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.
This document provides guidance for teaching English to very young children, including 5-year-olds. It discusses why teach English at a young age, advice for instruction, curriculum development, classroom management, and sample curriculum units. The sample curriculum includes units on the body, animals, school, weather, transport, house, family, food, and clothes. It provides example lesson plans and discusses songs, games, and the first lesson. The document aims to equip teachers with the skills and resources needed to teach English as a foreign language to young learners effectively.
Handout shared during the June 2018 RELO Andes Webinar entitled "Let's Talk! Speaking Activities for Students with a Low Level of English"
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Main presentation: https://goo.gl/hqfCu8
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
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This document provides guidance for teachers on building relationships with students and creating an effective classroom environment. It discusses establishing trust between teachers and students by showing personal interest, sharing some personal information, and being tactful during corrections. It also recommends encouraging student participation by making topics student-centered, acknowledging contributions, and using engaging activities like role plays. The document outlines strategies for communicating with parents, setting high expectations, encouraging questioning, and managing common classroom issues like students talking in their native language or finishing work early.
Lessons from the ♥ of Borneo - TFM Sarawak Regional Event (2015)Jarod Yong
These were the slides I used in the "Lessons from the ♥ of Borneo" workshop during the Teach For Malaysia Sarawak Regional Event 2 on 16 May 2015.
Roughly 30 teachers were involved with the 90 minute workshop.
The slides contain information about my school, concepts, pedagogies & activities focused on engaging low performing students, as well as my experiences/programmes carried out in my remote school.
Read about the workshop here: http://www.jarodyong.com/2015/05/lessons-from-the-heart-of-borneo.html
This document provides information and suggestions for teaching speaking skills through freer speaking activities. It begins by stating the aims of reminding teachers about speaking as a skill, a range of freer speaking activities, and how to develop student fluency. It then distinguishes between speaking as a skill versus language practice, and lists common speaking skills. The document outlines stages for freer speaking activities and provides examples of discussion questions, topics, and language for interrupting. It concludes with contact information for the author.
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.
The document discusses teaching reading to young learners, noting that common problems include reading too slowly, lacking vocabulary, and getting frustrated or bored. It recommends letting children choose interesting reading material, reading aloud to them, and connecting reading to other skills like using picture books, reading aloud, and acting out parts of books to engage children and excite them about reading.
The document provides recommendations for improving the curriculum for students with learning disabilities at the Akanksha Centre in India. It identifies common signs of learning disabilities at different grade levels. It recommends solutions like teaching students with disabilities separately or using varied teaching methods involving stories, pictures and hands-on activities. It also provides specific recommendations for teaching English and math, such as using songs to teach grammar, role-playing in English class, and playing math games. The goal is to help students with special needs learn more effectively and cope better with their studies.
This document reports the results of a survey of 40 intermediate to advanced English language students about their views of good and bad language teachers. Students were asked about their favorite and least favorite teachers through interviews and written assignments. According to the students, the good language teachers were friendly, provided clear notes, connected with students, used games, were strict but not overly so, ensured all students understood, told jokes, and were experienced. Bad teachers were described as very strict, rigid, distant, sarcastic, shouted at mistakes, started lessons immediately without warm up, and did not smile. The survey concluded that there is no single formula for good teaching.
1) The document is a speech outline by Raymond Florentius for an informative speech on poor academic performance by pupils in mathematics, science, and English.
2) The speech aims to inform parents and teachers about problems identified with pupil performance in these subjects and methods to improve teaching and learning. It also discusses solutions for raising funds to support projects.
3) The outline includes an introduction, three main points discussing problems identified, actions members can take, and fundraising solutions, and a conclusion calling for commitment and cooperation from all stakeholders to support students.
Extracting the Juice (Part 4: Teaching Paragraph Writing and Narratives)Cynthia James
This document provides guidance on teaching paragraph writing and narratives to students. It recommends starting with simple stories, pictures, and texts to expose students to language. Weaker learners should begin with guided writing. Activities include using pictures to tell stories, a writing game where students cover and guess words from a story, demonstrated and shared writing with student input, and guided collaborative writing using sentence frames to master structure. The goal is to make writing instruction fun while building vocabulary and grammar skills.
This document discusses potential challenges that may arise in an English language classroom and proposes solutions. It addresses what to do if students are at different levels, if the class is large, if students use their native language, if they don't do homework, or are uncooperative. It also provides strategies for dealing with students who don't want to talk, don't understand audio tracks, or finish tasks early. Suggested approaches include using different materials, group work, clear expectations, motivating activities, preview questions, and planned extensions. The overall message is that teachers should be prepared to support all students and address issues in a constructive manner.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
This document summarizes Eddie Sobenes' lecture on teaching speaking. Some key points include:
- Speaking requires creativity, flexibility and improvisation skills compared to just reading aloud.
- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
- An additive approach to language teaching moves students from single words to conversations.
Improve students ability to speak English effectivelyJean-Yves Raulic
This document provides guidance for improving students' English speaking abilities. It recommends throwing out coursebooks and focusing instead on pronunciation exercises, teaching vocabulary through pictures and examples, reinforcing prior knowledge, and using task-based activities over grammar drills. Grammar should be taught in context to help students think in English. The goal is to develop students' communication skills through regular practice speaking and working with others.
How to teach english to kindergarten childrenLittleworld7
Young children learn a foreign language most effectively through full immersion that mimics growing up with the language. This involves integrating the second language across subjects, ample opportunities for meaningful discourse, and exposure to native speakers. Older students require more explicit grammar instruction combined with communication. Policymakers should support age-appropriate teaching, be realistic about limited instruction, and recognize proficiency develops outside class through conversation practice. Effective foreign language teaching depends on variables like age, time available, and language differences.
This document discusses strategies for addressing common challenges that may arise in an English language classroom. It provides tips for dealing with students at different levels, large class sizes, students who use their native language, lack of homework completion, uncooperative behavior, reluctance to speak, difficulties with audio tracks, and finishing work early. Suggestions include differentiating materials, using group work, enforcing English-only policies, modifying assignments, addressing behaviors privately, and having backup activities.
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 provides strategies for leading English discussion groups with students in Taiwan. It discusses establishing discussion rules and formats, including warm-up, main discussion, and wrap-up sections. It also addresses common challenges like shy students, poor English skills, boring topics, and distracted students. The key strategies emphasized are connecting with students, providing feedback, giving students time to think, and embracing silence without filling it with unnecessary talking. The overall goal is to encourage students to practice English while improving their skills.
(Presentation) How to teach Speaking March 2023.pptxMohamedAtef576773
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.
This document provides 10 tips for improving students' speaking skills in English:
1) Reduce teacher talking time and increase student talking time by asking students questions.
2) Avoid yes/no questions and ask questions that require students to speak more.
3) Gently correct students and encourage them to improve rather than pointing out mistakes.
4) Activities like group discussions, debates, and role plays can help students speak more.
5) Encourage students to watch English movies and take notes on useful phrases. The goal is effective communication over perfection.
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 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.
- 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.
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.
The document provides guidance for teaching English to young learners. It discusses using "caretaker talk" which involves repeating words and associating the sounds with visuals, as parents do when helping children learn their first language. Examples are given of conversations between teachers and students that demonstrate this technique. The document also emphasizes the importance of exposing children to a lot of English and encouraging their efforts to speak in the new language.
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.
This document discusses teaching speaking skills in a second language classroom. It begins by outlining the objectives and reasons for teaching speaking, such as its importance for language learning and students' evaluations of their progress. It then defines speaking and describes its features. Next, it defines teaching speaking and the rationale for using communicative approaches and collaborative learning. Some examples of communicative activities are then provided, such as discussions, role-plays, simulations and storytelling. Guidelines for teachers on conducting speaking activities are also outlined.
The document provides guidance on using pairwork and groupwork in the communicative classroom. It recommends regularly changing partners to keep students engaged. Groups should be no larger than 3 students so everyone has a chance to speak. The teacher can make activities competitive by keeping score to motivate students. Error correction should be done anonymously when possible to avoid embarrassment and encourage risk-taking.
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
This document summarizes key differences between receptive skills like reading and listening, and productive skills like speaking and writing in language learning. It discusses factors that make reading texts easy or difficult and different reading approaches. It also outlines techniques for developing speaking skills, including controlled, guided and free activities. Key points for teaching productive skills are emphasized, such as the differences between accuracy and fluency activities, encouraging student interaction, and providing feedback. Guidelines are provided for planning and implementing free speaking activities and developing writing skills with attention to spelling, layout, punctuation and creative writing.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
This document contains a lesson plan submitted by Leticia Gieser for a mock lesson teaching family vocabulary to 5-year-old beginner English learners. The 40-minute lesson uses a video, flashcards, drawings, and games to introduce and practice "mummy", "daddy", "brother", "sister", and "baby". Students will watch a video song, match family members to flashcards, draw their own families, and play a guessing game to review the vocabulary. The tutor provides feedback on including clear instructions and maintaining context throughout.
This document discusses receptive and productive language skills, specifically reading and speaking.
It provides information on reading skills such as skimming, scanning, intensive and extensive reading. It discusses factors that make reading texts easy or difficult and strategies to help students with reading.
For speaking skills, it discusses the differences between accuracy and fluency activities. It provides examples of controlled, guided and free speaking activities teachers can use. It also offers tips for encouraging students to speak in the classroom.
The document concludes by briefly touching on writing skills and noting similarities between teaching writing and speaking, such as the importance of planning, layout, punctuation and creative activities.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
How to Use Pre Init hook in Odoo 17 -Odoo 17 SlidesCeline George
In Odoo, Hooks are Python methods or functions that are invoked at specific points during the execution of Odoo's processing cycle. The pre-init hook is a method provided by the Odoo framework to execute custom code before the initialization of the module's data. ie, it works before the module installation.
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.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
2. • Why should students learn to be fluent speakers
• Tips to remember as teachers
• Ways to generate and enhance speaking in English classes
3. . Speaking helps to improve overall language skills
Learning grammar rules and byhearting word lists aren’t enough! You need practice! The best way to
practice regularly is to speak-To convey. (see Wil, n.d)
. To showcase your talents at the best
To present your well written essay, or to read out your creative story, you need to speak well & be fluent.
Hence learning to speak well, makes you confident and more active in class.
. To correct mistakes & misconceptions
Its fine to make mistakes and have some misconceptions as you are learning something new. But its
always better to try and correct those flaws. Speaking is the best way to do it.
. To communicate well
Learning to speak well lets you communicate foreign teachers with ease and also, to understand their
lessons better. The same applies if you have foreign classmates. To be good friends and to help them,
your speaking skills should be good.
4. Tips for Teachers
• Give equal importance to all
Some students will showcase fine and quick progress in speaking. But never neglect the
others. Never tend to prioritize.
• Do not force anyone to speak or go infront of the class
The stricter you get the more unlikely they will be to participate. Instead try your best to
convince and support them to come up and speak.
• Have patience
Each student has a different rate of progress. Some may take a little more time. So, never
give up on anyone.
• Do your best to improve them- make use of good teaching strategies
Try your best to improve their speaking skills. Try to understand each student and figure
out ways help them accordingly.
5. Ways to Generate & Felicitate Speaking
1. Remind students to talk loudly and clearly
Quite often, when students are asked to come and present something to the class,
or asked a question, they feel shy and respond very quietly and slowly. Half of the
class wouldn’t hear anything at all.
Do not let this happen in the class!
Constantly remind them to be loud and clear in their speech.
Still, if they aren’t loud enough, let them REPEAT!
If they go on like this, they will be very unlikely to improve.
Also, everyone in the class should be able to attend to what the speaker has to say.
6. Ways to Generate & Felicitate Speaking
2. Do NOT allow other languages in the class-only ENGLISH!
• A very common problem
• Why are you in the English class? To learn and practice English!
• Encourage them to always talk in English & to never use
native language
• Let them have no fear of mistakes- correct them if they make any
• Don’t let this go on freely in the class. Halt it at once.
• Still if they go on like this, make them repeat
until they use English.
7. Ways to Generate & Felicitate Speaking
3. Story telling & Completion
• Students can create their own stories or tell about a tale they previously heard. Also they can share
riddles and jokes with their classmates.
• As Kayi (n.d) suggests, storytelling is a great way to develop creative thinking . Also it helps
students to express ideas about the charecters and the plot.
• He recommends to begin the class everyday with a few riddles or jokes. In this way the teacher can
address students’ speaking abilities and further, will capture the attention of the class.
• Story completion is also a fun activity to enhance speaking.
• Starting from the teacher, everyone in the class can participate in creating a story. Each will have 2-
3 lines which they can add. They can create their own chaecters nd even have the power to twist
the plot.
8. Ways to Generate & Felicitate Speaking
4. Role Plays
• Fun & collaborative, A great way to enhance speaking skills
• Let students communicate and act up on different social contexts and roles. Also, this is an
opportunity for them to be creative and experience themselves as another person (Arham,
Yassi and Arafah 2016)
• According to their research, students who had learnt speaking through role play, scored
significantly well in their post-test, compared to pre-test
• Students become active learners through roleplays, and thus improve
• their participation in class.
9. Ways to Generate & Felicitate Speaking
5. Vary the classroom activities
To create an effective speaking class, try to introduce something different every week. Let each activity
vary from the other
According to Czaban (n.d), this is a way to lure students into the class and also, a way to get rid of
classroom passivity and boredom.
As the latter suggests, for example, if last week was about book works and discussions, this week can be
focused on role plays, songs, videos – a little more entertainment.
The goal is to make them eager and interested to participate in the class.
10. Ways to Generate & Felicitate Speaking
6. Be Friendly & Obliging
• Make students feel comfortable and welcoming to talk to you and to participate in
the lessons.
• Fluent speaking is not an easy skill to achieve. Students need constant
encouragement and motivation from the teacher.
• As suggested by Czaban, as teachers we should appreciate them
for their efforts.
• We should not force anyone to come up and talk.
• Give frequent compliments.
• Correct their mistakes through a soft friendly approach.
11. 1. Ferlezzo.L, (n.d), Four Ways to Encourage Speaking in ELL Classroom,
www.teachingenglish.org.uk, https://www.teachingenglish.org.uk/blogs/larry-
ferlazzo/four-ways-encourage-speaking-ell-classroom
2. Czaban.N, (n.d), 10 Shining Speaking Strategies to Give ESL Students a Beacon of
Hope, www.fluentu.com, https://www.fluentu.com/blog/educator-
english/speaking-strategies-for-esl-students/
3. Arham. R, Yassi.A.H, Arafah.B, (2016), The Use of Role Play to Improve Teaching
Speaking, International Journal of Scientific and Research Publications, Volume 6,
http://www.ijsrp.org/research-paper-0316.php?rp=P515173
4. Kayi.H, (n.d), Teaching Speaking: Activities to Promote Speaking in a Second
Language , International Tesl journal, http://unr.edu/homepage/hayriyek
5. Will (n.d), Five Reasons Why Speaking English Is A Great Way To Learn It,
www.englishlive.ef.com, https://englishlive.ef.com/blog/study-tips/five-reasons-
speaking-english-great-way-
learn/#:~:text=Learning%20from%20your%20mistakes&text=You%20can%20learn
%20from%20your,help%20you%20improve%20more%20quickly.