Oral and written communication

how to start teaching oral communication and written communication?

1. Communication Oral and written communication

2. ORAL COMMUNICATION Oral skill is the ability to speak well more specifically , ability to articulate ones knowledge and understanding, use language creatively use and present material effectively in spoken form whether in ones own language or foreign language, in the latter case , to display a command structure, appropriate , pronunciation , use of register and range of vocabulary

3. Oral communication The communication process conducted through spoken words is referred to as oral communication. Oral communication is defined as the effective interpretation, composition , and presentation of information, ideas, and values to specific audience.

4. How to teach oral skills: five golden rules Give students as much opportunity as possible to practice speaking Provide ample listening practice. Create opportunity for real communication. Expand the range of topic students practice talking about. Build discussion skills.

5. Other rules in oral skills Pronouncing the word clearly is an important thing to be remembered. the need to repeat a particular word / sentence affect the flow of presentation. To emphasize the importance of a particular thought, words have to be pronounced by changing their tones. Avoiding filler while speaking is necessary . The sound of fillers (um,ah etc).could be irritating for listeners.

6. Other rule contd…. While in a face to face communication process interrupting the speaker is considered a sign of poor communication . Careful listening is as important as speaking clearly . While in the process of oral communication. It help in a proper manner. One should always make a eye contact with the listeners; this way the attention of listeners is not lost and their interest kept intact.

7. Other rule contd…. Asking question in order to obtain information is one of the important aspect. One should keep the question precise in order to get a clear answer. It is not advisable to carry on the communication process without understanding a particular point Body language is also important as spoken word.the listeners either gets positively or negatively influenced by the body language of speaker

8. Different setting for oral communication

9. What makes speaking difficult

10. Clustering- also known as branching or mapping is a structured technique based on the same associative principles as brainstorming and listing. Redundancy – superfluous repetition or overlapping especially of words. Reduced forms – usually use during native speakers conversations Performance- the accomplishment of a given task measured against preset known standards of accuracy, completeness, cost and speed.

11. Variables- hesitation, pauses, backtracking and corrections. You actually teach learners how to pause and hesitate(think time) Colloquial language- is formal language that is not rude, but would be used in formal situation.

12. ORAL SPEECH CORRECTIONS Affective feedback Cognitive feedback Avoiding fossilization Effective feedback, development of teacher intution

13. Principles for designing speaking technique Cover learners need of accuracy intention, meaning and fluency Be intrinsically motivating Encourage use of authentic language in meaningful context. Provide appropriate feedback and correction Focus on the natural link between speaking and listening Give opportunity to initiate oral communication

14. What is writing? Writing can be said to be act of forming the symbols: making marks on flat surface of some kind. Writing is process where symbols have to be arranged according to certain conventions to form words and word have to be arranged to form sentences. Writing involves encoding of message of some kind is we translate our thoughts in to language(Byren , 1988)

15. Why writing is important? Writing aims to capture a thought or idea to transfer it to a permanent format, making it tangible, The responsibility for that transfer falling squarely on the writers shoulder, IF the communication is the ultimate goal , write for your audience, not for personal style. Student’s performance is assessed through written work Documentation is mostly done in written form

16. Structure of written communication The document should be as reader friendly as possible Use heading, sub heading bullet point , and numbering whenever possible to breakup the text. Adding graphs and charts is also a smart way to breakup your text. Using questions is good idea, question check keep the reader engaged and curious.

17. Writing in the classroom Needs that require to work on writing skill Academic study Examination; preparation and business English Writing involves different kind of mental process

18. TEACHING THE SKILL WRITING SET WRITING TASK COLLECTING IN MARK

19. YOU CAN DO AS A TEACHER Choose a topic Choose a genre Get ideas Discuss ideas with others to get new perspective Find grammar and lexis suitable for text Study sample and model text similar to what they want to write Co-write sections of the text in groups Write a final version, find appropriate readers

20. Stages of teaching writing

21. Old writing Vs creative writing Write real letters/ emails Write your own news letter magazine , blog etc Advertise (ideas, school events products etc) Send comments replies to discussions, reviews etc to websites. Writes questionnaires and then use them out in the street. Long term project Apply for things , fill in forms , register for things,etc

22. STEPS IN PLANNING A WRITING COURSE AND TRAINING TEACHERS OF WRITING STEP 1- Ascertaining goals and institutional constraints : Examining and accreditation agencies

23. Step 2 Planning content No child left behind Is this the test To test Vs for the test To see if we are ready for test?

24. Is there a correct content of writing classes? Social issues Cultural issues Personal experiences Literatures etc. Rhetorical model Students need topics that allowed them to generate ideas, find the forms to fit ideas and invite risk taking.

25. Step 3 drawing up a syllabus Types of syllabus organization for writing courses: structural – organized around grammer, and pattern(sentences, descriptions, analysis, etc. Functional – organized around the rhetorical activities: describing, defining, explaining, arguing, persuading, comparing, and contrasting, classifying.

26. Step 3 drawing up a syllabus Topical- organized around themes: housing, health, house, education or abstraction like success or courage. Situational- organized around situational tractions applying for job , writing letter to news paper, writing business memo etc. Skills and process – organized skills, ad process as generating ideas, organising ideas, revising, writing fluency, writing fluency , writing effective.

27. Step 4- PREPARATING ACTIVITIES AND ROLES The teacher have to be student to Think about what students will be doing and learning in the class room rather than the comprehensiveness of the information we will imparting. ‘Banking’: Deporting knowledge in the learners head.

28. Step 4- Evaluating the course Use of questionenaires,reflective logs. PORTFOLIOS. Include some specified types of writing in class writing and revised work. Another teacher could be evaluator and teacher becomes in a coach.

29. HOW TO START WRITING? 1- Introduce the topic 2-Introduce and summarise the main writing task 3- Brainstorm ideas 4- fast write 5- select and reject ideas 6-sort and order ideas 7-Decide on specific requirement: style, information, layout etc.

30. HOW TO START WRITING? 8- Focus on useful models 9- plan the text 10- Get feed back 11- Prepare drafts 12- edit 13- prepare final text 14 - Readers

31. Classroom activities and strategies to develop the writing skill Text start- A lot of real – life writing involves looking at other text and summarizing , reporting, responding to them. Selecting ideas from , connecting on them etc. Supplying ‘text starts’ can be a good way to provide useful writing work for students and practice reading writing skill that are useful in professional life and academic research.

32. FAST WRITING Start writing about the topic Non stop writing Not put their pen down at all Not worry about spelling, grammer etc Write ‘ um,um,um or rubbish or something else if they can’t think of what to do write; Non stop to go back and read what they have written Keep writing till you say ‘stop(which will be after five/eight/ten minutes or however long you think is appropriate for your group)

33. Using a dialogue journal Be creative and adopt the activity to the situation and the learner’s need. Keeping a dialogue journal can be practical way to help learners develop reading and writing fluency: Improve spelling and hand writing Understand that writing is a mean of communicating and Make reading and writing part of everyday life

34. Writing fluency activity Fluency in writing , as in reading, should be one of the aims even of beginning lessons. This writing fluency activity helps learners learn to Transfer a flow of speech to written words on paper Visualize spoken words , phrases and sentence as they hear them Write entire chunks of speech rather than syllable by syllable Write fluidly rather than haltingly

35. FREE RESOURCES THAT WILL IMPROVE YOUR WRITING SKILL 1- Grammer , punctuation &co (ultimate style: the rule of writing), -Hyper grammer -grammer girl (provide short , friendly tips to improve your writing, covering the grammer rules and word) 2-common mistakes and problem(ask oxford better writing) -Dr . Grammers frequently asked questions

36. FREE RESOURCES THAT WILL IMPROVE YOUR WRITTING SKILL General writting skills (writers digit) Info please: general writting skill Poynter writing tools (a blog dedicated to writers and journalist, provide fifty writing tools; checklist, a collection of podcast related to writing) Practical guides to better writting skill(copyright 101)

37. Better to write for yourself and have no public then to write for the public and have no self (Cyril Connolly, the new statesman ) The original writer is not one who imitates no body ,but one whom nobody can imitate ~FRONCOIS .RENE DE