Teaching speaking
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1) Speaking is an important part of learning English as it provides opportunities to practice real-life conversations in a safe classroom environment. 2) Teachers can use activities like information gaps and picture sequences to encourage students to describe things to each other without directly showing what they are describing. 3) These kinds of speaking activities help students practice using language fluently and provide feedback for teachers on students' language skills.
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****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
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(P) = Practice
(U) = Use “produce”
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The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on the topic of pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved their language skills and motivation. The biggest challenges were getting students to use structures instead of isolated words, and introducing more English routines. The student learned the importance of student confidence and relationships, competitive games, and providing context for learning. Going forward, they would focus more on structures and finish planned activities, and improve materials and technology use. The experience reinforced using engaging strategies tailored to student needs.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
Final reflection gieser leticia - secondary level - tpd
The student completed a secondary practicum to apply recently learned teaching strategies and methodology with teenagers. They found the experience positive overall, though realized some areas for improvement. The student engaged students through varied materials and activities, adapting to their developmental stage and interests. Feedback helped the student feel more confident in their performance. While challenging at first due to inexperience in this level, the student ultimately felt the experience helped them overcome fears and learn to teach more effectively at the secondary level.
Teaching speaking
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.
Barth journal writing-kindergarten (1)
- The document describes a teacher's journal entries from observing and teaching English classes in a Kindergarten classroom. In the first observation, the teacher notices that the Kindergarten teacher establishes routines, uses familiar concepts to engage students, encourages the use of English, and provides positive feedback. However, the teacher also uses the native language frequently.
- In her first teaching experience, the trainee is nervous but uses flashcards and gestures successfully to explain instructions in English without relying on the native language. She finds the experience enriching.
- In subsequent lessons, the trainee applies strategies learned from observing like ignoring disruptive students. She plans communicative activities but notes ways to improve, such as adding student-created elements
Reflexión Final - Primary Level
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
Tpd 2015 tielve - journal first period - checked
The trainee delivered their second lesson to a kindergarten class of 5 year olds. They used songs, a video activity, and an interaction with pictures to teach clothing vocabulary. Most strategies were effective, though some students misbehaved during one activity. The video especially engaged students and they participated actively. Overall the lesson went well and the students reacted positively to the activities. The trainee plans to continue using motivating techniques like songs and videos that encourage physical response.
Reflexión Final - Kindergarten Level
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Student Feedback
The student provided feedback for several courses taught by Cindy Pupo. For her Professional Communication Skills course, the student said the class greatly improved their communication skills, helped them feel more comfortable speaking publicly, and created a warm, welcoming environment. They also enjoyed the group activities despite initial reluctance. For her Leadership Theory and Ethical Practices course, the student said Cindy was able to clearly explain vague course material and relate it in ways students could understand, while the textbook was outdated. For her Management Foundations course, the student appreciated Cindy's industry understanding and helpful feedback to improve, as well as her use of real-life examples from experience.
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- 1. Teaching Speaking Hi, Mom I’m studying English and I like, my ices teacher told me: speaking is quite important, owing to; Hi, Darling, I’m happy speaking activities for you, and remember: provide rehearsal speaking tasks in which opportunities we can students try to use any or chances to practice real all of the languages they life speaking in the know provide feedback safety of the classroom. for both teacher and students
- 2. He also said to their students: we have You be able to use words opportunities to and phrases fluently activate the various without very much elements of language. conscious thought.
- 3. The last class, my teacher used “an information gap” my As you now, speaking best friend had a is only practice in real picture which they environment; in my must not to me, and he case, telling stories is started give good, you can use the instructions and information- gap, as kmb descriptions. you have said.
- 4. And the new groups have to work out what story the original Yeah, it is easy; each picture sequence told. group is given one of a For the story sequence of pictures, reconstruction to be the pictures are taken successful, they have to away. New groups are describe the pictures formed which consist they have seen, talk of one student from about them. each of the original groups.
- 5. Meeting and greeting is a good activity, by reason of, as students role-play a formal business social occasion where they meet a number of people and introduce themselves.