Teaching Speaking

In the eleven chapter of A Pocket Guide to Public Speaking, the authors talk about

The most effective methods for teaching are being in a communicative environment where the language is spoken through dialogue, creating stories, brain links, and more. Also, I am interested in Total Physical Response (TPR), where the students associate words with actions. This can later be tied to storytelling (TPRS), where the students act out the narration showing their comprehension. I know this because I have done this with students, and they surprising learn and grasp the language better. The most important aspects of my teaching are motivation and teamwork. Without motivation students would not want to work, the class environment needs to be warm and welcoming. I do not want the students to be scared to learn another language, but open to the idea of it. Teamwork is also key because working on your own can be

"'And another thing. We can't have everybody talking at once. We'll have to have 'Hands up' like at school.'

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

We are surrounded by people who speak fluent English, partial English, and, sometimes, no English at all. There are times when you can't communicate with others because the language he or she speaks is not understandable. People often ignore these people without noticing; if they have something to say, others don't take it as important, they don't take it as seriously, or think it’s worth listening to. People who are able to communicate with more than one language, have the opportunity to be able to connect with other people. If you listen, others may see things the way you would never have. What one has to say, doesn't make it less important if he or she can't speak the same

Through videoing myself at the beginning of week one and then at the end of week two I compared the reflection I made watching these videos (Appendix E). In week one when answering questions, I felt I had to answer immediately in week one (Appendix E), compared to week two where I felt I could pause construct the answer then speak with confidence. This has enable me to speak at a comfortable volume without having to strain my voice. I also noticed that with an increase in confidence in what I was saying, students were more likely to engage in class which eliminated a lot of chatter that occurred in week one. I understand that voice is something I must continually work on. My voice will improve once I become more confident in my own ability to assist students when they have questions. Speaking at a lower volume could be less effective in larger classes. I tried this with my year thirteen class which only has fifteen students. As class size increases I will need to implement other strategies which engage all students and reduces the behavioural

Sometimes you might need a translators in order to communicate with students from different countries. It gets very difficult when the parents of children I work with do not have a solid base of English since they are not able to help their children with homework at home. To overcome this problem, at times I have morning tutoring, where I work together with students on their homework instead of sending it home. This is very challenging, for example this year I am working with a second grade student who is Romanian. His mother does not have a solid base of English and the student himself is neither fluent in Romanian nor English languages. So, I believe overcoming language barriers is one of the challenging aspects of working with diverse

This paper will go over the three main goals I would like to achieve in my public speaking career. My first goal is to improve upon the structure of my speeches to ensure that the topics that I discuss are in an order that will make sense to the audience. My second main goal I have for improving my public speaking skills is to improve on my confidence before, during, and after my speech. Finally, my last goal is to raise my delivery skills when I am giving my speech to assure the audience that I am confident and that I am a credible person. Together, these goals will help improve my public speaking skills.

This tactic is effective because not only are the students getting used to the language, but, they are not being forced to speak English regularly. They can speak whatever language they like around their friends or family, but when it comes down to business, they better know how to use the English language.

and family or work and school. How you communicate to your friends is different than how you would communicate to your parents and different than how you would with your professors.

These students may find it very difficult to participate in English tasks and will quickly tire when constantly having to converse in English.

Additionally, the experience of being in a different country and different culture helps understand how challenging a migrant or minority group students might feel. The group work helps students work with local students, which can assist in building strong team bond and team spirit and ultimately integrate in the new society. Having different perspectives make students reflect and take positive criticism in a fairly good manner. The most important reflection is that working in teams makes understanding of topics easier. The discussions and repetitions of the concepts make understanding of the difficult themes more accessible and therefore, students feel more confident and participate more in class . Another interesting aspects of how the brain and language work in bilinguals and how speech impairment functions, gave me a better understanding to the difficulties students might come across.

“Sweaty palms, shaking hands, dry mouth and muscle tension mean for many of us, that we are about to speak in public. Couple this fear of speaking in public with performing or speaking in another language and the success of the speaker may be dramatically compromised” (Leigh, 2009). By having to speak in a foreign language, the amount of fear in us grows and transforms into the feeling of anxiety, which is scientifically named as a Foreign Language Anxiety (FLA). The fear of dealing in a foreign language environment is most felt when a student must perform orally in some way but it can also occur when

Using voice to emphasize an important point or even an incident that is being discussed can be very valuable in creating excitement for the students. When a teacher moves about the room, one will notice that the students will focus on the teacher and their eyes will follow. Simply moving their eyes to follow the teacher’s pattern of movements can be effective in keeping the student’s attention. A teacher could even reenact or act out using body actions for various topics. This would make the