method of teaching speech

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teaching resources and exercises of the system continuous education contents: introduction……………………………………………………………………...…..3 chapter i student’s and teachers’ attitudes towards the use of computer mediated communication voice……………..4 1.1. text chat as as an instructional resource to improve speaking skill….....................4 1.2. theoretical foundations of teaching speaking pupils of junior form………..5 chapter ii. the most common difficulties in auding and speaking………………………………………………………………..……. 15 2.1. linguistic characteristics of speech………………………………………….15 2.2. speaking in teaching practice……………………………………………….22 conclusion…………………………………………………………………..29 list of literature……………………………………………………….30 introduction our work is devoted to the method of teaching the speech. but for the beginning let’s examine what is speech. language came into life as a means of communication. it exists and is alive only through speech. when we speak about teaching a foreign language, we first of all have in mind teaching it as a means of communication. in teaching speech the teacher has to cope with two tasks. they are: to teach his pupils to …

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sion. the first chapter is about the most common difficulties in auding and speaking a foreign language. also it consists of psychological and linguistic characteristics of the speech. further we find differences between prepared and unprepared speech and in this chapter we learn to find mistakes of pupils and how to correct them. in the second chapter are given the exercises, which help the teachers to obtain results in teaching speech. chapter i student’s and teachers’ attitudes towards the use of computer mediated communication voice 1.1. text chat as as an instructional resource to improve speaking skill i’m never going to perfect the art of speaking. and hey, neither are you. none of us hairless monkeys are. granted, tony robbins, eckhart tolle, jim rohn and other well-known speakers are masters, but even they make mistakes. a practical, evidence-based guide for the every day social adventurer. more information there’s nothing like …

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these skills aren’t the whole of speaking–a great gesture doesn’t a great speaker make, but a tap on the nose makes a story cuter, and wide arms a statement grander. this is where great conversationalists differentiate themselves: some love deep, highly emotional conversations controlled by pace, mastery topics and story telling; some play subtle games of humour, making their friends feel like everything is an inside joke they’re included in; some make their friends feel like great conversationalists by leading conversations to the most interesting bits, punctuating points properly with volume, gestures and physicality and then backing off. below are 7 simple steps that i hope will benefit you greatly. i was messing around with photoshop and came out with the jpeg below (how to improve speaking skills in 7 simple steps) because why not. there are also useful videos and i vow to answer all questions in the comments. …

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e success in developing pupils' skills in auding: (1) linguistic material for auding; (2) the content of the material suggested for listening and comprehension; (3) conditions in which the material is presented. 1. comprehension of the text by the ear can be ensured when the teacher uses the material which has already been assimilated by pupils. however this does not completely eliminate the difficulties in auding. pupils need practice in listening and comprehension in the target language to be able to overcome three kinds of difficulties: phonetic, lexical, and grammatical.[4] phonetic difficulties appear because the phonic system of english and russian differ greatly. the hearer often interprets the sounds of a foreign language as if they were of his own language which usually results in misunderstanding. the following opposites present much trouble to beginners in learning english: θ — s tr — tƒ a — o s — z a: …

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. grammatical difficulties are mostly connected with the analytic structure of the english language, and with the extensive use of infinitive and participle constructions. besides, english is rich in grammatical homonyms, for example: to work — work; to answer — answer; -ed as the suffix of the past indefinite and the past participle. this is difficult for pupils when they aud. 2. the content of the material also influences comprehension. the following factors should be taken into consideration when selecting the material for auding: the topic of communication: whether it is within the ability of the pupils to understand, and what difficulties pupils will come across (proper names, geographical names, terminology, etc). the type of communication: whether it is a description or a narration. description as a type of communication is less emotional and interesting, that is why it is difficult for the teacher to arouse pupils' interest in auding …

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teaching resources and exercises of the system continuous education contents: introduction……………………………………………………………………...…..3 chapter i student’s and teachers’ attitudes towards the use of computer mediated communication voice……………..4 1.1. text chat as as an instructional resource to improve speaking skill….....................4 1.2. theoretical foundations of teaching speaking pupils of junior form………..5 chapter ii. the most common difficulties in auding and speaking………………………………………………………………..……. 15 2.1. linguistic characteristics of speech………………………………………….15 2.2. speaking in teaching practice……………………………………………….22 conclusion…………………………………………………………………..29 list of literature……………………………………………………….30 introduction our work is devoted to the method of teaching the speech. but for the beginning let’...

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