Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. The Oral Skills Class• Who are the students?• What do they expect to learn?• What am I expected to teach? Speeches• Topics for speeches will vary depending on the level of the student and the focus of the class.• The teacher can provide the structure for the speech. Conversations• Emphasis on having students analyze and evaluate the language that they or others produce.• The most fundamental form of oral communication such as • One way to approach this activity is to assign the students to find a native speaker to be friend, roommate, or colleague and interact with the persons. Audio media Oral DialogueJournals• Emphasized fluency and meaning negotiation rather than accuracy.• Practice with fluency and attention to accuracy can be accomplished at the same time. Conclusion• Oral skills are not only necessary for communication in, and with, the English-speaking world. Regular readers know that I teach many different classes, including an International Baccalaureate Theory of Knowledge class, and share many TOK resources here. IB has made many changes this year to the Theory of Knowledge course and, along with writing my own thoughts on them, I’ve invited others to write guest posts, too. Recently, I’ve invited guests to write about the changes to the TOK Oral Presentation. As for extracting your KI, see previous posts on Larry’s blog about the new ‘Knowledge Questions’.
Argument: Up to 30,000 people at Traberhof outside Rosenheim near Munich in September 1949, where many mass and distant healings occurred through influence of Bruno Groening. The frequency of reported spiritual healings by non-believers or atheists suggests that at least some of them MUST be real. Given what we know about human beings and their tendency to experience weird and wacky things, we should expect such miracle healing experiences anyway, so the fact people do have them doesn’t give us much grounds for supposing there is a miracle happening.


You should now be able to see how ‘application’ works: as part of building arguments you can also integrate other real examples, even other KQs that emerge as you analyse them. Always remember: the presentation must advance your arguments from the first real life situation that inspired you personally to the wider world through the guiding frame of your KQ. My students are working on their presentations now and are struggling with the extracting a KQ from a real-life situation.
I'm Larry Ferlazzo and here you will catch me talking about websites that will help you teach ELL, ESL and EFL! Most popular posts"Resetting" Classroom ManagementThe Best Websites For Creating Online Learning GamesEasily Make Your Own Unique (& Fake) CNN, NY Times, Etc.
My Classroom Management Book"Classroom Management Q&As: Expert Strategies for Teaching" is an edited compilation from my Ed Week teacher advice column, along with new materials. My book, "English Language Learners: Teaching Strategies That Work," was published by Linworth Publishing in April, 2010. One of the most difficult elements of an oral presentation for students is receiving a critique for their work; this is especially true for students who are giving an oral presentation for the first time.
The most profound impact on language teaching will come from the never-ending developments. Some students are required to give an oral presentation as early as the first grade, while others may not give their first oral presentation until they enter college.
This list should include using an introduction, body and conclusion in their presentations, as well speaking to a specific audience. For the first few oral presentations, have the students write out what they will say with a pencil on notebook paper. Divide the students into groups so that they can work collaboratively on their presentations and give one another constructive feedback.


You must define what a critique is for the students and provide them with methods for giving a critique, or sharing their ideas about another student's work. Some students will find oral presentations second nature, while others may become ill at the very thought of giving an oral presentation.
In your grading policy you might also indicate that they will be graded based on their personal improvement, rather than in comparison with other students. Various forms of technology not too far in the future that speech recognition to allow actual oral communication as language educators, we must remain open to these new developments in order to provide the best possible instruction for our students. Regardless of the grade level that you are working with, however, there are a few methods for teaching oral presentations that will assist in making the learning process successful.
For example, you can tell the students to give an oral presentation about the media and to pretend that they are delivering it to a parent organization. For example, explain that critiques are not personal attacks; critiques must be positive and must offer solutions to oral presentation problems. Therefore, you must focus on each student's strengths and weaknesses and record each student's individual progress as the course unfolds. Teaching students to understand how to speak to different audiences is part of building their oral presentation techniques.



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