and global topics, which are grouped into four major themes: "American Life", "General Interest", "Science", and "World Interest".
This presentation aims at introducing and evaluating some Listening and Speaking Tools ESL teachers may make use of both inside and outside the classroom.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
Introducing our new three-level series for the young upper-beginner/intermediate learner of English. Each unit of Basic Reading 1200 Key Words includes eight parts plus additional review and consolidation activities in the workbook. In the follow-up activities to the comprehension check, students practice basic grammar points related to the passages, learn the meaning of a highlighted expression, and review target vocabulary. A summary for each unit is also provided in each unit’s review section.
*Listening Express is a three-level series for high beginner to intermediate English learners. Each book has four main themes, and there are two components per thematic section: a set of three units and a Finish Line section test.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
* Power Reading is a three-book series specifically developed for the intermediate to advanced English language learner (A2-B1)
* Each book is made up of 16 units with 6 pages per unit. A wordlist is also included at the end of each book.
*The series has been developed to support a four-strand approach to language instruction
* Each unit incorporates reading and listening passages of related content to both engage and inform learners.
* Extension activities in the Power Reading series support the development of learners’ reading, listening, writing, and discussion skills through supplemental content that builds on each unit’s main topic.
Listening is the ability to understand what others are saying and involves comprehending accent, grammar, vocabulary, and meaning. There are several potential problems with listening including issues with the message content, speaker, listener, and physical setting such as background noise. The document provides solutions for improving listening related to modifying materials for students' levels, providing visual aids, and developing listening skills through varied tasks and exercises at different levels. It also outlines common stages and activities for listening lessons in the classroom.
Listening Success is a five-book series covering a wide variety of topics which reinforce language patterns typically used in everyday situations. LEarners become familiar with common phrases, expressions, and functional language patterns through multiple dialogs, and each unit concludes with a test to consolidate learning objectives
Developing Listening Skills Second Edition - WalkthroughCompass Publishing
Developing Listening Skills is a three-book series with topically based listening passages to enhance listening abilities. Throughout the series, learners will progress from easy to more challenging exercises in order to facilitate listening comprehension. The exercises combine listening with reading, speaking, and writing tasks to reinforce retention of high-frequency vocabulary and phrases.
The document discusses an English language accreditation program in Uruguay that aims to provide secondary school students with recognition of their English skills in academia and the workplace. It provides details on the program's objectives, implementation since 2008, exam structure and format, and workshops to support teachers. Over 350 students took a diagnostic test in 2009 and courses will begin in August to prepare students for the accreditation exam in December.
This document discusses challenges that some students face with second language listening comprehension and provides 10 potential reasons why students may find listening difficult. It suggests strategies that teachers can use to help students develop their listening skills and overcome difficulties, such as pre-teaching vocabulary, using shorter listening segments, building listening stamina over time, addressing pronunciation challenges, and creating a supportive learning environment.
First Nonfiction Reading is a brand new three-level reading series for young, emergent-level readers that helps studentes transition from phonics to reading. Each realistic fiction passage is based on a school subject and helps bridge fiction and nonfiction topics.
The document describes Basic Reading 800 Key Words, an English language learning program. It is the second level in the Basic Reading series, which teaches reading comprehension through graded reading passages. Each unit includes vocabulary lessons, a reading passage, comprehension questions, writing practice, and other activities. The program uses illustrations and repetition of common words to help students build reading skills in a step-by-step manner. It includes student books, workbooks, audio files and teacher materials to support a comprehensive learning approach.
The document outlines Ken Symicek's philosophy and methods for teaching English to Vietnamese students. Some of his key methods include having students learn phrases instead of individual words, limiting direct grammar instruction and focusing on common differences between Vietnamese and English, ensuring students hear a high percentage of English in class through activities like role plays, and promoting slow and repetitive learning to deeply embed phrases and vocabulary. The goal is to help students communicate in English more naturally, easily, and confidently.
This document discusses resources for teaching and learning listening skills using information and communication technologies (ICT). It begins by explaining the importance of listening and outlines approaches like extensive and intensive listening. It then describes various ICT tools that can be used for extensive listening, including websites that provide news, stories and podcasts across different difficulty levels. The document also discusses principles of effective listening lessons, including pre, during and post listening activities. It provides examples of listening exercises and evaluates resources like EDpuzzle that allow instructors to insert questions and comments into online videos to enhance learning.
Hang Out is a coursebook designed specifically for young students of English by a team of experienced authors. Built around a CEFR-based curriculum, this seven-level comprehensive language program takes students gradually from producing simple phrases to complex sentences in a widening range of topic areas and situations. Also, this series allows students to prepare for the CEFR and YLE Tests. Through vivid illustrations, realistic readings, and engaging comics, students follow a family of characters in their daily lives, building their knowledge of high-frequency vocabulary, common grammar structures, and useful expressions.
Each unit of Hang Out includes conversations, stories, songs, chants, and activities to improve reading, writing, listening, and speaking skills. Filled with interesting characters, colorful illustrations, and a wide variety of engaging exercises, Hang Out is sure to grab the attention of young learners and help them improve rapidly.
Features
• Interesting characters and realistic contexts
• Engaging activities covering all four skill areas
• Systematic coverage of content from CEFR and common children’s tests of English proficiency
• Workbook and student’s app for extra practice in class or at home
• Teacher’s Guide with extensive classroom notes
• Interactive whiteboard with extra classroom activities to enhance learning
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Week 3 slide show esl and the new teacher march upload 101 free learning to...LeTourneau University
The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
The document outlines a lesson plan for teaching phrasal verbs to intermediate English language learners. The goal is for students to increase their vocabulary, specifically of phrasal verbs which are commonly used in oral language. Students will learn about the phrasal verb "cut" through videos, class discussions, group activities, and exercises practicing reading, writing and speaking using their new knowledge. Their understanding and use of phrasal verbs will be evaluated at the end of the lesson.
Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
Special considerations for teaching listening and speaking Module 2 Group 3 R...jonathankunz
Students are more willing to speak out when they feel included and safe in their learning environment. Teachers should represent all cultures and encourage collaboration to create a positive environment where each student's voice can be heard. Pronunciation is an important part of language learning but often overlooked; teachers need training to effectively teach pronunciation through approaches that start with suprasegmentals then segmentals. Slang, idioms, and colloquialisms are commonly used in everyday English but difficult for ESL students; keeping a vocabulary log can help students understand contextual meanings.
This document provides tips on how to improve English pronunciation. It explains that English is a stressed language where specific words are emphasized, unlike other languages where each syllable is given equal stress. It recommends learning rules about stress patterns, such as focusing stress on content words like nouns, verbs, adjectives rather than function words. It also suggests reading sentences aloud to practice stress and gliding over unstressed words. Main ideas are provided on how English pronunciation focuses on stressed syllables and quickly gliding over unstressed words between them.
Introducing our new three-level series for the young upper-beginner/intermediate learner of English. Each unit of Basic Reading 1200 Key Words includes eight parts plus additional review and consolidation activities in the workbook. In the follow-up activities to the comprehension check, students practice basic grammar points related to the passages, learn the meaning of a highlighted expression, and review target vocabulary. A summary for each unit is also provided in each unit’s review section.
*Listening Express is a three-level series for high beginner to intermediate English learners. Each book has four main themes, and there are two components per thematic section: a set of three units and a Finish Line section test.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
* Power Reading is a three-book series specifically developed for the intermediate to advanced English language learner (A2-B1)
* Each book is made up of 16 units with 6 pages per unit. A wordlist is also included at the end of each book.
*The series has been developed to support a four-strand approach to language instruction
* Each unit incorporates reading and listening passages of related content to both engage and inform learners.
* Extension activities in the Power Reading series support the development of learners’ reading, listening, writing, and discussion skills through supplemental content that builds on each unit’s main topic.
Listening is the ability to understand what others are saying and involves comprehending accent, grammar, vocabulary, and meaning. There are several potential problems with listening including issues with the message content, speaker, listener, and physical setting such as background noise. The document provides solutions for improving listening related to modifying materials for students' levels, providing visual aids, and developing listening skills through varied tasks and exercises at different levels. It also outlines common stages and activities for listening lessons in the classroom.
Listening Success is a five-book series covering a wide variety of topics which reinforce language patterns typically used in everyday situations. LEarners become familiar with common phrases, expressions, and functional language patterns through multiple dialogs, and each unit concludes with a test to consolidate learning objectives
Developing Listening Skills Second Edition - WalkthroughCompass Publishing
Developing Listening Skills is a three-book series with topically based listening passages to enhance listening abilities. Throughout the series, learners will progress from easy to more challenging exercises in order to facilitate listening comprehension. The exercises combine listening with reading, speaking, and writing tasks to reinforce retention of high-frequency vocabulary and phrases.
The document discusses an English language accreditation program in Uruguay that aims to provide secondary school students with recognition of their English skills in academia and the workplace. It provides details on the program's objectives, implementation since 2008, exam structure and format, and workshops to support teachers. Over 350 students took a diagnostic test in 2009 and courses will begin in August to prepare students for the accreditation exam in December.
This document discusses challenges that some students face with second language listening comprehension and provides 10 potential reasons why students may find listening difficult. It suggests strategies that teachers can use to help students develop their listening skills and overcome difficulties, such as pre-teaching vocabulary, using shorter listening segments, building listening stamina over time, addressing pronunciation challenges, and creating a supportive learning environment.
First Nonfiction Reading is a brand new three-level reading series for young, emergent-level readers that helps studentes transition from phonics to reading. Each realistic fiction passage is based on a school subject and helps bridge fiction and nonfiction topics.
The document describes Basic Reading 800 Key Words, an English language learning program. It is the second level in the Basic Reading series, which teaches reading comprehension through graded reading passages. Each unit includes vocabulary lessons, a reading passage, comprehension questions, writing practice, and other activities. The program uses illustrations and repetition of common words to help students build reading skills in a step-by-step manner. It includes student books, workbooks, audio files and teacher materials to support a comprehensive learning approach.
The document outlines Ken Symicek's philosophy and methods for teaching English to Vietnamese students. Some of his key methods include having students learn phrases instead of individual words, limiting direct grammar instruction and focusing on common differences between Vietnamese and English, ensuring students hear a high percentage of English in class through activities like role plays, and promoting slow and repetitive learning to deeply embed phrases and vocabulary. The goal is to help students communicate in English more naturally, easily, and confidently.
This document discusses resources for teaching and learning listening skills using information and communication technologies (ICT). It begins by explaining the importance of listening and outlines approaches like extensive and intensive listening. It then describes various ICT tools that can be used for extensive listening, including websites that provide news, stories and podcasts across different difficulty levels. The document also discusses principles of effective listening lessons, including pre, during and post listening activities. It provides examples of listening exercises and evaluates resources like EDpuzzle that allow instructors to insert questions and comments into online videos to enhance learning.
Hang Out is a coursebook designed specifically for young students of English by a team of experienced authors. Built around a CEFR-based curriculum, this seven-level comprehensive language program takes students gradually from producing simple phrases to complex sentences in a widening range of topic areas and situations. Also, this series allows students to prepare for the CEFR and YLE Tests. Through vivid illustrations, realistic readings, and engaging comics, students follow a family of characters in their daily lives, building their knowledge of high-frequency vocabulary, common grammar structures, and useful expressions.
Each unit of Hang Out includes conversations, stories, songs, chants, and activities to improve reading, writing, listening, and speaking skills. Filled with interesting characters, colorful illustrations, and a wide variety of engaging exercises, Hang Out is sure to grab the attention of young learners and help them improve rapidly.
Features
• Interesting characters and realistic contexts
• Engaging activities covering all four skill areas
• Systematic coverage of content from CEFR and common children’s tests of English proficiency
• Workbook and student’s app for extra practice in class or at home
• Teacher’s Guide with extensive classroom notes
• Interactive whiteboard with extra classroom activities to enhance learning
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Week 3 slide show esl and the new teacher march upload 101 free learning to...LeTourneau University
The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
The document outlines a lesson plan for teaching phrasal verbs to intermediate English language learners. The goal is for students to increase their vocabulary, specifically of phrasal verbs which are commonly used in oral language. Students will learn about the phrasal verb "cut" through videos, class discussions, group activities, and exercises practicing reading, writing and speaking using their new knowledge. Their understanding and use of phrasal verbs will be evaluated at the end of the lesson.
Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
Special considerations for teaching listening and speaking Module 2 Group 3 R...jonathankunz
Students are more willing to speak out when they feel included and safe in their learning environment. Teachers should represent all cultures and encourage collaboration to create a positive environment where each student's voice can be heard. Pronunciation is an important part of language learning but often overlooked; teachers need training to effectively teach pronunciation through approaches that start with suprasegmentals then segmentals. Slang, idioms, and colloquialisms are commonly used in everyday English but difficult for ESL students; keeping a vocabulary log can help students understand contextual meanings.
This document provides tips on how to improve English pronunciation. It explains that English is a stressed language where specific words are emphasized, unlike other languages where each syllable is given equal stress. It recommends learning rules about stress patterns, such as focusing stress on content words like nouns, verbs, adjectives rather than function words. It also suggests reading sentences aloud to practice stress and gliding over unstressed words. Main ideas are provided on how English pronunciation focuses on stressed syllables and quickly gliding over unstressed words between them.
This document discusses assessing listening and speaking skills in the primary ESL classroom. It introduces the topic of assessment and outlines the learning outcomes, which include being able to differentiate between teaching and testing, distinguish accuracy and fluency tests, and understand assessment strategies. The document discusses important principles for assessing listening and speaking like validity, reliability, practicality, and washback effect. It also defines what a test is and contrasts teaching versus testing, noting that tests assess previous learning while teaching prepares students for future learning.
This document discusses teaching listening and speaking skills to ESL students. It notes that listening skills take a lot of practice to develop and should be taught through gradual exercises that increase in length and difficulty over time. Students may feel frustrated at first since listening is difficult, but regular short exercises can help them improve. Speaking is also an important skill that requires contextualized practice opportunities for students to personalize language, build confidence, and learn appropriate social and organizational elements.
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
The document discusses two main issues in teaching grammar: teaching large multi-level classes and catering to different learning styles. Teaching large classes has benefits like ensuring interaction and exposure to diverse perspectives, but also challenges such as maintaining control and providing individualized instruction. There are also four different learning styles - concrete, analytical, communicative, and authority-oriented - and teachers should design lessons to accommodate different preferences for learning grammar inductively or deductively.
Scaffolding Learning in an Academic ESL Listening-Speaking ClassMarsha J. Chan
Transitioning from a general listening-speaking class to an academically-oriented one can be challenging. After introducing oral communication competencies for low-intermediate learners, the presenters will describe effective scaffolding techniques that help learners systematically build skills and confidence in a curriculum that highlights communicating on campus and listening to lectures.
By Marsha Chan and Ann Roemer
Top 8 Reasons for Poor Performance in EnglishMaybe Wanji
This document outlines 8 common reasons for poor performance in English language:
1) Negative notions that English is complicated and difficult which hinders effective learning.
2) Lack of relevance as the mother tongue dominates daily life.
3) Insufficient effort such as not practicing speaking, reading, or using English outside of class.
4) Low motivation to learn English long-term for exams or other goals.
5) Lack of confidence in speaking English due to embarrassment or shyness.
6) Inadequate or unqualified English teachers who are not language specialists.
7) Improper teaching methods focused on memorization rather than thinking.
8) Impacts of pronunciation and grammar differences
Communication skills listening and speaking skillsusmancp2611
The document discusses speaking and listening skills. It defines speaking as conveying information through spoken language and notes the importance of speaking skills for communicating effectively. Potential barriers to speaking mentioned include physical, perceptual, emotional, cultural, language, gender, and interpersonal factors. Effective speaking involves thinking before speaking, knowing the message and audience, using simple language, and sticking to time schedules. The document also defines listening as paying attention to sound and differentiates it from hearing. Barriers to listening are discussed, including environmental, linguistic, psychological, physiological, perceptual, content, and personal barriers. Techniques for effective listening include preparing to listen, avoiding prejudgments, being open-minded, giving feedback, and blocking out distractions.
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
This document discusses different approaches to teaching grammar. It proposes a three-dimensional grammar framework that considers the form, meaning, and use of grammatical structures. It also discusses the challenges students face in learning grammar and emphasizes the importance of understanding students' learning processes. Effective grammar teaching involves enabling students to use structures accurately, meaningfully, and appropriately. Both form-focused and communicative approaches are recommended, along with examples of output activities and the role of feedback.
TPCK: Use of ICT to teach/improve the speaking of Englishpaula hodgson
1. The document discusses using information and communication technologies (ICT) to improve English speaking skills through blended learning approaches.
2. It outlines several technology-mediated speaking activities, such as voice conferencing, video conferencing, and using audio/video tools to practice pronunciation and record discussions.
3. Developing speaking competence involves accuracy, fluency, appropriateness, cohesion, coherence, and interaction strategies. Authentic, creative, and functional speaking activities are recommended both in and after class.
The document discusses various topics related to teaching grammar, including:
1. Different types of grammar such as prescriptive, descriptive, and pedagogical grammars.
2. Approaches to teaching grammar such as PPP, inductive, and deductive methods.
3. Suggestions for teaching grammar effectively, including providing context and connecting grammar to communicative activities.
4. The importance of teaching form, meaning, and use of grammar structures.
This document discusses theories and approaches to teaching listening and speaking skills. It covers the evolution of how listening and speaking are taught, from mastery of skills to a more communicative approach. For listening, it describes bottom-up and top-down processing, as well as strategies for noticing and restructuring language. For speaking, it outlines conversational routines, functions of speaking as interaction, transaction, or performance, and implications for teaching different speaking skills. The challenges of developing fluency, accuracy and appropriateness are also addressed.
Introduction to grammar & Approaches in teaching grammarConstance Chee
The document discusses various approaches to teaching grammar to young English language learners, including using grammar in context rather than in isolation, using the M-U-F (meaning, use, form) framework to introduce new grammar points meaningfully, and integrating grammar instruction with the teaching of other language skills like reading, listening, speaking and writing. It also compares descriptive and prescriptive grammar as well as covert and overt approaches to teaching grammar.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
The document discusses factors that affect English speaking skills. It identifies 6 key factors: 1) listening comprehension, emphasizing the importance of listening without subtitles and practicing paraphrasing; 2) grammatical accuracy, with examples of common mistakes; 3) pronunciation, noting English is not phonetic and providing tips; 4) accent neutralization through studying vowel/consonant sounds; 5) vocabulary, explaining commonly misused words; and 6) providing answers appropriate to the questions asked. The document stresses the importance of mastering these various factors to be considered a good English speaker.
Problems and solutions in learning EnglishHương Lim
This document summarizes the minutes from an English discussion group. It identifies the main difficulties group members experienced in learning English as lack of motivation, inconsistent teaching methods, and lack of practice opportunities. It then outlines challenges and solutions for improving grammar, listening, speaking, reading, and writing skills. For each area, it lists 3 common difficulties and proposes 3 solutions, such as practicing pronunciation daily, reading various materials in English, and recording writing exercises. The conclusion states that overcoming challenges through passion, habit-formation, and effective study methods can help learn English more effectively.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
ICT-Based Resources for Learning and Teaching ListeningIPBABUNY
This document discusses resources for teaching and learning listening skills using information and communication technologies (ICT). It begins by explaining the importance of listening and outlines extensive and intensive listening approaches. It then describes bottom-up and top-down listening processes and the three stages of a listening lesson: pre-listening, while-listening, and post-listening. A variety of online resources for extensive listening are provided, including BBC Learning English, Beeoais, and VOA Learning English. The document also discusses podcast resources and tools for creating listening exercises. Finally, it examines a study on using the online platform EDpuzzle to enhance learning from video clips.
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.
This document discusses special considerations for teaching listening and speaking skills to English language learners. It addresses what makes listening difficult, such as speaker speed and complexity of content. It recommends choosing age-appropriate content and adjusting speech speed. It also stresses the importance of understanding for learning and maintaining student interest. The document provides examples of teaching methods to improve listening, such as having students summarize podcasts or discuss movie plots with partners. It notes that speaking can be difficult for students to assess their own progress in and recommends keeping students motivated through praise and meaningful speaking tasks. The document outlines different functions of speaking, such as social interaction, information exchange, and formal presentations.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
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.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides guidance on developing students' listening strategies, selecting appropriate top-down and bottom-up strategies for tasks, and incorporating comprehension checks. Examples of potential authentic listening activities and resources are also presented, including videos, audio recordings, websites and music. The goal is to help students function in real-life communication situations in the target language.
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016hamoud aziz ladjadj
Micro-teaching is a technique used for teacher training. It involves teaching a short lesson (usually 5-10 minutes) to a small group of peers. Some key points about micro-teaching:
- It allows student teachers to practice teaching techniques on a small scale before doing it with real students. This helps build confidence.
- The short time frame forces student teachers to plan their lesson carefully and focus on key elements like objectives, methodology and timing.
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- It is less stressful than doing a full lesson since the class is small. Mistakes can be made and learned from in a low stakes environment
The document provides guidance on teaching speaking skills to English language learners. It defines speaking and discusses considerations for teaching it, such as focusing on fluency and providing meaningful contexts. It also outlines elements of successful speaking activities, such as integrating skills and providing appropriate input. Mistakes teacher make include not preparing students adequately and focusing too much on accuracy over fluency. The document emphasizes creating a low-pressure environment to encourage student speaking practice.
To speak or not to speak... That is the question!Ester Boldú
This document provides guidance on teaching speaking skills to English language learners. It begins with definitions of speaking and teaching speaking. Speaking is the primary mode of communication, and teaching speaking involves helping learners use appropriate words, sentences, and social language. The document outlines elements of successful speaking activities, such as providing input and integrating skills. It also discusses the teacher's role in increasing learner participation and types of activities that can enhance fluency, such as games, role-plays, and interviews. The document concludes with advice on resources for teachers and strategies for improving students' conversation and pronunciation skills.
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.
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
Speaking English is usually considered for the students as an ability very difficult to learn and practice at school. In the EFL class they prefer to use their L1 to interact with their teacher and classmates.
For this reason, this action research is focused on the increase of the communication between the students and the teacher in English in a Chilean school with students at the age of 11 years old.
The results showed that one of the most important factor is the lack of confidence, practice and knowledge of this vocabulary.
Giving them the tools and creating an eye-catching project with the students is possible to change this situation and make a change in the life of your students learning a new language.
Background to language teaching methodologysilbaumar
This document discusses various approaches to teaching second languages. It notes that purely using one methodology is not best, and that an eclectic approach combining elements of different methods seems most effective. Some key methods mentioned include grammar translation, audio-lingualism, and task-based learning. The document also addresses making mistakes, teaching different age groups, focusing on students, dealing with mixed-ability classes, and the importance of motivation.
This document provides an introduction to a research study on using advertisement video to teach speaking skills to 11th grade students. It discusses the importance of language and communication, and defines key terms like effectiveness, medium, audio-visual media, speaking, and advertisement. The study aims to determine the effectiveness of using advertisement video to help students practice speaking as advertisers. It is being conducted with 11th grade students at SMA N 1 Pegandon Kendal school during the 2011-2012 academic year. The document outlines the background of the study, research question, objectives, limitations, and significance. It also provides a literature review of concepts relevant to the research.
The document provides a scheme of work for teaching phonics to Year 1 students in primary school. It includes a glossary defining key terms from the Year 1 curriculum framework, strategies for differentiating instruction for different students, and ideas for formative assessment. The scheme of work then lists learning standards and objectives, instructional materials, and suggestions for lessons organized by week focusing on particular phonics sounds and themes. It also identifies complementary standards from reading to reinforce phonics.
The document provides guidance on strategies for teaching listening skills. It discusses the importance of listening and outlines a three-stage approach for listening lessons: before, during, and after listening. The pre-listening stage prepares students with activities to build background knowledge and vocabulary. The while-listening stage focuses on comprehension with activities like note-taking. The post-listening stage allows students to respond to and analyze the content. A variety of activities are suggested for each stage, including questioning, mapping, and integrating other skills.
1. The document discusses teaching English, including challenges and strategies. It mentions the benefits of an inductive approach over deductive, focusing on meaning first and empowering student problem-solving.
2. Effective English lessons should provide clear context, purpose for grammar, frequent exposure to patterns, and require student communication. Lessons move from comprehension to production.
3. When planning lessons, the author recommends including a warm-up activity to build engagement, such as a game lasting 15 minutes, before explicitly teaching grammar.
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Special considerations in listening and speaking (GROUP3)
1. Special Considerations in Listening and Speaking #. GROUP 3 So, YunJoung Lee, Ju Hyun Ryu, YeonJoo Lee, JiYeon You, Kyoung Course Number Title EESL542D Listening and Speaking in TESOL
2. Table of Contents 1. A variety of teaching resources in Listening 2. Various environment for listening. 2 [SPECIAL CONSIDERATIONS IN LISTENING] p. 5 ~ 9 •••••••••••••••••••• p. 10 ~ 14 •••••••••••••••••••••••••••••••••• 3. Offering various testing methods p. 15 ~ 19 •••••••••••••••••••••••••••••••••• [SPECIAL CONSIDERATIONS IN SPEAKING] 1. Offering comfortable learning environment p. 21 ~ 22 ••••••••••••••••••• 2. Reinforcing student-centered instruction p. 23 ~ 25 •••••••••••••••••••••••• 3. Focusing on communicative competency p. 26 ~ 27 •••••••••••••••••••••••• 4. Having confidence in teaching p. 28 ~ 31 •••••••••••••••••••••••••••••••••••••
3. Let us start off by introducing ourselves 3 ▶ GROUP #3 LEADER Hello, everyone We are group #3. Please listen carefully! Are you ready? LISTENING SPEAKING Ji-yeon Lee Kyoung You Yeon-jooRyu Ju-hyun Lee Yun-joung So
4. SPECIAL CONSIDERATIONS IN LISTENING 1. A variety of teaching resources in Listening - By. Ji-yeon Lee 2. Various environment for listening. - By. Kyoung You 3. Offering various testing methods - By. Yeon-jooRyu
5. ■ Special Considerations in Listening by Jiyeon Lee 2. A variety of teaching resources in Listening ▶ Why important? -A number of guided listening techniques contain a host of subskills -More listening activities and materials enable learners to acquire excellent receptive skills. -A variety of listening materials develop students’ abilities to communicate fluently and accurately
6. ■ Special Considerations in Listening by Jiyeon Lee 2. A variety of teaching resources in Listening ▶Authentic Tasks and Teaching Resources Many kinds of activities and materials can follow up a listening task. Students can write, discuss, read, draw, or act out to be exposed to a Variety of tasks on a variety of topics for a variety of purposes. Types of activities and resources are: -Poems -open-ended sentences -Tongue twisters -jingles -Twenty questions -Pictionary
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10. Figure out the order in words in an utteranceOnce teachers can give some authentic tasks for students to do, the useful materials can be efficiently used in class.
11. ■ Special Considerations in Listening 2.Various environment for listening. by Kyoung A You ① Offering various ways of expression ② Offering various pronunciation ③ Making students use integrated senses 10
12. ■ Special Considerations in Listening 2. Various environment for listening. by Kyoung A You ① Offering various ways of expression ▶ Why important? Language can be expressed in diverse ways of the speakers depending on situations or how the speakers are feeling. ▶ Solution - Expressions which are same phrases can be used with a different meaning and in different situations. (sarcasm) - Variety of contents relating to situations using more realistic materials such as audio book, drama, and news casting should be provided to show diverse situations. 11
13. ■ Special Considerations in Listening 2. Various environment for listening. by Kyoung A You ② Offering variant pronunciation ▶ Why important? Listeners can understand the speaker according to the speakers’ intonation, speed, and accent. We can call this English variation. ▶ Solution - Need to expose many kinds of pronunciations such as telephoning with foreign English speakers so that chances to experience different kinds of accents are given. ( ex. video telephone with foreigners) - Furnish contents which are related to pronunciation from Europe, Asia etc and inform regional variations in pronunciation. ( e.g: Either aɪðə(r) ; |i:ðə(r) ) 12
14. ■ Special Considerations in Listening 2. Various environment for listening. by Kyoung A You ③ Making students use integrated senses ▶ Why important? Listening comprehension can’t be achieved when learners are keeping focused on listening separately. Listening is not just about hearing words, it is about recognizing the feeling of the speakers. Listening comprehension can be improved with various senses. ▶ Solution - Provide integrated practice using various senses. Listeners can understand exactness when they look at speaker’s facial expressions or the shape of the mouth. - Instruct useful gestures. Most people use many gestures when they speak. Listeners may guess what he/she says through the speaker’s gestures. 13
15. The teacher needs to consider explaining the situation and suggest solutions accordingly to what the situation is saying in different views. 14 ■ Special Considerations in Listening 2. Various environment for listening. by Kyoung A You
16. ■ Special Considerations in Listening 3. Offering various testing methods by Yeon-jooRyu ▶ Why important? Forms of assessing listening ability in Korea • Single-answer type multiple choice questions • Giving questions before listening • Listening and speaking ability are evaluated separately • depending on audio system only There is a huge gap between their listening test score and actual ability to listen and comprehend in a real conversation setting. They selectively listen for the purpose of earning a high Score. Students don’t want to listen to understand the overall context of the conversation. Students feel that listening is boring and tedious. 15
17. ■ Special Considerations in Listening 3.Offering various testing methods by Yeon-jooRyu ▶ Listening Tests Should … Make students listen in the whole conversational context voluntarily Give students interest and fun Be an authentic and accurate tool to evaluate students’ English ability Offer a similar conditions which approximate real communication circumstances Be the basis for improving their listening ability a stage further SOLUTION ? 16
18. ■ Special Considerations in Listening 3. Offering various testing methods by Yeon-jooRyu ▶ Solution ① Break away from assessments depending on only the audio system, and use video clips!! Main purposes How to 1. To give students interest and fun 1. Show the short clips from a movie or sitcom. (They havemany hesitations, reduced forms and fillers like real conversation) 2. To make a similar conditions which approximate real communication circumstances as closely as possible 2. Then, give students question as follows : ex.Why does Tom say this : Uh-huh. That’s interesting. (In order to choose the right answer, students must understand the overall context of the conversation 3. To make students more concentrate on the conversational context 17
19. ■ Special Considerations in Listening 3.Offering various testing methods by Yeon-jooRyu ▶ Solution② Ask student about whole context than specific information Main purposes How to 1. To narrow the gap between their score and listening ability in real conversation circumstance 1. Offer questions which have multiple answers, not a single answer 2. To prevent students from selective listening just for getting good scores. 2. Give questions after listening 3. When you need questions about specific information of conversation, notice students that there will be one more chance to listen again. 3. To evaluate students’ ability to understand communication precisely 18
20. ■ Special Considerations in Listening 3. Offering various testing methods by Yeon-jooRyu ▶ Solution ③ Offer a different style assessment depending on individual listening ability To evaluate students’listening ability effectively according to their level and offer a customized teaching (Listening ability has different aspects according to stages of improvement) Main purposes Tips for testing of beginning Level 1. Use of visual materials , not only audio 2. Cloze test of content words, not function words 3. Drawing something according to the audio direction 4. Choosing right destination on the map after listening audio guide Tips for testing of intermediate Level 1. Use the audio including reduced forms, fillers and static. (ex : recordings of real conversations or presentations by celebrities) 2. Cloze test of function words as well as content words 3. Questions about both specific information and contextual situation 19
21. SPECIAL CONSIDERATIONS IN SPEAKING 1.Offering comfortable learning environment 2.Reinforcing student-centered instruction - By. Ju-hyun Lee 3. Focusing on communicative competency 4. Having confidence in teaching - By. Yun-joung So
22. ■ Special Considerations in Speaking 1.Offering comfortable learning environment by Juhyun Lee ▶ Why important? ① EFL students tend to have low self-confidence because of peer-pressure and it can let them have few chances to practice speaking. Eventually, it would make it difficult to develop speaking ability. ② Comfortable learning environment enables EFLstudents to practice speaking more frequently. A teacher observes and corrects students’ speaking while they are doing this. This process makes students speaking ability increased more quickly and it lets student-centered instruction possible due to the observation of each student’s speaking. 21
23. ■ Special Considerations in Speaking 1.Offering comfortable learning environment by Juhyun Lee ▶ Solutions ① EFL students feel very pressured if they are in one class with different levels of peer group. Therefore, it is important to construct level-classified class to lower peer-pressure. It could allow them to have more self-confidence and to practice speaking more freely. ② It is essential to reinforce task-based instruction for EFL students to participate in learning activities more actively. Doing the given tasks, students naturally can ease the tension and pressure on speaking. 22
24. ■ Special Considerations in Speaking by Juhyun Lee 2. Reinforcing student-centered instruction ▶ Why important? ① Each EFL student has different learning speed in language acquisition. ② Every EFL student has different learning style. ③ EFL students have difficulty increasing their communicative competence in teacher-centered instruction. ④ Student-centered instruction lets students have more interest and self-confidence in language acquisition and it enables them to autonomy in speaking learning. 23
25. ■ Special Considerations in Speaking 2.Reinforcing student-centered instruction by Juhyun Lee ▶ Solutions ① Diversification of learning materials : For example, a multimedia would be a very effective learning materials to learn a language since it includes text, graphics, audio, video, and more. Seeing, hearing, and speaking English through use of multimedia, EFL students are able to recognize the difference between “live” and written English. By listening to pop songs with lyrics and watching American TV series or movies with subtitles, they can actually acquire English expressions and pronunciation, and they can get used to American culture naturally. 24
26. ■ Special Considerations in Speaking by Juhyun Lee 2.Reinforcing student-centered instruction ▶ Solutions ② Teacher’s continuous observation and error-correction on students’ speaking : While students are practicing speaking, teacher should observe the spoken language and give a correction on students’ speaking errors. It’s because feedback is a crucial element in student-centered instruction. ③ Reinforcement of task-based instruction : Taking part in learning activities, EFL students focus on the given tasks and ease off the pressure on speaking. Naturally, they can develop their speaking ability. 25
27. ■ Special Considerations in Speaking 3. Focusing on communicative competency by Yunjoung So English education including speaking is too much focused on the tests for grade.
28. ■ Special Considerations in Speaking 3. Focusing on communicative competency by Yunjoung So ▶Solutions Focusing on communicative competency ① Teachers make students regard English speaking as an oral interaction and communicative competence not as a test subject. ② Teachers offer friendly English-speaking environment to students. ③ Teachers encourage students to speak out for real communication despite limited proficiency of students.
29. ■ Special Considerations in Speaking 4. Having confidence in teaching by Yunjoung So Many teachers are afraid to make mistakes while speaking in English in class which makes them less confident in teaching.
30. ■ Special Considerations in Speaking 4. Having confidence in teaching by Yunjoung So ▶Solutions ① Teachers try to feel free to speak in English in front of their students without burden on making mistakes. ② Teachers teach students that nobody is perfect and nobody knows everything in speaking second language. ③ Teachers tell students non-native usage as well as native usage both can serve as models for speaking.
31. ■ Special Considerations in Speaking 4. Having confidence in teaching by Yunjoung So Enjoy Speaking! Speaking has always been a major focus in language teaching. However, both the nature of speaking skills and approaches have undergone many changes. Teachers can help students improve speaking ability, providing them solutions for difficulties.