1) The document outlines 10 speaking activities for an English language classroom including discussions, role plays, guessing games, and tongue twisters.
2) It also provides examples of accuracy-focused and fluency-focused classroom speaking activities as well as websites with additional resources like discussions questions, crossword puzzles, and rubrics for evaluating student speaking.
3) The activities aim to integrate skills like reading, writing, and listening while practicing grammar, vocabulary, and pronunciation.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
Mind Maps are a great tool to improve fluency. They prepare and scaffold both ideas and language. You'll find plenty of recipe-style activities in this article.
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
Ideas about ELT (English Language Teaching) come and go like the tides. In this slideshow I’ll give a crab’s eye underview of these issues from my corner of the rockpool. Take a look and be an anemone, filtering the water and feeding on any tiny organic particles you can find. Feel free to wave a tentacle and muddy the water.
ROLO: Reformulate Output Lightly but Often (slideshow version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a short slideshow with my ROLO ideas. On this site there is also a longer article posted as a PDF.
'Can I just interrupt for a moment?' / 'I'm sorry, I didn't catch that'.
These are key phrases for communication skills. BE is full of them. They need revision if students are to remember and use them.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
Mind Maps are a great tool to improve fluency. They prepare and scaffold both ideas and language. You'll find plenty of recipe-style activities in this article.
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
Ideas about ELT (English Language Teaching) come and go like the tides. In this slideshow I’ll give a crab’s eye underview of these issues from my corner of the rockpool. Take a look and be an anemone, filtering the water and feeding on any tiny organic particles you can find. Feel free to wave a tentacle and muddy the water.
ROLO: Reformulate Output Lightly but Often (slideshow version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a short slideshow with my ROLO ideas. On this site there is also a longer article posted as a PDF.
'Can I just interrupt for a moment?' / 'I'm sorry, I didn't catch that'.
These are key phrases for communication skills. BE is full of them. They need revision if students are to remember and use them.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. SPEAKING IN THE CLASSROOM A TESOL ITALY SEMINAR
ACTIVITY 1
Task 1: Read the following statements and put a tick in the column that best represents
your opinion.
totally partially partially totally
agree agree disagree disagree
1 Being able to speak fluently in English is important.
2 Being able to speak correctly in English is important.
3 Students enjoy speaking to their classmates in English.
4 Students want to be corrected when they speak.
5 Speaking activities pose classroom management problems.
6 Classroom speaking activities can easily integrate reading,
writing, and listening skills.
7 Classroom speaking activities can easily integrate grammar
and vocabulary learning.
Task 2: Decide which statement is most significant for you and tell your partner what you
decided and why.
-----------------------------------------------------------------
ACTIVITY 2 Inside Outside Circle
Instructions
- Find a partner. Join the circle. One of you is in the outer circle and one in the inner circle.
- Read your question together and make sure you understand it.
- The dance begins
- Every student in the inner circle will now move to the left - a new partner. The students in
the outer circle remain in place.
- Ask your new partner your question. Your partner must spend one minute answering the
question; now you must spend 1 minute answering your partner’s question. Take a few
notes of the answers you get.
- Then every student in the inner circle moves to the left again and the procedure is
repeated.
- The procedure is repeated until you reach your original partner. Share the information
you have gathered and prepare to report to the group on the most significant information.
1 Tell me about the last time you went shopping for new clothes.
2 What did you do in your free time when you were a teenager?
3 What can you tell me about your name?
4 Describe your favorite pasta dish?
Beth Ann Boyle 1
Letizia Corbucci
February 16, 2009
2. SPEAKING IN THE CLASSROOM A TESOL ITALY SEMINAR
ACTIVITY 3 Insistence Questions
(Simple questions to provoke thinking and talking)
Have a volunteer ask you the same question, eg. Where do you live? You give as many
truthful answers as you can, eg. In Poland. In Sopot. About three minutes from the beach.
Near a park. In a house with 10 rooms.
Ask the students to work in pairs. Student A repeatedly asks: Where do you live? Student
B gives between 10 and 20 different answers. Then ask the pairs to switch roles.
Students change partners and this time you change the question: What do you do in your
everyday life? You can continue the activity with as many questions as you like, such as:
What are you good at doing?; What do you believe in?; Who are you? - and so on,
according to age, level and time.
(Rinvolucri, M.; Baker, J.)
ACTIVITY 4 Linking ideas
(Conjunctions enrich thinking)
Ask a student to work with you and demonstrate the activity to the class. The student
thinks of something he/she really likes doing and is prepared to talk about.
Ask the others to write everything the volunteer says.
You (teacher): Tell me something you really like doing.
Student: I really like XX
You: You really like XX and…?
You: Why do you like it?
Student: It relaxes me. I go into a different world when I XX.
You: You go into a different world when you XX and…?
Student: and I forget all my worries…
And so on…
Have the students experiment with other connecters, for example: but, whenever, because,
and then, so, however, yet; according to age, level and time.
(Rinvolucri, M.; Baker, J.)
ACTIVITY 5 What Evidence?
(evaluating information, giving reasons)
Each team receives a copy of the handout (see ppt). The students now have to discuss
what evidence each of them would accept as regards the truth of each statement. They
should not discuss whether they believe that a statement is true but what evidence would
convince them. If students cannot agree on acceptable proof they should note down the
different opinions. At the end, each group reports to the class.
(Kippel F.)
ACTIVITY 6 Tongue twisters
(Use your memory and fluency)
Write a tongue twister on the board and read it with the students slowly at first, then
faster. Make sure students pronunciation is acceptable. If you want, after a while you can
erase a word or two to see if they can remember it correctly. Every time you erase a word
you should replace the word with a line, i.e. “Shy Shelly ____ she shall ___ sheets”.
Continue until the whole TT is erased.
- Give papa a cup of proper coffee in a
Eg. - A noisy noise annoys an oyster.
copper coffee cup.
- Shy Shelly says she shall sew sheets.
- Three free throws.
Beth Ann Boyle 2
Letizia Corbucci
February 16, 2009
3. SPEAKING IN THE CLASSROOM A TESOL ITALY SEMINAR
ACTIVITY 7 Joining words
Show where you can join a word ending with a consonant sound to a word starting with a
vowel sound using this symbol: then listen and practice the poem.
There was an old man called Greg,
Who tried to break open an egg.
He kicked it around,
But fell on the ground,
And found that he’d broken a leg.
(Hancock M)
ACTIVITY 8 Find the Differences
This is a well-known but always useful activity.
Students work in pairs. One student gets
picture A; the other gets picture B. Without
looking at their partner’s picture, the students
must find the differences in the picture.
(Ur P)
ACTIVITY 9 Guessing answers
Pair/Group work or teacher controlled activity
Ask your students to draw their own star.
Ask each person to write answers inside each space
and then ask the students to guess (in groups or in
pairs) what the questions could be. red
Variation: Write some answers on the blackboard.
Ask your students to guess what the questions
could be. This activity focuses on the content of the
answers and students don’t necessarily care about
the mistakes they make as long as they guess what
the question is. Adapt it to the level of your students.
Focus on grammar, vocabulary, tenses, etc.
Beth Ann Boyle 3
Letizia Corbucci
February 16, 2009
4. SPEAKING IN THE CLASSROOM A TESOL ITALY SEMINAR
ACTIVITY 10 (groups of five – group roles: secretary, spokesperson, “3 thinkers”).
Instructions
Thinkers: discuss 1) which activities from the list you could do with your classes, 2) if and
how you could evaluate your students’ performance, 3) and then which grids could be
used and in what situation.
Secretary: Listen to the discussion and take notes for the spokesperson to use.
Spokesperson: Prepare (with the secretary) to report on the discussion content.
ACCURACY-BASED ACTIVITIES FLUENCY-BASED ACTIVITIES
Aim: Aim:
'accurate', i.e. clear, articulate, 'fluent', i.e. flowing, natural
grammatically and phonologically language
correct language
Activities: Activities:
question-answer drills skits/role plays/simulations
substitution drills discussions / pyramid discussion
chain drills debates - e.g. balloon debate
elicited dialogues negotiations / meetings
split dialogues storytelling / anecdotes / jokes
information gap activities - e.g. find project work/ presentations
someone who* ranking activities
games - e.g. guessing games, sentence modification
anyone who .. interviews
pronunciation games - etc. games - e.g. 'talk for a minute'
personalized activities - e.g. personalized activities - e.g.
sentence completion sentence completion,
questionnaires and surveys questionnaires and surveys
--------------------------------------------------------------
WEBSITES
Some activities
http://bogglesworldesl.com/bank_roleplay.htm (role plays)
http://www.geocities.com/Athens/8136/tonguetwisters.html (tongue twisters)
http://www.esldiscussions.com/ (100 ready-to-go A/B discussion questions)
http://www.armoredpenguin.com/crossword/ (crossword puzzle generator)
http://www.eslgold.com/speaking/phrases.html (Conversation phrases/topics)
http://www.ltscotland.org.uk/5to14/resources/illustrations/index.asp (drawings and photos)
http://www.weac.org/Multimedia/cartoons.aspx (cartoons)
http://www.eslflow.com/speakingandcommunicativeicebreakeractivities.html (activities)
Some rubrics
http://www.eslgo.com/resources/sa/oral_evaluation.html
http://teach-nology.com/web_tools/rubrics/oralex/
http://www.necc.mass.edu/deved/pdf/ESLOralRatingForm.pdf
Beth Ann Boyle 4
Letizia Corbucci
February 16, 2009