- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
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.
The document discusses teaching speaking skills to older language learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. When designing speaking tasks, teachers should consider students' proficiency levels and challenge without overwhelming them. Speaking activities that promote skills include discussions after lessons, role plays, information gaps, brainstorming, storytelling, and speeches on discussed topics or special events. The conclusion states that meaningful speaking practice in a variety of activities engages students and makes learning more fun.
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
This document discusses qualities of good and bad language teachers based on student surveys. Good teachers were described as friendly, helpful, and made learning enjoyable through games and humor. Bad teachers were strict, avoided questions, and created an uncomfortable learning environment. The document also provides tips for teachers, such as using space, students' names, and the board to engage students and help the class stay together. Maintaining student focus through techniques like cross-checking responses is also discussed.
This document provides guidance and best practices for teaching English to primary school students. It discusses using a communicative, analytic approach focused on the learner. Key recommendations include supplementing lessons with visuals and movement; teaching vocabulary directly and indirectly; gradually introducing simplified grammar patterns; using a process approach to writing; and establishing classroom routines in English. Effective strategies for young learners are to incorporate their interests, use familiar themes, check for comprehension often, and allow opportunities for personalization. The document emphasizes creating a supportive, structured learning environment.
The document discusses strategies for teaching speaking skills to language learners. It begins by noting that teaching speaking has long been undervalued despite its importance. Typically, speaking was taught through repetition drills or memorization of dialogues. The document then presents and describes 12 strategies to effectively promote students' speaking abilities: discussions, role plays, simulations, information gaps, brainstorming, storytelling, story completion, reporting, picture narrating, picture describing, speeches, and references sources on teaching speaking.
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
The document provides an overview of teaching language skills, with a focus on teaching grammar. It defines grammar and discusses considerations for teaching grammar, including the differences between fluency and accuracy. It also presents various approaches to teaching grammar, such as deductive versus inductive, and frameworks like PPP and PPU that incorporate presentation, practice and production stages. Controlled and free activities are also addressed.
This document discusses tips for teachers to improve students' English speaking skills. It provides reasons why speaking is important, such as to improve overall language skills and communicate effectively. It then gives suggestions for teachers, such as giving equal attention to all students and being patient. Finally, it proposes ways to generate speaking in class, including reminding students to speak loudly and clearly, using only English, telling stories, doing role plays, and varying classroom activities regularly to keep students engaged. The overall goal is to help students gain confidence in speaking and correct mistakes through practice.
The document provides an English curriculum for middle schools with the following key points:
- The general aims are to develop learners' competencies, raise awareness of learning English, develop cross-cultural skills, and give confidence in using English.
- Teachers must cover topics like greetings, family, food, and sports from the textbooks. They should devote 30 hours over 5 units per semester.
- Language functions that should be presented include greetings, asking questions, describing people and places, expressing opinions, and asking for advice.
- Middle school learners are active, imitative, inquisitive, and have a limited attention span. Hands-on activities like role plays and games are recommended
Onzo_English language learner strategies and activities presentationAlbert194234
This document provides strategies and activities for supporting English Language Learners (ELLs). It discusses the difference between interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also offers suggestions for teachers to support vocabulary development, ensure students understand content, promote discussion and interaction, and provide hands-on practice for ELL students. Effective strategies include pre-teaching vocabulary, using exit slips and questioning, incorporating manipulatives and games, and including English language standards in lessons.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
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.
The document outlines how to teach fractions, including defining what fractions are, the different types (proper, improper, mixed), and how to perform operations like addition, subtraction, multiplication, and division on fractions. It recommends using hands-on fraction kits to demonstrate fractions and have students practice ordering, adding, subtracting, multiplying, and dividing fractions. Worksheets are also suggested for individual practice on fractions.
Word Problems in Mathematics-Shueb.pptxShueb Sultan
This document discusses word problems in mathematics education. It defines a word problem as a math question written as one or more sentences that requires applying math knowledge to a real-life scenario. It provides examples of word problems involving addition, subtraction, multiplication, and fractions. The document also outlines key terms used in word problems across different grade levels and discusses creative ways of teaching word problems, such as using the CUBES method which involves drawing diagrams and writing number sentences.
Information handling deals with gathering, recording, and presenting data and information in various ways. It involves collecting data using methods like tally bars. Data can then be organized into graphs like bar charts and line graphs to visualize frequencies of things like words ending in certain letters or student marks in different subjects. Calculating the mean or average is also part of information handling, as it determines the central value among a set of numbers.
New English Textbooks (2021-2022)-Final.pptxShueb Sultan
New English textbooks for 2021-2022 have been developed based on the Single National Curriculum 2020 guidelines. The document discusses and explores these new textbooks for classes 1 through 5. It notes that the textbooks contain various exercises and activities to enhance students' reading, pronunciation, spelling, vocabulary, and language skills. Examples of exercises include questions and answers, filling in blanks, identifying pictures, matching letters to words, discussions, spelling enhancement, and more. The document highlights over 40 different types of exercises contained in the hidden treasures within the new textbooks.
Alternative methods of Innovative Teaching.pptxShueb Sultan
The document discusses various alternative and innovative teaching methods including inquiry-based learning, project-based learning, analogy method, storytelling method, and discussion method. Inquiry-based learning involves posing questions for students to explore, and has four types - confirmation, structured, guided, and open inquiry. Project-based learning involves students learning through real-world projects over an extended period. The analogy method compares unfamiliar concepts to familiar ones. Storytelling can be used to teach values and culture. Discussion method involves group interaction between teacher and students to define problems and solutions.
This document discusses 27 of the best teacher apps for 2022. It begins by explaining that technology plays an important role in classrooms today, with many teachers using apps to assist with workflows and lesson planning. It then provides examples of 5 common benefits of educational apps, such as improved collaboration, better classroom organization, personalized learning, and time savings. Finally, the document dedicates several paragraphs to summarizing each of the 27 recommended apps, which are categorized as organization apps, communication apps, curriculum apps, language learning apps, educational games, reading apps, and creative teacher apps.
Teachers, Technology and 21st Century Skills_Shueb.pdfShueb Sultan
The document discusses the role of teachers in developing 21st century skills in students. It outlines various 21st century skills such as critical thinking, problem solving, communication, creativity, and digital literacy. It provides examples of how teachers can develop these skills in the classroom through activities, group work, using technology, and innovative teaching methods. The goal is to prepare students with skills necessary for success in today's world, such as the ability to process information, think critically, and adapt to new challenges and jobs that may not yet exist.
This document outlines how to teach fractions, including defining what fractions are, the different types (proper, improper, mixed), and how to perform calculations with fractions such as addition, subtraction, multiplication, and division. It recommends using hands-on materials like fraction kits to help students understand fractions and provides examples of fraction problems and solutions. Real-life applications of fractions are also discussed.
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7. Hence this presentation will help you in learning about phonics in early years
Q: Why Teaching methods?
A: To cater the learning needs and requirements of students.
To help students take more responsibility for their own learning and enhance the process of learning.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
Role of Pedagogy in Effective Learning
Pedagogy Impact on Learner
Pedagogical Skills
10 Innovative Learning Strategies For Modern Pedagogy
Types of Pedagogy
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Plato and Aristotle's Views on Poetry by V.Jesinthal Maryjessintv
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
7. • Speaking is "the process of building and
sharing meaning through the use of verbal
and non-verbal symbols, in a variety of
contexts" (Chaney, 1998, p. 13).
meaning contexts
meaning contexts
8. 1. Feelings
2. Opinions
3. Personal details
4. Functions:
a. Giving advice
b. Expressing hope
c. Telling stories
d. Daily routines
5. Describing:
a. People
b. Places
c. Objects
d. Habits
contexts
meaning
1. Formal
2. Informal
3. At home
4. At school
5. In the street
6. On holiday
7. At a mall
8. A situation
9. Do You know that ? ? ?
Many language learners regard
speaking ability as the measure of
knowing a language.
10. - First Part:
Despite its importance, for many years, teaching
speaking has been undervalued.
- Second Part:
English language teachers have continued to
teach speaking just as a repetition of drills or
memorization of dialogues.
The main issues are:
12. • Teachers should create a classroom environment
where students have real-life communication,
authentic activities, and meaningful tasks that
promote oral language. This can occur when
students collaborate in groups to achieve a goal or
to complete a task.
Provide real-life situations
13. Activities that Promote Speaking
• Discussions
• Role Plays
• Simulations
• Information Gap
• Brainstorming
• Storytelling
• Interviews
• Story Completion
• Reporting
• Picture Describing
• Speeches
• Show & Tell
• Monologues
• Dialogues
17. Role Play
The teacher gives information to the
learners such as who they are and what
they think or feel. Thus, the teacher can
tell the student that "You are David, you
go to the doctor and tell him what
happened last night, and…" (Harmer,
1984)
19. Simulations
• Simulations are very similar to role-plays but what makes
simulations different than role plays is that they are more
elaborate. In simulations, students can bring items to the
class to create a realistic environment. For instance, if a
student is acting as a president, he/she wears a suit and
brings a microphone to deliver his speech. Role plays and
simulations have many advantages.
• Such activities motivate the students and increase the self-
confidence of hesitant students.
20. Brainstorming
• On a given topic, students can produce
ideas in a limited time. Depending on the
context, either individual or group
brainstorming is effective and learners
generate ideas quickly and freely.
• The good characteristics of brainstorming
is that the students are not criticized for
their ideas so students will be open to
sharing new ideas.
23. Interviews
• Students can conduct interviews on selected topics
with various people.
• Conducting interviews with people gives students a
chance to practice their speaking ability not only in
class but also outside and helps them become
socialized. After interviews, each student can
present his or her study to the class.
24. Storytelling
• Students can briefly summarize a tale or story they
heard from somebody beforehand,
• They may create/imagine their own stories to tell
their classmates.
• Story telling fosters creative thinking. It also helps
students express ideas in the format of beginning,
development, and ending, including the characters
and setting a story has to have.
25. Story Completion
1. This is a very enjoyable, whole-class, free-
speaking activity for which students sit in a circle.
2. For this activity, a teacher starts to tell a story, but
after a few sentences he or she stops narrating.
3. Then, each student starts to narrate from the point
where the previous one stopped. Each student is
supposed to add from four to ten sentences.
4. Students can add new characters, events,
descriptions and so on.
27. Picture Narrating
1. This activity is based on
several sequential
pictures
2. Students are asked to tell
the story in the sequential
pictures by paying
attention to the criteria
provided by the teacher as
a rubric.
3. Rubrics can include the
vocabulary or structures
(past simple) they need to
30. Reporting
1. Before coming to class,
students are asked to read a
newspaper or magazine and,
in class, they report to their
friends what they find as the
most interesting news.
2. Teachers can also ask their
students to watch a specific
program on a specific channel.
Time of the program should be
given well-in-advance.
3. Then, students could be asked
to report back what they have
seen and express their views
concerning what was
presented in the program or
cartoon film…
32. Picture Describing
• Students describe what it is in the picture.
• They discuss thepicture with their
groups.
• Then, a spokesperson for each group
describes the picture to the whole class.
This activityfostersthe creativity and imagination
of the learners as well as their public speaking
skills.
• It could also be used as springboard for a
whole class-discussion
34. Speeches
• Teachers can ask their students to prepare a
speech about one of the topics that were
discussed in class.
• They may also ask them to prepare a speech
about a special
event or occasion. In fact, lots of students enjoy
such activities as they allow them a great deal of
freedom to express their ideas and show their
talents.
Of course, delivering the speech should be done in
class.
•
67. Show & Tell
• Name of object
• Shape of the object
• Colour of the object
• Texture
• Uses/Functions/Importance
71. Provide maximum
opportunity
• To students to speak the target language by
providing a rich environment that contains
collaborative work, authentic materials and
tasks, and shared knowledge.
72. • Try to involve as many students as
possible in every speaking activity.
• For this aim, practice different ways
of student participation.
Involve Maximum students
73. • Reduce teacher speaking time in class
while increasing student speaking time.
Step back and observe students.
Reduce teacher Speaking
74. • Indicate positive signs when
commenting on a student's
response.
Indicate positive signs
75. • Ask eliciting questions
such as "What do you
mean? How did you reach
that conclusion?" in order
to prompt students to
speak more.
76. • Provide written feedback like "Your
presentation was really great. It was a
good job. I really appreciated your efforts
in preparing the materials and efficient use
of your voice…"
77. • Do not correct students' pronunciation
mistakes very often while they are
speaking. Correction should not distract
student from expressing themselves.
78. •Involve speaking activities not only in
class but also out of class; contact parents
and other people who can help.
79. • Circulate around classroom to ensure that
students are on the right track and see
whether they need your help while they
work in groups or pairs.
80. • Provide the vocabulary beforehand that
students need in speaking activities.
81. •Diagnose problems faced by students who
have difficulty in expressing themselves in the
target language and provide more
opportunities to practice the spoken language.
83. 1. Pay great attention to teaching speaking.
4. Make students more active in the learning
process and reduce their anxiety.
6. Make their learning more meaningful and
fun for them.
84. References
• Celce-Murcia. M. 2001. Teaching English as a Second or Foreign
Language (3rd ed). USA: Heinle&Heinle.
• Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in
Grades K-8. Boston: Allyn&Bacon.
• Baruah, T.C. 1991. The English Teacher's Handbook. Delhi: Sterling
Publishing House.
• Brown, G. and G. Yule. 1983. Teaching the Spoken Language.
Cambridge: Cambridge University Press.
• Harmer, J. 1984. The Practice of English Language Teaching.
London: Longman.
• McDonough, J. and C. Shaw. 2003. Materials and Methods in ELT: a
teacher’s guide. Malden, MA; Oxford: Blackwell.
• Nunan, D., 2003. Practical English Language Teaching. NY:McGraw-
Hill.
• Staab, C. 1992. Oral language for today's classroom. Markham, ON:
Pippin Publishing.