Best Spoken English training in chandigarh

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Spoken English Coaching Classes in Chandigarh
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SUMMARY
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Language

• What is a language?
• Language is a tool we use to communicate with
  other people. We encode what we want to say using
  language which is made up of a range of
  components.

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Using language to interact
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• We can divide language activities in the
  classroom into two categoriesintroducing
  language and using language that has already been
  encountered. As learners progress, they will
  constantly meet language for the first time,
  sometimes inside the classroom, sometimes
  outside.

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Meaning

• There are many ways of helping learners
  understand the meaning of a word or phrase. For
  example, with a word like job we can
• translate the word from English into the L1
• give the learners examples of types of jobs, for
  example, by providing pictures of people doing
  different jobs.

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Summary

• It is important for the language teacher to know
  as much as possible about the language that they
  are teaching. The language system is complex and
  learners need to be guided through it. They will
  often come across language for the first time
  which they will need to incorporate into their
  own language system.

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Teaching Methods and Ideas
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Features
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Communicative Language Teaching

• CLT started in the late 1960s and continues to
  evolve. It is not actually a method but an
  approach to teaching based on the view that
  learning a language means learning how to
  communicate effectively in the world outside the
  classroom.

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Task-based Learning

• TBL focuses on the process of communicating by
  setting learners tasks to complete using the
  target language. During this period, the
  learners acquire language as they try to express
  themselves and understand others. The tasks can
  range from information gap to problem-solving
  tasks.

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Chapter 4 Listening
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Listening skills

• Learners need to develop the following skills
• Learning to listen in various ways
• Adapting the way they listen according to the
  test and the reason for listening
• Recognizing the features of spoken English

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Speaking
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Interaction

• Spoken interaction involves two or more people
  talking to each other, for example, one person
  makes a request and the other person responds.
  We call this an exchange.

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Reading

• There are two basic types of texts-authentic and
  non-authentic. Examples of authentic texts are
  newspaper articles, website pages, emails,
  packaging and labels, and so on. Non-authentic
  texts are written especially for learners using
  imaginary contexts and simplified vocabulary and
  sentence construction.

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Reading skills

• Learners need to develop the following skill
• Learning to read in various ways, for example,
  skimming and scanning
• Adapting the way they read according to the text
  and their reason for reading

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Writing

• When we are writing we have to do something
  similar except that we do it with letters rather
  than sounds. We put these together to forms
  words, phrases, clauses, and sentences, and put
  sentences together to make a coherent text.

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Spelling

• Spelling causes problems for lots of learners
  because there is no one-to-one relationship
  between sounds and spelling in English.

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Punctuation

• Learners need to know the basic elements of
  punctuation
• Capital letters for the beginning of a sentence,
  place names, and so on.
• Full stops for the end of a sentence
• Commas to mark the ends of phrases and clauses
• Question marks to signal a question
• Apostrophe to show an abbreviation or possessive.

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Study skills

• Learners need to develop the skills of note
• taking and record keeping.
• Note taking is an essential skill in the
  classroom
• particularly if learners are going to be
  studying
• academically at some stage.
• During a lesson the teacher should always give
• learners time to make notes, make sure that
• whatever they themselves write on the board
  is
• clear and relevant, and monitor learners
  note taking
• and give advice if necessary.

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• Before we teach a lesson, we need to decide
• What the goals or aims of the lesson are
• What resources to use a course book or textbook,
  handouts or worksheets, posters, recorded
  material, etc.

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Preparing tests for your learners

• The following guidelines should help to make
  progress and achievement tests a positive
  experience for your learners.
• Test what you have taught.
• Test what is useful.
• Test all four skills.
• Tell your learners when and what.

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