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Speaking Training (Guide to ESL-teachers)

Speaking Training (Guide to ESL-teachers)

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Published by majunylda
For ESL teachers this would be of great help on how to start right in class lectures
For ESL teachers this would be of great help on how to start right in class lectures

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Published by: majunylda on Aug 09, 2009
Copyright:Attribution Non-commercial


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SPEAKING TRAINING (A GUIDE TO A BETTER ESL-CLASS LECTURE)AGENDA:Objective: To be able to develop the speaking skills of the teachers in classroomteaching thru a lecture on the necessary useful speaking skills commonly used inclass.I-NECESSARY SKILLS1.Organization2.Maintaining consistency3.Making a good synthesis4.Summarizing the whole class lectureII-APPLICATION1.Impromptu Speech THE LECTURE PROCCESS
ORGANIZATION (PRIOR TO THE CLASS PROPER)-must express clear ideas*Class Motivation-start with a clear delivery of what you want your studentsto catch. Avoid using “flowery words” Korean students in general lack theability to read between the lines.A.How?1.For speaking classes, read the questions ahead and understand thetask being asked, make sure you as the teacher understood whatthe questions are asking the students to do. Avoid thinking whatyou’re doing is a routinely task that does not need a prior review.2.For VAGUE questions, it’s easier for our students to understand if we’d take the effort on rewording key words in the questions in thesimple form. This is not an easy task as it seems, chances are wemight change the question’s point or we might take it only on ourpure understanding.3.Before finalizing what you will say in class, take time to sit for awhile and ponder in mind how will you start the class right. Alwaysforesee students Korean students are not that well exposed toEnglish, so do not presume they would always understand youwhen you speak to them at first.Ready relevant supporting ideas to your lecture (ideally 3)4.Always arrange your ideas from the most to least important, bear inmind the time given us, 50 minutes is not much time. Take note of the lessons we need to deliver in each term, taking much time onone single topic is not advisable.
Although we need to deliver a quality lecture it must go with thequantity too. ESL-learning gives our students not ample time tolearn. Teachers’ task is to deliver English knowledge as much as wecan the best we could.
MAINTAINING CONSISTENCY-As for the motivation, we’re acquainted to always establish a good rapportwith the students. True enough, but this should come also with establishingthe topic already at once. Remember again the time.It’s not wrong to ask our students “How’s your day today?” or “Goodmorning/afternoon, how have you been?” But try to picture yourself doingand saying this to your students from the morning till the afternoon everydayMonday to Friday. The point is ESL-learning is a new era form of learning;therefore it should go with transformation of the way we’re used to. Insteadof the normal greeting our students, try to hit them with questions related tothe topic that day.A.How?1.Introduce your topic in not more than 3 sentences, make it shortand sweet. Bear in mind the motivation should ideally last foronly 5 minutes or else you won’t be able to get to your mainlecture topic.a.For the READING COMPREHENSION classes, you may use thepictures in the book, or find other related pictures conveyingthe idea you want your students to pick up. The use of experiences may also work at times, but youshould consider, there are some students who wish to keeptheir personal experiences private, meeting these studentswould make it harder to deliver the class lesson. A good wayto answer this situation is write “simple words” related to thetopic on the board, and then draw the students to speak onthose words. Do not use words that would require them touse their dictionary this is more irritating to students whodoes not want to share.2.When explaining the lesson proper for BG. GROUP it very helpfulto draw a diagram on the board while you’re discussing. Thenafter your finish go over the diagram and let them follow yourhand as your reiterate your point of discussion. Use simple andshort syllabic words in the diagram.a.BEFORE EXPLAINING-Select a point of your topic that is easily supported
-Organize the flow of your lecture in your mind-Make sure you have enough reasons when students askedfor more explanationsb. WHILE EXPLAINING-Make a clear statement of your topic-State clear and short reasons for your topic, students stillhave deficiency in listening to English. Speaking in longcomplex sentences only creates a rigid learning condition to thestudents. TEACHERS! We’re not here to show how excellentspeakers we are here to guide students and make themcompetent in English.-Use concrete examples, like pictures, situations, etc. In doingthis let’s be selective and considerate, Koreans are conservativepeople. Do not use offensive pictures that in our culture areopenly acceptable, it may not be for them.-Use transitions or signal words when explaining. Signal wordshelp the student to easily follow what we say in class. It’s best toalso give them a copy of the simple yet useful transitions duringthe first day of the term.
MAKING A GOOD SYNTHESIS-To make our students understand the discussion in class and be able to drawresponses from them must always be our main goal. At the same time we’retrying to help students recognize the speaker’s attitude and tone when theyhear people talking. Let’s make them understand English speaking shouldcome with the proper tone and attitude of the speaker. We can only do this if we their teachers are doing so.A. How?1. Read the lesson and take down notes of key words you can usewhen you’re already giving your lecture in class. We have been taughtthat an efficient lecturer or speaker speaks without looking into his orher prepared speech. Well this is not true in the case of teachingKoreans. The concept of an efficient teacher in Korea is a teacher whobrings a lot of materials in class, such as notes to confer to when heshe is lecturing. You might find this odd, but it’s true try to observeyour students eyes when you’re speaking and you seemed lost theireyes would be directed to your books. It is not a shame to prepare andnote where you can look into when you have forgotten your next word.Even professors of todays’ use cue cards in class.

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