Teaching vocabulary
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This document discusses strategies for teaching vocabulary. It recommends checking textbook pages on respect and discrimination and sharing ideas. It then outlines a series of speaking activities to discuss useful language. Next, it discusses how to help students in their learning through fostering autonomy, promoting higher-order thinking, and raising awareness of learning strategies. Some vocabulary teaching strategies proposed include teaching word meanings, forms, parts, usage, frequency, and providing opportunities for students to organize and review vocabulary through varied activities and materials.
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Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
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The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically:
1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.
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The document discusses key aspects of teaching speaking skills, including defining speaking as both applying grammatical rules and knowing when and how to use language in social contexts, and identifying the components of communicative competence, such as linguistic competence involving vocabulary and grammar, sociolinguistic competence involving appropriate language use, and strategic competence involving compensating for weaknesses. It also provides examples of language functions and expressions used in conversations.
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This document provides guidance for teachers on how to improve students' speaking skills. It discusses the importance of speaking, challenges in Greece, and strategies teachers can use. Some key points:
1) Speaking is the most important language skill but often lags in Greece due to a focus on grammar and exams. Teachers must help skills like grammar and vocabulary come together seamlessly for speaking.
2) Teachers are encouraged to do math to ensure adequate class time for speaking practices like pair work and group work. Speaking should be integrated across subjects.
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Freer Speaking Activities
This document provides information and suggestions for teaching speaking skills through freer speaking activities. It begins by stating the aims of reminding teachers about speaking as a skill, a range of freer speaking activities, and how to develop student fluency. It then distinguishes between speaking as a skill versus language practice, and lists common speaking skills. The document outlines stages for freer speaking activities and provides examples of discussion questions, topics, and language for interrupting. It concludes with contact information for the author.
Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
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This document discusses techniques for teaching speaking to students. It outlines three components of speaking instruction: mechanical practice focusing on sounds, verbs, and grammar; meaningful oral work like greetings and complaints; and free oral production. It also provides procedures for speaking activities, such as dividing students into groups, assigning topics, allowing time for discussion, and providing feedback. Some techniques mentioned include dialogues, interviews, role-plays, problem-solving activities, and debates. The overall goal is to help students speak English fluently, correctly, accurately, and adequately.
HD How to teach speaking
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
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1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development.
2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students.
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1) Speaking is the most important language skill but often lags in Greece due to a focus on grammar and exams. Teachers must help skills like grammar and vocabulary come together seamlessly for speaking.
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This document provides information and suggestions for teaching speaking skills through freer speaking activities. It begins by stating the aims of reminding teachers about speaking as a skill, a range of freer speaking activities, and how to develop student fluency. It then distinguishes between speaking as a skill versus language practice, and lists common speaking skills. The document outlines stages for freer speaking activities and provides examples of discussion questions, topics, and language for interrupting. It concludes with contact information for the author.
Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
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This document discusses techniques for teaching speaking to students. It outlines three components of speaking instruction: mechanical practice focusing on sounds, verbs, and grammar; meaningful oral work like greetings and complaints; and free oral production. It also provides procedures for speaking activities, such as dividing students into groups, assigning topics, allowing time for discussion, and providing feedback. Some techniques mentioned include dialogues, interviews, role-plays, problem-solving activities, and debates. The overall goal is to help students speak English fluently, correctly, accurately, and adequately.
HD How to teach speaking
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This document summarizes Eddie Sobenes' lecture on teaching speaking. Some key points include:
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- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
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This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
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- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
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The workshop will help participants 1) develop an understanding of Web 2.0 tools and Literacy 2.0, and 2) increase understanding of effective literacy instruction components in order to 3) plan ways to incorporate Web 2.0 tools in their classrooms to boost literacy learning.
P7techniqs teach pronun
The document provides a long list of techniques for teaching various aspects of pronunciation, including individual sounds, stress, rhythm, intonation, contractions, and cultural communication styles. Some example techniques are backward buildup, bingo, brainstorming, categorizing, chain stories, dialogues, exaggeration, identification, information gap, minimal pairs, pictures, rhyming words, rules, tapping, questionnaires, directions and instructions, identification of questions/statements/lists, dictation, gap fill, and pictorial representations like Sammy diagrams. It also lists questions to discuss cultural differences in speech habits, body language, eye contact, facial expressions, gestures, posture, physical distance, and touching. The overall purpose is to suggest a
Developing Listening
1. The document discusses what makes listening difficult for language learners, including clustering information, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, stress/rhythm/intonation, and interaction.
2. It provides principles for designing listening techniques, such as using intrinsically motivating and authentic materials tailored to students' abilities.
3. Techniques should check comprehension in various ways and encourage the development of listening strategies like predicting meaning from context.
Special consideration team3
This document discusses considerations for teaching listening and speaking skills in English. For listening, it discusses how clustering, or breaking down speech into chunks, can make listening difficult for learners. It suggests ways for teachers to help students recognize clusters. For speaking, it defines authentic assessment as real-world tasks that apply skills and knowledge. Examples of authentic speaking assessments are provided, along with tips for implementing them. The document also discusses the stress-timed rhythm of English and techniques teachers can use to help students understand and practice word stress and rhythm.
Professional Development: helping teachers and students learn
This document discusses the importance of professional development for language teachers. It defines professional development as continuing to develop one's skills throughout their career, as simply gaining experience through years of teaching does not necessarily lead to improvement. The document outlines several important areas of professional development, including obtaining language certificates, teaching certificates, engaging in reflection on one's lessons, attending conferences, and staying informed by reading literature in the field. It also discusses the benefits of activities like keeping a teaching journal, participating in peer observations, and getting involved in teacher associations. Overall, the document emphasizes that professional development is vital for maintaining enthusiasm and engagement in teaching to avoid burnout.
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Motivation updated sep 18
Motivation is about creating the need to learn in students and avoiding frustration. It is important not just that every child is taught, but that every child wants to learn. A wise quote reminds us that the desire to learn is more important than being taught alone.
Session 1 + 2 +3 (1)
This TEFL course summary provides information about the course components and structure in 3 sentences:
The TEFL course consists of approximately 200 hours total, including 75 hours of input units, 40-45 hours of self-study, and 60 hours of teaching practice, planning, observation, and assessment. Input units cover compulsory and optional sessions on TEFL methods and approaches. Students complete assignments, teach lessons, write lesson plans, do observations, and compile a portfolio to meet the course requirements.
Presentación tesol 2010
This document discusses strategies for developing higher-order thinking skills in language learners. It begins by outlining different learning styles and language learning strategies. It then discusses how teachers can foster autonomy, responsibility, and learning strategies in students. Various methods are presented for teaching learning strategies, promoting higher-order thinking, and developing metacognitive skills. Bloom's Taxonomy is referenced as a tool for categorizing cognitive skills from lower to higher order. The importance of higher-order thinking for real-world application is emphasized.
Motivation
Motivation is about creating the desire to learn in students while avoiding frustration. It is important not just that every student is taught, but that every student wants to learn. A key thinker noted that the real goal is giving every child the wish to learn.
Session 9 av 8gi
This document provides icebreaker and warm-up activities for a language learning session, including find someone who games, drawing and revealing pictures, film charades, and solo reading games. The activities are designed to get participants speaking, listening, reading and moving to warm up their language skills in a fun and engaging way before the main session.
Vocabulary
The document discusses different techniques for presenting and teaching new vocabulary to language learners. It lists techniques such as definition, description, examples, illustrations, demonstrations, context, synonyms, antonyms, and translations. It asks the reader to consider which techniques are best suited to specific language items or learner types. It also prompts planning a vocabulary lesson and discussing the use of dictionaries and games.
Vocabulary
The document discusses different techniques for presenting and teaching new vocabulary to language learners. It lists techniques such as definition, description, examples, illustrations, demonstrations, context, synonyms, antonyms, and translations. It asks the reader to consider which techniques are best suited to specific language items or learner types. It also prompts planning a vocabulary lesson and discussing the use of dictionaries and games.
Week 1
The TEFL course consists of approximately 180 hours including compulsory input units, self-study, and 60 hours of teaching practice with assessment through assignments, lesson plans, observation forms, and a portfolio. Course tutors include Mary Kay Maas, Gill Brownlow, Chris Evenden, and Stephanie Bianco who will provide input on methods and approaches, learner characteristics, and the roles of teachers.
Session 1 + 2 +3
This document provides information about a 145-hour TEFL certification course that will be held in October 2011. It includes:
1. Details about the course tutors and their contact information.
2. An overview of the course structure, which includes input units, self-study, and teaching practice components totaling a minimum of 145 hours.
3. Breakdowns of the input units (75 hours), self-study (45 hours), and teaching practice requirements, which involve classroom observation, lesson planning, teaching, and feedback.
4. Requirements for course assessment, which must be completed to pass the course.
Iwb + web360
This document discusses how technology plays a crucial role in modern teaching and learning. It emphasizes that while technology is not the most important aspect of teaching, interactive whiteboards can improve learning by helping students understand concepts and increase motivation. The document provides some examples of how interactive whiteboards can be used, such as showing video clips, presenting student work, and practicing vocabulary. It also recommends websites where teachers can find free interactive whiteboard resources.
Vocabulary 2
The document provides activities and exercises to consolidate vocabulary, including matching words, finding synonyms, writing definitions, and producing a crossword puzzle. It also includes lists of idioms, social issues to rank from most severe to least, possible measures to address social problems, and controversial issues for discussion. The purpose is to provide vocabulary consolidation activities through exercises that require analyzing, comparing, defining, and ranking different words, idioms, social issues and policies.
Motivation session 10 av 9gi
Motivation is important for learning. It is better to inspire children to want to learn rather than just teaching them. Teachers should create a need for learning and avoid causing frustration to motivate students.
Listening & speaking part 2
The document provides instructions for upcoming class activities, including reading about respect and discrimination, discussing conversational routines and styles of speaking, and categorizing sample speaking activities as interaction, transaction, or performance. Students are asked to think of ways to focus on language acquisition using tape scripts and bring ideas to the next class.
Listening & speaking part 1
The document provides guidance on listening strategies for language learners. It discusses applying different approaches depending on whether the goal is comprehension or acquisition. For comprehension, it recommends focusing on decoding language to derive meaning by listening for detail. For acquisition, it suggests utilizing background knowledge to listen for gist by making inferences. A variety of listening activities are presented that target different levels of processing from bottom-up to top-down. Learners are advised to consider the level of difficulty and choose activities accordingly to best meet their goals.
Pronunciation part 2
This document discusses various questions and issues related to teaching pronunciation to language learners. It addresses whether native-like pronunciation should be the goal, challenges of not having enough time, reasons why pronunciation is often neglected, differences between teaching children and adults, the ability to learn pronunciation over time, and whether non-native teachers can effectively teach pronunciation. It also provides examples of classroom activities and techniques that teachers can use to focus on fluency or accuracy in pronunciation.
Pronunciation part 1
The document discusses the importance of prosody - which includes rhythm, stress, intonation - in pronunciation and communicative effectiveness. It presents the "prosody pyramid" which shows the hierarchy of thought group, focus word, stress, and peak syllable. Several exercises are proposed to help learners improve their pronunciation through practicing prosody.
Bridging the gap part 2
The document discusses various aspects of developing language fluency versus complexity. It notes that opportunities for "restructuring" should be present to foster complexity when addressing language before, during, and after activities. It also discusses the importance of vocabulary range, natural speech patterns, and addressing fossilized errors to develop accuracy in addition to fluency. The goal is for learners to expand their competencies in various areas and become more well-rounded language users.
Bridging the gap part 1
1. The document outlines a course titled "Bridging the Gap CPR-Avilés 2011-2012" which will have 10 three-hour sessions to tackle both methodological and practical issues in language learning.
2. Participants will contribute written or oral presentations and collaborate on a bank of shared materials using a wiki space.
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Teaching vocabulary
- 1. NOW, SHALL WE FINISH THE SPEAKING AND LISTENING ACTIVITIES?
- 2. Let’s check the text on pages 166 & 167 and let’s share the materials/ ideas about the topic of respect and discrimination.
- 3. Now let’s do the Speaking Activities Discuss (P. 165) Useful language + discuss (P. 171 Ex 18 & 19) Useful language + discuss (P. 172 Ex 20a & b) Discuss (P. 172 Ex 21a) Exam Practice: Individual long turn (P. 173 Ex 26)
- 4. CORPUS
- 5. How do we help our students in their learning process? FOSTERING AUTONOMY AND RESPONSIBILITY PROMOTING HIGHER ORDER THINKING RAISING AWARENESS OF LEARNING STRATEGIES 5
- 6. Work individually and then share in groups. Write down 3 words you learnt in this course Any coincidences? Write down 3 expressions/ phrases you learnt in this course Any coincidences? Write down 3 concepts you learnt in this course Any coincidences?
- 7. Let’s focus on learning and teaching vocabulary.
- 8. Interesting data 0 1000 2000 3000 4000 5000 6000 Written Writen Spoken Nº of most frequent words a learner knows Nº of words a learner can understand in an average text
- 9. Corpus Frequency: Which words and expressions are most frequent and which are rare Differences in speaking and writing: Which vocabulary is more often spoken and which is more often written Contexts of use: The situations in which people use certain vocabulary Collocation: Which words are often used together Grammatical patterns: How words and grammar combine to form patterns Strategic use of vocabulary: Which words and expressions are used to organize and manage discourse
- 10. What do we need to teach about vocabulary? The meaning(s) of the word Its spoken and written forms What “word parts” it has (e.g., any prefix, suffix, and “root” form) Its grammatical behaviour (e.g., its word class, typical grammatical patterns it occurs in) Its collocations Its register What associations it has (e.g., words that are similar or opposite in meaning) What connotations it has Its frequency
- 12. FOCUS ON VOCABULARY: N…ing Which words should be learnt What each item is, i.e.:a word, a phrase, a collocation What its purpose is: active use or passive recognition
- 13. OFFER VARIETY Pictures Sounds Stories Conversations Webpages Questionnaires News reports ………………….. “Materials should achieve impact” (Tomlinson,1998) Offering variety means catering for different learning styles
- 14. Repeat & Recycle Most reseachers agree that: Repeating aloud helps more than silently Having to retrieve a word is more effective than exposure From 5 to 20 encounters may be necessary Therefore: Review vocabulary as often as possible in activities that have students actively recall words and produce them rather than merely see or hear them.
- 15. Provide opportunities to organise vocabulary Real-world group Language-based group Personalised groups Any other?
- 16. Tips: Make vocabulary learning personal, but be aware of the learners’ age Don’t overload them Help learners become independent: Vocabulary notebooks Research tools Everyday usage
- 17. We need to help students understand that learning is a gradual process that takes place in small, manageable increments over time, and to encourage them to seek additional information on their own, personalizing the learning experience and tailoring it to their own specific needs.
- 18. You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. ~Clay P. Bedford