YKROK-Class Activities for Students
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With over 13 years of excellence in early childhood education, YKROK is India’s leading provider of high quality employer-sponsored preschool services, partnering strategic institutions and corporations.
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Social skills public speaking 1 - 8 components of a great speech
The document outlines an educational lesson plan that teaches students the 8 components of an effective speech: choosing an appropriate topic, communicating a clear purpose, using appropriate supporting material, having an organized structure, using appropriate language, varying vocal delivery, proper pronunciation and grammar, and physical behaviors that support the message. The lesson includes activities where students explore public speaking, learn about the 8 components, apply them by grading a sample speech, and reflect on what they learned.
Developing speaking activities
The document discusses developing classroom speaking activities from theory to practice. It divides speaking into three main functions: talk as interaction, which is informal conversation; talk as transaction, which focuses on exchanging information; and talk as performance, such as giving speeches. For each function, the document outlines their main features, skills involved, and examples. It emphasizes the importance of considering these functions when designing speaking activities and assessments. Teachers should also determine students' needs and provide support through modeling, resources and feedback.
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This document discusses using communication tasks to enhance speaking skills. It defines communication tasks as activities that emphasize conveying a message, involve solving a communication problem or tangible outcome, and focus on the message rather than language forms. Several examples of potential communication tasks are provided, including describing pictures to partners without showing them and role-playing customer-clerk conversations. Key aspects of setting up, preparing for, and following up on communication tasks are outlined, such as using clear, simple instructions and checking comprehension, allowing choice in language use, and providing feedback on students' performance.
Class activities for developing speaking skills
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Speaking Activities in the Foreign Language Class
This document outlines speaking activities that can be used in foreign language classes. It describes three main types of speaking activities: individual oral discussions between teacher and student; interactive oral activities like role-plays, debates, and oral presentations done by students; and "lighter" oral games and songs. It provides examples of how to structure individual oral exams, role-plays, debates and oral presentations to gradually develop students' speaking skills and prepare them for external exams. It emphasizes creating an engaging, student-centered approach to practicing speaking in each foreign language class.
Teacherless activities ccsf esl colloquium 2015
This document provides information about teacherless activities that can be used in beginner level language classrooms. It defines teacherless activities as those that involve students relying on each other for knowledge and practicing the target language without teacher involvement. Several specific teacherless activities are described, including class mingles, information gaps, jigsaw activities, messenger/scribe, double dictation, and games like bingo and battleships. The document explains that teacherless activities are highly interactive, provide repetition, encourage meaningful conversation between students, help build a comfortable classroom environment, and allow students to work at their own pace.
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The document discusses developing speaking skills through various methodologies. It proposes that students need opportunities to use their language knowledge in different situations to improve, rather than just learning in the classroom. Effective strategies include lowering students' anxiety through group work, allowing mistakes without penalties, and incorporating psychomotor activities to keep students engaged. Theories discussed include Bygate's facilitation and compensation approaches, as well as Bloom's taxonomy of cognitive, affective, and psychomotor domains to create a well-rounded learning process.
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This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
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Social skills public speaking 1 - 8 components of a great speech
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Developing speaking activities
The document discusses developing classroom speaking activities from theory to practice. It divides speaking into three main functions: talk as interaction, which is informal conversation; talk as transaction, which focuses on exchanging information; and talk as performance, such as giving speeches. For each function, the document outlines their main features, skills involved, and examples. It emphasizes the importance of considering these functions when designing speaking activities and assessments. Teachers should also determine students' needs and provide support through modeling, resources and feedback.
Using communication tasks to enhance speaking performance
This document discusses using communication tasks to enhance speaking skills. It defines communication tasks as activities that emphasize conveying a message, involve solving a communication problem or tangible outcome, and focus on the message rather than language forms. Several examples of potential communication tasks are provided, including describing pictures to partners without showing them and role-playing customer-clerk conversations. Key aspects of setting up, preparing for, and following up on communication tasks are outlined, such as using clear, simple instructions and checking comprehension, allowing choice in language use, and providing feedback on students' performance.
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This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
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This document outlines speaking activities that can be used in foreign language classes. It describes three main types of speaking activities: individual oral discussions between teacher and student; interactive oral activities like role-plays, debates, and oral presentations done by students; and "lighter" oral games and songs. It provides examples of how to structure individual oral exams, role-plays, debates and oral presentations to gradually develop students' speaking skills and prepare them for external exams. It emphasizes creating an engaging, student-centered approach to practicing speaking in each foreign language class.
Teacherless activities ccsf esl colloquium 2015
This document provides information about teacherless activities that can be used in beginner level language classrooms. It defines teacherless activities as those that involve students relying on each other for knowledge and practicing the target language without teacher involvement. Several specific teacherless activities are described, including class mingles, information gaps, jigsaw activities, messenger/scribe, double dictation, and games like bingo and battleships. The document explains that teacherless activities are highly interactive, provide repetition, encourage meaningful conversation between students, help build a comfortable classroom environment, and allow students to work at their own pace.
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The document discusses developing speaking skills through various methodologies. It proposes that students need opportunities to use their language knowledge in different situations to improve, rather than just learning in the classroom. Effective strategies include lowering students' anxiety through group work, allowing mistakes without penalties, and incorporating psychomotor activities to keep students engaged. Theories discussed include Bygate's facilitation and compensation approaches, as well as Bloom's taxonomy of cognitive, affective, and psychomotor domains to create a well-rounded learning process.
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This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
Developing classroom speaking activities
The document discusses three main functions of speaking: talk as interaction, talk as transaction, and talk as performance. It outlines the key features and skills involved in each type of speaking. For talk as interaction, the focus is social and involves skills like small talk and turn-taking. Talk as transaction has an information focus and skills like explaining and confirming. Talk as performance transmits information to an audience and involves skills like sequencing information and engaging an audience. The document suggests teachers identify which speaking skills to focus on and design activities matched to developing each type of speaking function.
How to teach speaking
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 different approaches to teaching oral language skills, identifying three main types of speaking - talk as interaction, transaction, and performance. It analyzes the features and skills of each type of speaking, and recommends strategies for teaching students skills like conversation, information exchange, and formal presentations. Teachers should identify students' needs, plan activities with clear objectives, and provide feedback to help learners improve their oral language abilities.
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This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn.
This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents.
Please leave lots of valuable comments!
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“I’ D LIKE TO MAKE AN APPOINTMENT” – EDO LESSONS
• In your opinión, What are the strategies used by teachers / students?
• Which of these videos reflect your teaching practice?
•
How to develop Speaking Skills?
To develop this skill, the students need intense practice.
Speaking practice is usually done in pairs and in groups.
How Do We Teach Speaking?
Produce the English speech sounds and sound patterns.
Use Word stress, intonation patterns and the rhythm of the second language.
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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The document discusses developing speaking skills in the classroom and provides examples of speaking activities and exercises. It outlines an activity focused on helping students gain confidence using question forms by reviewing auxiliary verbs and having students ask each other questions. The document also asks the reader questions about teaching speaking skills to children and developing activities to improve oral proficiency.
To speak or not to speak... That is the question!
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.
To speak or not to speak
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.
How to teach speaking?
This document provides guidance on how to teach speaking skills to students learning English as a foreign language. It outlines several key reasons for teaching speaking, including giving students rehearsal opportunities, allowing them to practice using the language, and helping them become autonomous users of English. The document then describes how to structure speaking activities, such as developing activities from reading texts or listening exercises, and ensuring activities satisfy the goals of rehearsal and communication. It also provides tips for correcting speaking in a sensitive way without interrupting students. Finally, the document includes examples of two speaking activities - reporting a crime and interviewing a writer/actor - with instructions and role play cards to guide students.
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.
Teaching Speaking to young children
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Teaching Speaking in EFL Classroom
The document discusses teaching speaking skills in the EFL classroom. It notes that speaking involves building and sharing meaning through verbal and non-verbal communication in various contexts. It also discusses how students are often interested in speaking but reluctant due to a fear of mistakes. The document provides strategies for teaching speaking such as incorporating pair work, group work, role plays, and discussions to engage students in interactive speaking practice. It emphasizes creating a supportive environment to help students speak confidently.
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
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.
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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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This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
How to teach speaking in an efl class ii carolina terry
This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of activities like role-plays, drills, chants, and disappearing dialogues. The document emphasizes that the teacher plays a crucial role in organizing effective speaking lessons and motivating student participation.
Teaching Speaking by Soukaina kouihi
This document outlines a presentation on teaching speaking skills. It discusses current research on speaking pedagogy and highlights challenges students face with speaking. It analyzes different types of spoken language and classroom speaking activities. Principles for teaching speaking are provided, including a focus on fluency and accuracy, motivating students, using authentic contexts, and giving feedback. Methods for teaching conversation and pronunciation are described. Guidelines for error correction and speaking assessments are also presented.
Skill of Speaking
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
Best spoken english training in chandigarh
Dolphin Head Hunters offers Best IELTS coaching in Chandigarh, PTE and Spoken English classes in Chandigarh sector 34.Call 9780754465 for IELTS admission
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Developing classroom speaking activities
The document discusses three main functions of speaking: talk as interaction, talk as transaction, and talk as performance. It outlines the key features and skills involved in each type of speaking. For talk as interaction, the focus is social and involves skills like small talk and turn-taking. Talk as transaction has an information focus and skills like explaining and confirming. Talk as performance transmits information to an audience and involves skills like sequencing information and engaging an audience. The document suggests teachers identify which speaking skills to focus on and design activities matched to developing each type of speaking function.
How to teach speaking
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.
Article presentation esl 501 developing classroom speaking activities
The document discusses different approaches to teaching oral language skills, identifying three main types of speaking - talk as interaction, transaction, and performance. It analyzes the features and skills of each type of speaking, and recommends strategies for teaching students skills like conversation, information exchange, and formal presentations. Teachers should identify students' needs, plan activities with clear objectives, and provide feedback to help learners improve their oral language abilities.
Group 2 special considerations for teaching listening and speaking
This presentation is for EESL 542D class in TESOL, CSUSB. Group 2 has 3 members, achimisul park, Yool Bin Kim, Shawn.
This is about special considerations for teaching listening and speaking, including motivation and vocabulary language while teaching listening, and teaching speaking while tackling accents.
Please leave lots of valuable comments!
Gia4 3ra estrategias speaking
“I’ D LIKE TO MAKE AN APPOINTMENT” – EDO LESSONS
• In your opinión, What are the strategies used by teachers / students?
• Which of these videos reflect your teaching practice?
•
How to develop Speaking Skills?
To develop this skill, the students need intense practice.
Speaking practice is usually done in pairs and in groups.
How Do We Teach Speaking?
Produce the English speech sounds and sound patterns.
Use Word stress, intonation patterns and the rhythm of the second language.
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.
Developing speaking skills in the y ls classroom ppt
The document discusses developing speaking skills in the classroom and provides examples of speaking activities and exercises. It outlines an activity focused on helping students gain confidence using question forms by reviewing auxiliary verbs and having students ask each other questions. The document also asks the reader questions about teaching speaking skills to children and developing activities to improve oral proficiency.
To speak or not to speak... That is the question!
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.
To speak or not to speak
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.
How to teach speaking?
This document provides guidance on how to teach speaking skills to students learning English as a foreign language. It outlines several key reasons for teaching speaking, including giving students rehearsal opportunities, allowing them to practice using the language, and helping them become autonomous users of English. The document then describes how to structure speaking activities, such as developing activities from reading texts or listening exercises, and ensuring activities satisfy the goals of rehearsal and communication. It also provides tips for correcting speaking in a sensitive way without interrupting students. Finally, the document includes examples of two speaking activities - reporting a crime and interviewing a writer/actor - with instructions and role play cards to guide students.
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.
Teaching Speaking to young children
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Teaching Speaking in EFL Classroom
The document discusses teaching speaking skills in the EFL classroom. It notes that speaking involves building and sharing meaning through verbal and non-verbal communication in various contexts. It also discusses how students are often interested in speaking but reluctant due to a fear of mistakes. The document provides strategies for teaching speaking such as incorporating pair work, group work, role plays, and discussions to engage students in interactive speaking practice. It emphasizes creating a supportive environment to help students speak confidently.
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
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.
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.
Oral skill- didactics
This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
How to teach speaking in an efl class ii carolina terry
This document outlines a presentation on how to teach speaking in an English as a Foreign Language (EFL) class. It discusses the theoretical stages of a speaking lesson, techniques for practicing speaking, and the teacher's role. It provides examples of activities like role-plays, drills, chants, and disappearing dialogues. The document emphasizes that the teacher plays a crucial role in organizing effective speaking lessons and motivating student participation.
Teaching Speaking by Soukaina kouihi
This document outlines a presentation on teaching speaking skills. It discusses current research on speaking pedagogy and highlights challenges students face with speaking. It analyzes different types of spoken language and classroom speaking activities. Principles for teaching speaking are provided, including a focus on fluency and accuracy, motivating students, using authentic contexts, and giving feedback. Methods for teaching conversation and pronunciation are described. Guidelines for error correction and speaking assessments are also presented.
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THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLS
How to teach speaking in an efl class ii carolina terry
How to teach speaking in an efl class ii carolina terry
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This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
Best spoken english training in chandigarh
Dolphin Head Hunters offers Best IELTS coaching in Chandigarh, PTE and Spoken English classes in Chandigarh sector 34.Call 9780754465 for IELTS admission
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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.
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Learner- Centered Approaches
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The document discusses the PPP (Presentation-Practice-Production) model for language teaching and scaffolding. It explains the three stages of PPP: presentation introduces new language, practice allows students to familiarize themselves with the language through controlled and free activities while receiving guidance and feedback, and production has students independently use the new language communicatively. Scaffolding provides support that is gradually removed as students build their skills. The PPP model with scaffolding helps learners acquire language step-by-step and progress toward independent use of the language.
Building oral language skills
The document provides guidance for teachers on developing students' oral language skills through carefully planned classroom interactions where English is the sole language used, and the teacher acts as a language model, guide, helper and ally by creating a comfortable environment and adjusting their language based on students' needs and abilities. It emphasizes acquiring functional language through natural language use, language routines, building up and breaking down vocabulary, and providing multiple opportunities for practice.
5. Teaching Reading, Speaking & Listening.pdf
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
Some approaches by linda
The document discusses different approaches to teaching English as a foreign language. It begins by defining approaches and explaining that they are influenced by theories of language and language learning. It then describes four main theoretical orientations for approaches: structural, cognitive, psychological, and functional. The remainder of the document outlines ten specific language teaching approaches: grammar-translation, direct approach, reading approach, audiolingual approach, communicative approach, silent way, community language learning, functional-notional approach, natural approach, and total physical response. It provides brief definitions and examples for each approach.
(Presentation) How to teach Speaking March 2023.pptx
This document provides guidance on teaching speaking skills. It defines speaking as building and sharing meaning through verbal and non-verbal communication in various contexts. The main objectives are to develop teachers' ability to teach speaking and students' oral proficiency. It emphasizes the importance of speaking and recommends providing authentic speaking practice and real-life situations to develop students' fluency. Suggested activities to promote speaking include discussions, interviews, role plays, storytelling and picture describing. Teachers should involve students, reduce teacher talking time, and provide feedback to develop students' confidence in speaking.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Presentasi cbi ku
CBI is an instructional approach that emphasizes learning content over language. It has grown in popularity for teaching ESL and EFL. CBI provides students opportunities to be exposed to English through academic content. It can integrate language and content learning in different models, including content-driven, language-driven, and sheltered models. Effective CBI requires strategies like cooperative learning, task-based activities, and graphic organizers to help students comprehend and communicate around academic subjects in English.
542 d 5considerations_team1(revised)
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.
A Framework for Language Teaching.docx
This document presents a framework for language teaching consisting of four questions and three stages. The four questions are: 1) What am I teaching? 2) What do I want students to do with the material? 3) How will I know if students have learned the material? 4) How will I prepare students to demonstrate their learning? The three stages are: presentation of material, practice activities, and student production and use of language. Using this framework helps teachers define their purposes, determine what is and isn't working, and design effective lesson plans by structuring ideas and information.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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YKROK-Class Activities for Students
- 2. Speaking means conveying the message through the words of mouth. This skill is also called ‘Oral Skill’ or ‘Communicative Skill’. What do we mean by Speaking Skills?
- 3. How To Develop Speaking Skills? To develop this skill, the students need intensive practice. Speaking practice is usually done in pair & group work.
- 4. Types Of Class Activities Language experts have organized oral skills into four distinctive types. i. Drills or Linguistically Structured Activities ii. Performance Activities iii. Participation Activities iv. Observation Activities
- 5. Drills or Linguistically Structured Activities Teacher provide a particular structure and the students practice it by repeating it. For Example, Student 1 to Student 2: I’m Noureen. What’s your name? Student 2 to Student 3: I’m Anam. What’s your name? …….. So on………..
- 6. Performance Activities Students prepare himself beforehand and delivers a message to a group. e.g. Student’s Speech
- 7. Participation Activities Students participates in some communicative activity in a “natural setting”. e.g. Discussions on some topics.
- 8. Observation Activities Students observe something, writes a brief summary and present his finding to the class.
- 9. Contact Us Your Kids ‘R’ Our Kids 44/1a Bannerghatta Road Bangalore, KA 560029