DIFFICULTIES IN SPEAKING AND LISTENING

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COMMUNICATING EFFECTIVELY IN ENGLISH

COMMUNICATING EFFECTIVELY IN ENGLISH

This book has been designed to help nonnative speakers of English gain proficiency in speaking and listening. It is intended for use in college classes, intensive English programs, and English training courses for professionals. The materials are designed for a semesterlong course but can be adapted for other time frames.

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Listening and speaking resource book

Listening and speaking resource book

This book builds on the original First Steps speaking and listening text (formerly known as the Oral Language Resource Book) by drawing on contemporary research and developments in the field of spoken language and its importance for students’ social and academic development. The new Speaking and Listening Resource Book, used in conjunction with the First Steps Speaking and Listening Map of Development Second Edition, has a strong focus on supporting teachers as they implement a dynamic interactive model of speaking and listening. The First Steps Speaking and Listening Resource Book will help teachers focus on the explicit teaching of the different forms of spoken language; speaking and listening processes, strategies and conventions; and the contextual aspects associated with composing and understanding oral texts. Teachers will find the information relevant for all phases of speaking and listening development, and will be able to apply the ideas and suggestions with all students in their classroom. CDROM icons appear throughout the First Steps Speaking and Listening Resource Book. They indicate that a practical format is available on the Speaking and Listening CDROM (included in the First Steps Speaking and Listening Map of Development Second Edition). The CDROM contains activity formats, recording sheets and resource lists, as well as teaching, learning and assessment frameworks. The First Steps Linking Assessment, Teaching and Learning book is also a useful companion resource.
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THE DIFFICULTIES IN LEARNING SPEAKING SKILLS ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR STUDENTS AT HANOI OPEN UNIVERSITY

THE DIFFICULTIES IN LEARNING SPEAKING SKILLS ENCOUNTERED BY THE FIRST YEAR ENGLISH MAJOR STUDENTS AT HANOI OPEN UNIVERSITY

abundant practice although “the grammar based audiolingual approach movedcautiously from supposedly simple to more and more linguistically complexfeatures, often without adequate consideration for what might be needed ineveryday situations.William Moulton has stated five important characteristics of this methodas follows: “(i) Language is speech, not writing. (ii) A Language is a set ofhabits. (iii) Teach the language, not about the language. (iv) A language iswhat its native speakers say, not what someone thinks they ought to say; and(v) Languages are different.”It becomes clear that this method emphasizes teaching through oralpresentation prior to written presentation. It believes in the fact that thechildren learn to speak before they learn to read or write. Thus, the teachingmaterials, that we prepare, should be based on the ‘primacy of speech.’Phạm Thùy Dương – 1271A04- (2012- 2016)17Dr. Sharada Bhat has recorded the main strengths of this method asfollows: “the teaching materials are more scientifically and systematicallyprepared than the one-author texts; it teaches a language in a graded manner;the motivation of the students is of a higher degree; the students enjoylearning the target language because the teaching materials are speciallydesigned to interest the students avoiding boring passages from the classes”.Albert Valdman says: “Drills are inherently unnatural, contrivedexamples of the use of language. Humanizing these devices is left to theteacher. Unless the students are stimulated by variety, novelty, and a quickchange of cues, they may be mouthing meaningless sentences and in thisunwilling frame of mind no learning takes place.”
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KIỂM TRA TIẾNG ANH LỚP 3

KIỂM TRA TIẾNG ANH LỚP 3

PART I: LISTENING (20 minutes)Question 2: Listen and colour. (1 pt)1. Can you see the ball?Yes. I see a blue ball. I like blue. So you can colour blue ball.2. Look! A teddy bear.Oh. It’s lovely. What colour is it?It’s brown bear.Brown bear? I like brown bear.3. It’s a pink yoyo.4. Oh. It’s a cat. It’s beautiful. A yellow cat.PART II: READING AND WRITING (15 minutes)Question 6: Look and read. Put a tick  or a cross  in the box as examples. (1pt)School year: 2014-20151. Nam has one parrot.2. This is a car.55

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Oxford english for infomation technology_Answer

Oxford english for infomation technology_Answer

OXFORD Information Technology Eric H.Glendinning | John McEwanContents ComputerUsers 2 Computer Architecture 3 Computer Applications 4 Peripherals 5 Interview: Former Student 6 Operating Systems 7 Graphical User Interfaces 8 Applications Programs 9 Multimedia 10 Interview: Computing Support 11 Networks 12 The Internet 13 The World Wide Web 14 Websites LanguageWork Revision: Past simple and Present perfect Describing how an item functions Prepositions of place Present passive Reading Listening Noting specific information Locating specific information Reading diagrams Ignoring irrelevant info Speaking Exchanging information Exchanging technical information Describing a process Writing Writing a brief description Sequencing instructions Describing a process Revision: Comparison and contrast Revision: Past simple questions Word Study: up and up verbs ing form: as noun and after prepositions V + obj + infin V + obj + foinfin allow, enable, help, let, permit Instructions and complex instructions ing clauses: cause and effect sentences, types 1 and 2 Word Study: noun + noun compounds Relative clauses with a participle Warnings Time clauses Giving advice Listening for detail Listening for detail Describing function Comparing and contrasting Describing function Matching text and diagram Prediction Reading diagrams Notetaking Locating information in diagram and text Exchanging technical information Providing explanations Exchanging information Providing explanations Making recommenda tions Describing a process Matching text and diagram Computer mediated communication Matching Giving diagrams and instructions spoken output Providing explanations Information transfer, listeningand notetaking Understanding the writers purpose Exchanging information Describing advantages and disadvantages Writing a newsgroup contribution Describing a process EvaluatingLanguageWork Listening Speaking Webpage Creator 16 Communications Systems 17 Computing Support 18 Data Security 1 19 Data Security 2 20 Interview: The exhacker 21 Software Engineering 22 People in Computing 23 Recent Developments in IT 24 TheFuture of IT 25 Interview: Electronic Publishing would Word Study: definitions and collocations Predictions: certainty expressions Diagnosing a fault and givingadvice Cause and effect cause tomake; causativeverbs; en and en verbs Cause and effect using allow and prevent links Phrasalverbs Word Study: semantic groups Revision: IfX, then Y. Do until, do while Requirements: need to, have to, must, be + essentiaIcritical Ability: can, could, be able to Readingfor specific information Scanning Reading a table Readingand notetaking Readingand notetaking Predictions: Reading and Future perfect and notetaking It in subject position Emphasising: cleft sentences Word Study: prefixes; ise verbs Listening for specific information Listening for predictions and certainty Information transfer from telephone call to form Listening for specific information Listening for specific information Exchanging information Exchanging information to complete a diagram Giving advice on technical problems Exchanging information Exchanging explanations Role play Exchanging information and options Advising Describing a system Reportinga problem Explaininga computer crime Describing how a system operates Writing a short news item Describing advantages and disadvantages Asking targeted Writing a c.v. questions Comparing different versions of a text Listening for points of view Making a presentation Writing a report Persuading Writing a others to your summary point of view Listening for Planning group points of view presentation Defending a decision Pairwork Student A Pairwork Student B Listening Script Glossary of computing terms and abbreviationsUNIT 1 Computer Users STARTER Work in groups. Share information on how you use computers in your free time. Compare answers with other groups and make a list of uses for your class. LISTENING You are going to hear four people talk about how they use computers. Before you listen, try to predict the uses they describe. User primary school teacher Open University student girl (Louise), aged 6 artist Possible useNow listen to the recordings and note the actual uses described. Now listen to the recordings again to find the answers to these questions: 1 How does the storytelling program encourage children to work together? 2 In what way is the childrens reaction to this program different from other uses they make of computers? 3 What is the OU student studying? 4 What opportunity has she to meet other students? 5 What can you do with Pets 3? 6 What does Louise do with clipart? 7 How did the artist display work to dealers in the past? 8 What is the difficulty in selling through a website? LANGUAGE WORK Study these examples of the Present perfect from the recording of the artist. 1 Ive scanned in about a third of these photographs. 2 Ive organised the paintings into themes. 3 Ive added a sound track. Why doesnt the speaker use the Past simple? 4 scanned in about a third of these photographs. 5 organised the paintings into themes. 6 added a sound track. We use the Present perfect to describe past actions with present relevance. The artist uses the Present perfect because he is describing a CD he has just made and what he is going to do with it in the near future. We use the Past simple to describe completed actions in the past. It is often used with time expressions such as last year, before PCs were introduced, in 1998. Note these examples from the recording: 7 I made one for Marys birthday last week. 8 We tried it out last term. User Actual use primary school teacher Open University student girl (Louise), aged 6 artist
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TEACHING PLANS GRADE 10 11

TEACHING PLANS GRADE 10 11

Non-defining & definingrelative clausesAlthough to connect contrastingideas- Reading: : Read the passage thattalks about Van Mieu- Quoc TuGiam- Speaking: talk about PRESIDENTHO CHI MINH MAUSOLEUM- Listening: Listen to the ancienttown of Hoi An- Writing: describing a chart- Language focus:+ Pronunciation: / / - / /+ Grammar:- Comparatives and superlatives- Making comparisons* Review four skills: Reading,Speaking, Listening, Pronunciation andGrammar (of Unit 15,16)* Review four skills: Reading,Speaking, Listening, Pronunciation andGrammar from unit 9 to unit 16- Pictures, posters- posters- tape, cassetteplayer- whiteboards
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Tiếng anh lớp 7 unit 13 tiết 82

TIẾNG ANH LỚP 7 UNIT 13 TIẾT 82

A. Objectives: By the end of the lesson Ss will be able to practice in modal verbs “ can, should, ought to , must …..and making, accepting and refusing an invitation. SS practice listening and speaking skills. SS like to play sports. B.Preparation: T’s preparation:Lesson plan, text book, extra board, CD, stereo. SS’ preparation: foresee the lesson, look up the dictionaries, text book, notebook, workbook C. Procedure: I. Organization Date ...............................Class 7A. 34 Absentee ......................... Date ...............................Class 7B. 32. Absentee ......................... Date ...............................Class 7C. 32. Absentee ......................... Date ...............................Class 7E. 32. Absentee .........................
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4453 LETS TALK ABOUT TRAVEL

4453 LETS TALK ABOUT TRAVEL

Have you ever traveled alone?Yes/NoHave you ever traveled by plane?Yes/NoDraw and colour the flag ofyour country:………………………………Draw and colour the flag of anEnglish-speaking country:………………………………

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EFFECT OF PEDAGOGICAL ENVIRONMENT ON LEARNING ENGLISH IN UNIVERSITIES IN HANOI

EFFECT OF PEDAGOGICAL ENVIRONMENT ON LEARNING ENGLISH IN UNIVERSITIES IN HANOI

Effect of pedagogical environment on learning English in universities in HanoiAbstract ( research question ? / method ? )The aim of this study is to investigate the impact that the learning environment has in learning Englishlistening and speaking skills including: Instructors, students, curriculum and textbook, teaching methods,learning and teaching environment. To collect the data, the research was based on both qualitative andquantitative techniques of research by using the case study in a non-public language institution and theapplication of a questionnaire as instruments of research for a number of 50 students in someuniversities in Hanoi. The findings were: 1. Students fear speaking English language in public and can’tmake a conversation, presentation in English easily. 2. Curriculum of listening and speaking does notcontain enough suitable exercises to practice the skills. 3. Instructors do not use strategies that developspeaking and listening such as: role- play, debates, and presentation-assignment. 4. Less time devote tolistening and speaking skills. 5. Lack of modern labs used for teaching listening and speaking skills. 6.More than 30 students are in listening/ speaking class. It has been strongly recommended: 1. Usemotivating teaching strategies such as: cultural debatable topics, discussions, role-play, andpresentations - assignment to develop speaking skill. 2. Teach Listening and speaking course in themodern lab. 3. Increase the time of listening and speaking course. 4. Activate English club and societiesinside the colleges. 5. Reforming the textbooks is suitable for Vietnamese students. 6. Students’ numberin listening and speaking class must not exceed 30.IntroductionIn today’s globalized world, the most common language used is English. In general, English has becomethe important language for communication, business, education and opportunity. According to(Nagaraj, 2008): “English language learning was an effort directed at reaching as an approximation ofthe native speaker model as possible”. Demand for English learnings is on the rise, more learners haveaccess to higher education, and vocational training programs are increasingly including English languageclasses in their universities. Speaking and listening seems to be the most important skills of all the fourskills (listening, speaking, reading and writing) because people who know a language are usually referredto as speakers of that language (Ur, 1996). The major goal of all English language teaching should be togive learners the ability to use English effectively, accurately in communication (Davies & Pearse, 1998).However, after many years studying English, not all English language learners can communicate fluentlyand accurately because they lack necessary skills. One of the important reasons is due to effect ofpedagogical environment on learning English speaking and listening. The students can pass exams easily
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GIÁO ÁN TIẾNG ANH LỚP 7 Unit 5 tiết 26

GIÁO ÁN TIẾNG ANH LỚP 7 UNIT 5 TIẾT 26

A.Objectives: By the end of the lesson Ss will be able to revise the simple present tense to talk about school subjects . -Ask and answer about activities in class. -SS love their subjects SS practise listening and speaking skills. B. Preparation: - T’s preparation: Text book, cassette player, CD - SS’ preparation: Text book, notebook. C.Procedure: I. Organization Date of teaching.......................... Class 7A...../ 24. Absentee.................................... Date of teaching.......................... Class 7B...../ 23. Absentee.................................... Date of teaching.......................... Class 7C...../ 25. Absentee....................................
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TRANSLATE SIGNS AND NOTICES INTO THE IPA 1

TRANSLATE SIGNS AND NOTICES INTO THE IPA 1

Test Your Speaking & Listening SkillsTranslate Signs and Notices into the IPA 1Answers:1. LDẹfẹớỏ=ộ]Dởẫồớ=ỗẹL2. L~f=ùắồ=ệẫớ=ùắồ=ẹờỏWL3. Lõọ]rũầL4. LầfởDẫfọầL5. Lẹ~f]=Dẫõởfớ/6. LD]rộ]ồL7. LõỏWộ=~rớL8. LDẫõởfớL9. LDớlfọ]ớởL10. Lồ]r=ầflệũ]Dọ~rầ=ẫõởẫộớ=Dệ~f=ầflệũL11. Lồ]r=Dộ^WõfẽL=12. L~rớ=]ợ=DlWầ]L13. LộrpL=14. Lộẫf]ồầfởDộọẫfL15. LộọỏWũ=ộẫf=ĩf]L16. Lồ]r=Dởó]rõfẽL====== =17. LDộ^Wõfẽ=ộờ]rDĩffớầL=18. LõỡW=ĩf]L19. /ở~fọL20. Lởớ^Wẹ=D]rồọỏLFor more fun tests, quizzes and games log onto www.englishbanana.com now!This worksheet can be photocopied and used without charge
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1641 LETS TALK ABOUT EXPERIENCES

1641 LETS TALK ABOUT EXPERIENCES

Speaking and listening – Pre-intermediate to Upper-intermediateLet’s talk about EXPERIENCESConversation cardsHave you ever been abroad?Where have you been?Which country would you like tovisit and why?Have you ever ridden a horse?An elephant? A camel?A motorbike? Anything else?Talk about it.Have you travelled by plane orship?Which do you prefer? Explain.Have you ever seen a ghost?Do you believe in ghost?Talk about it.Have you ever bought a lotteryor lotto ticket?Have you ever won anything?Have you ever visited a fortuneteller?Talk about it.Have you ever been camping?
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Sách giáo viên tiếng anh 10 thí điểm tập 1

Sách giáo viên tiếng anh 10 thí điểm tập 1

Sách giáo viên tiếng anh 10 thí điểm tập 1. TIENG ANH 10 is the frst of a threelevel English language set of textbooks for the Vietnamese upper secondary school. It follows the systematic, cyclical and themebased curriculum approved by the Minister of Education and Training on 23rd November 2012. The aim of this set of textbooks is to develop students’ communicative competence in listening, speaking, reading and writing so that when fnishing upper secondary school, students will achieve level three of the Vietnamese Foreign Language Competence Framework (equivalent to B1 in the Common European Framework of Reference for Languages). Minh Pham Blog
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SỰ KẾT HỢP CÁC KỸ NĂNG GIAO TIẾP TRONG CÁC TIẾT DẠY ĐỌC, NGHE VÀ VIẾT TẠI TRƯỜNG THPT ĐÔNG SƠN I THANH HÓA

SỰ KẾT HỢP CÁC KỸ NĂNG GIAO TIẾP TRONG CÁC TIẾT DẠY ĐỌC, NGHE VÀ VIẾT TẠI TRƯỜNG THPT ĐÔNG SƠN I THANH HÓA

- The lectures become more active, more exciting and attractthe attention and interest of students in learning.- Some students have formed better communication skills, havefaster reflexes before a communication situation.2. Disadvantages:a. Students- Their ability to apply learned knowledge in a flexible way tocommunicate in English is limited.- The students have fewer opportunities to communicate, lessaccess to mass media by which their speaking and listeningskills can be improved.- Some children are afraid to speak English, and to makemistakes.6b. Teaching aids- Teaching aids are few: pictures, radio ...- They are in not good conditions.c. Specific investigation- In the process of teaching, I myself assumed grade 10. Iconducted research the students’ abilities in English learningand get exprience from lessons taught by me. Right from thebeginning of the school year I've oriented myself a plan andspecific methods to actively investigate the situation of thestudents' learning to teach. Through the survey results as theystarted a new school year in grade 10, I have noticed that mostof them are not good at vocabulary and grammar knowledge.Especially, their communication skills in English are quite bad.The survey results are as followings:
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SKKN TIẾNG AN H11 TEACHING GRADE 11 STUDENTS’ SPEAKING SKILLS BY USING COMMUNICATIVE TASKS

SKKN TIẾNG AN H11 TEACHING GRADE 11 STUDENTS’ SPEAKING SKILLS BY USING COMMUNICATIVE TASKS

skills and people can evaluate our English competence by listening to ourspeaking first.Nunan (1991) wrote, "Success is measured in terms of the ability to carry out aconversation in the (target) language." Therefore, if students do not learn how tospeak or do not get any opportunity to speak in the language classroom, theymay then get frustrated and lose interest in learning the language. Ourresponsibility is to improve students’ four language skills: Listening, speaking,reading and writing. I think speaking is the most important skill for my studentsbecause the purpose of our English course is really to enable our students tocommunicate effectively. In fact, if the appropriate communicative tasks oractivities are taught in the right way, speaking in class can be a lot of fun. Theachievement in learning speaking will increase students’ motivation.2TEACHING GRADE 11 STUDENTS’ SPEAKINGCOMMUNICATIVE TASKS.SKILLS BYUSINGIn recent research, it is true that in a language class, it is necessary for theteacher to create a positive classroom atmosphere so that he or she canencourage the students to communicate with each other. By doing this, thestudents can express their ideas, feelings and opinions without feeling afraid ofmaking mistakes. Besides, the students can conduct communicative tasks in aneffective way. Many researchers emphasize the importance of teachingconversations or role play to English language teaching.
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GIÁO ÁN TIẾNG ANH LỚP 11 PHẦN TESTYOURSELF

GIÁO ÁN TIẾNG ANH LỚP 11 PHẦN TESTYOURSELF

T provides Ss with some new words and guid themhow to pronounce them.T asks Ss to read the questions carefully beforelistening.Ss do the tasks themselves in pairs/groups.Ss present their work / task in front of the class.T gives his ideas about Ss’ task/work and correctstheir task/work if they make mistakes and givessuggested answers if necessary.T can let Ss listen to the lesson again if necessaryII. Reading :T asks Ss to read the request carefully.Ss do the tasks themselves in pairs/groups.Ss present their work / task in front of the class.T gives his ideas about Ss’ task/work and correctstheir task/work if they make mistakes and givessuggested answers if necessary.III. Pronunciation & GrammarT guides Ss how to pronounce some wordsT asks Ss to read the request carefully and doContentI. ListeningNew words :TapescriptI’ve known James for 25 years. We first met whenhe moved to my town. He wen to a different schoolbut we became friends because he lived next doorto me. We’ve known each other since then, but we
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ROLE PLAY GOING TO A CAFE ESL14

ROLE PLAY GOING TO A CAFE ESL14

English Banana.comTest Your Speaking & Listening SkillsRole Playing - Going Out1. Going to a caféScene: a busy café. Jeff works behind the counter. Sophie is a customer. Thecafé is self-service. She goes to the counter.Jeff:Hello.Sophie:Hi. Can I have two coffees please, and a cup of tea?Jeff:OK. Do you want milk in all of them?Sophie:Er - two black coffees but a little bit of milk in the tea. Cheers.Jeff:No problem. There you are.Sophie:Thanks a lot. Have you got any sugar?Jeff:

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GIÁO ÁN TIẾNG ANH 8 UNIT 9: A FIRST AID COURSE

GIÁO ÁN TIẾNG ANH 8 UNIT 9: A FIRST AID COURSE

bcef2. Grammar note:* Model: I promise I'll keep her awake. (-> using 'will' to make promise)V. Homework:- Learn new words.- Do exercise 1 in workbook.- Prepare for new lesson: Unit 9 - Speak and Listen.Unit 9:A FIRST-AID COURSELesson 2/55: Speak + ListenA. Aim:By the end of the lesson, students will be able to develop listeningfor specific information about what happening at a hospital and to make andrespond to requests, offers and promises.*. Grammar : Make a request , make an offer , make a promise.*. Lexical item : Eye chart , stretcher , crutch , wheelchair , wheel.*. Skill : Listening and speaking.
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4202 LETS TALK ABOUT THE FUTURE

4202 LETS TALK ABOUT THE FUTURE

Speaking and listening – Pre-intermediate to Upper-intermediateLet’s talk about the FUTUREConversation cardsWhat do you think theweather will be tomorrow?Give your prediction.What are you going to dotomorrow? Describe yourplans to the class.What are you doing tonight?What fixed appointments doyou have?Where do you see yourselften years from now?Explain.Do you think doctors willclone people in the future?If so, do you agree? Explain.Will pollution make theEarth uninhabitable?Discuss.Do you think scientists willfind a cure for AIDS andcancer?

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 GUIDING PRINCIPLES FOR TEACHING ENGLISH IN

GUIDING PRINCIPLES FOR TEACHING ENGLISH IN

Teacher competencies :a) The teacher plans lessons that have communicative objectivesand whose steps build toward meeting them.b) The teacher breaks down functions, genres and skills intosmall components /skills/parts in order to present realistic"chunks" of the language for learners to process.c) The teacher stages the lessons so that what the learnerlearns/practices in each step prepares for the next ones .4.Meaningful Activities / Tasks .developmentClassroom activities and tasks should draw on learners' lives andinterests and help them to communicate ideas and meaning in and outof class .Teacher competencies:a) The teacher supplements and adapts the textbook to planactivities related to learners' lives and interests.b) The teacher uses and plans activities that allow learners topractice and develop real-life communication skills for reading,writing speaking and listening.c) The teacher contextualizes the activities and provides a purposefor them .sambounab@hotmail.fr5.Active,evolving process .Learning a language requires opportunities to use what one knowsfor communicative purposes, making mistakes and learning from them.The aim is to perform competently ,while recognizing that errors maystill occur.
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