...Writing and Speaking Essay March 2012 I'm not a very good speaker. I say "um" a lot. Sometimes I have to pause when I lose my train of thought. I wish I were a better speaker. But I don't wish I were a better speaker like I wish I were a better writer. What I really want is to have good ideas, and that's a much bigger part of being a good writer than being a good speaker. Having good ideas is most of writing well. If you know what you're talking about, you can say it in the plainest words and you'll be perceived as having a good style. With speaking it's the opposite: having good ideas is an alarmingly small component of being a good speaker. I first noticed this at a conference several years ago. There was another speaker who was much better than me. He had all of us roaring with laughter. I seemed awkward and halting by comparison. Afterward I put my talk online like I usually do. As I was doing it I tried to imagine what a transcript of the other guy's talk would be like, and it was only then I realized he hadn't said very much. Maybe this would have been obvious to someone who knew more about speaking, but it was a revelation to me how much less ideas mattered in speaking than writing. [1] A few years later I heard a talk by someone who was not merely a better speaker than me, but a famous speaker. Boy was he good. So I decided I'd pay close attention to what he said, to learn how he did it. After about ten sentences I found myself thinking "I don't want...
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...MEMORIZATION SPEED CONSISTENCY IN RELATION TO WRITING AND SPEAKING A Research Presented to Prof. In Partial Fulfillment Of the Requirements for the Subject PSYC December 2012 ABSTRACT MEMORIZATION SPEED CONSISTENCY IN RELATION TO WRITING AND SPEAKING Memory refers to the processes that are used to acquire, store, retain and later retrieve information, this research aims to know the correlation of writing and speaking relative to speed of recalling the information given. In the experiment the subject of the study was told to recall the alphabet backwards for five trials with thirty seconds interval for each, and was timed in seconds by the experimenter. The experiment was done in two parts, written and oral. The main findings are: the time taken by the subject to write the alphabet backwards is greater than the time taken by the subject to recite it. Also, the time taken by the subject to write and recite the alphabet backwards, in general is inversely proportional to the no. of trials given. However, in the third and fourth trials the time taken by the subject increases, which may be a result of other external factors or a result of forgetting by the subject. To summarize the findings, the memorization speed of the subject is consistent, or as the number of trials increases, the number of time taken by the subject to write and recite the alphabet backwards decreases. We can now conclude that it is faster to memorize or remember information by reciting...
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...school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects—“the Standards”—will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills—Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade-level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects this expectation. The Standards for grade 6 and above are predicated on all teachers using their content area expertise to help students meet the particular challenges of reading and writing in their respective fields. For grades K-5, the ELA and subject-area literacy standards are integrated; for grades 6-11/12, they are separate but parallel. Incorporating a Unique...
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...English Language Essay Topic: “Writing is a more prestigious mode of language than speaking.” Writing and speaking are important aspects of our lives. These modes of language share significant differences between each other. However, they both allow us to communicate to others in society effectively. Despite how vital it is to be able to write productively, speaking is a more essential mode of language than writing. Speaking allows us to socialise with the people around us and develop relationships. Although, we can convey more complex ideas through writing as it is more organised and structured. Ultimately, it is much more efficient to express emotions through speech than writing. Socialisation has played an important role since the beginning of human civilisation. Through speech, we are able to interact with one another and develop close relationships with others. When we begin our education in Prep, no one knows each other that well. Over time, students start to get to know each other a little better through speaking to one another about various topics. If a handful of people have a common interest in a certain toy such as Hot Wheels, they will talk about it amongst each other. Most friendships are often formed through individuals having similar interests. When you talk about it with people who share that interest, it indicates to them that you have a good knowledge of the particular interest. It also allows them to talk about it in more detail without anyone getting...
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...Part 3: Evaluation & Connections (2-5 pages) Reciprocal Teaching (Reading, writing, speaking and listening) I imagine this activity being successful in my classroom. I think previewing the reading and the vocabulary before this activity will be very helpful for all of my students. It will allow them to acquaint themselves with the work before they dive into it. One of the successes of this strategy is that it allows students to work on their writing, speaking and listening skills. This activity allows ELL students to practice their sentence structures in conversation with their classmates. They can practice writing when they complete the vocabulary roundtable activity that coincides with this activity. The listening aspect of this is crucial...
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...Practice Test Overview PTE Academic PTE Academic is a computer-based test designed to test your English reading, writing, listening and speaking skills. The test takes approximately three hours to complete. This includes an un-timed introduction to the test and one optional scheduled break of up to 10 minutes. There are three timed parts: Part 1: Speaking and Writing Part 2: Reading Part 3: Listening Each part may contain a number of sections. Each section is individually timed. Part Content Intro Introduction Part 1 Speaking and Writing Part 2 Reading Optional Scheduled Break Part 3 Listening Time allowed Not timed 77-93 minutes 32-41 minutes 45-57 minutes Offline Practice Test This PTE Academic Offline Practice Test includes a combination of items covering each of the language skills – speaking, writing, reading and listening – as assessed in the actual test. Most of the content includes items from the online unscored practice test. The table below shows the contents of this Offline Practice Test: Part and section Item types Part 1: Speaking Read aloud Repeat sentence Describe image Re-tell lecture Answer short question Summarize written text Write essay Multiple-choice, choose single answer Multiple-choice, choose multiple answers Re-order paragraphs Reading: Fill in the blanks Reading and writing: Fill in the blanks Summarize spoken text Multiple-choice, choose multiple answers Fill in the blanks Highlight correct...
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...Statement | Know basic skills in listening, speaking, reading and writing | Descriptor | B1 DL1Say aloud rhymes or sing songs with guidance | Evidence | B1 DL1 E1Able to follow any of the following: * Repeat rhymes after the teacher * Sing along with the teacher * Sing in groups | Activities | Steps : a) Listen to ‘Head and shoulders’ song b) Sing along with the teacher c) Sing in groups | Name : _______________________ Date :_______________ Class : _______________________ Reference : B1 DL1 E1 Instruction : Sing a song. Head and shoulders Head and shoulders, Knees and toes, Knees and toes, Knees and toes Head and shoulders, Knees and toes, Eyes, ears, mouth and nose. (menguasai / tidak menguasai) Skill | Reading | Band | 1 | Standard Statement | Know basic skills in listening, speaking, reading and writing | Descriptor | B1 DB2Identify and distinguish the letters of the alphabet | Evidence | B1 DB2 E1 * Able to recognize and identify the letters A to Z | Activities | Steps :a)Say the given letters | Name : _______________________ Date :_______________ Class : _______________________ Reference : B1 DB2 E1 Instruction : Say the given letters. d f h l b t n s x m o e g z a p i c w k u q r j y v (menguasai / tidak menguasai) Skill | Reading | Band | 1 | Standard Statement | Know basic skills in listening, speaking, reading and writing | Descriptor | B1 DB3Recognize and articulate...
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...Perfect Phrases for the TOEFL Speaking and Writing Sections This page intentionally left blank Perfect Phrases for the TOEFL Speaking and Writing Sections Hundreds of Ready-to-Use Phrases to Improve Your Conversational Ability, Develop Your Writing Skills, and Build Exam Confidence Roberta G. Steinberg New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights reserved.Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-159247-4 The material in this eBook also appears in the print version of this title: 0-07-159246-6. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...| Listening and Speaking | Standard 1: Listening and Speaking are Communication SkillsStudents will listen, speak, read, and write in English for information and understanding. Students will be able to use the basic listening strategies to use effectively and meaningfully. | SL.K.1: Students will be able to participate in collaborative conversations with peers to continue a conversation through multiple exchanges. | Throughout the day, the students will be able to use their vocabulary words by greeting one another either at their lockers or in the classrooms. Students will be able to express their feelings, thoughts, and ideas clearly. Students will be able to discuss what they would like to do over the weekend or during classroom time. | Reading | Standard 3: Reading-Comprehending TextThe students will be able to analyze text for expression, enjoyment, and response to other related content areas. The student wills be able to participate in teacher guided discussions about the title, cover, illustrations, and text. | RL.K.6: With prompting and support, the students will be able to name the author, illustrator of a story and discuss illustrations. | At circle time, the students will be prompted to discuss what the cover is about by looking the illustrations and reading some of the text of the cover page. Students will be able to identify the difference between the author and the illustrator. | Writing | Standard 1: Writing: Express Ideas in Writing GenresThroughout this...
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...Apollo templates for the new course Internal Information template 1. General information Course name: IELTS speaking and writing. This is a highly intensive course covering the two most difficult skills of speaking and writing that most students are not able to study by themselves and good guides are very essential and important. Many students are good at reading and listening skill and achieve over 7.0 IE mark but they have some difficulties with the other skills and have the need to improve just only the skills. That is the reason to decide to set up this course. We have made a survey (25 people) to find out the demand as well as the targeted customers of our course. Because IELTS is very important for most students at present, especially students planning to study abroad (60000 students in 2011), and English become more and more essential for many universities and companies, our course has a large potential. Out of 20 people taking part in our survey belongs to the age 15-22 and they also agree that a speaking and writing course is very helpful for them because they can’t learn by themselves skills as they are more difficult and they need the guide of teachers. All people did the survey help us collect some useful information about fee, the number of students of each class, the essential facility as well as the potential of the course to organize the course well and meet the customer’ demand. 2. Target customers and demands ...
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...are technical accounting skills. This chapter focuses on how accountants should write and how it affects your work and problem solving. It is important to keep in mind that writing is essential to accountants. Accountants have to be able to read and write on an everyday basis. For example tax accountants have to write memos to describe the results that they found and at times they must write letters to the internal revenue service for their clients. Auditors for example have to write memos to file in the audit working papers that are essential to any audit. After the audit is completed auditors must be able to write a letter to management advising them on any changes that should be made. Accountants at times have the responsibility to write footnote disclosures in financial statements and at times accountants were using very technical language. This resulted in many investors being misinformed due to the fact that not ever investor is an accountant. The Securities and Exchange Commission issued a disclosure rule that stated to write these notes in “plain English.” They are seven tips that writers recommend for business writing. These seven are content, critical thinking, appropriateness for readers, conciseness, clarity, coherence, and revision. By content the writers mean the information you are writing must be accurate and relevant. Critical thinking the writers mean that you must analyze a problem in all aspects and not be biased to one side or opinion. The next tip is...
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...academically fit to enroll for Degree course but have obtained a D in English. * Emphasis on both grammatical rules and the four communicative skills, namely reading, writing, listening and speaking. The students will be faced with the task of studying in a new academic environment and in a language, which may not be their first language or language of instruction. * Serve as an introduction to university, where styles of teaching and learning differ from those at secondary schools as they place more responsibility on the student. * Focus on the skills which the students might need throughout their academic career and beyond. Exit learning outcomes By the end of this course, students should have developed the ability to express themselves fluently and accurately in spoken and written English in the context of university studies and the work environment, by: * Demonstrating understanding of language in print * Knowing how to use a dictionary for vocabulary, spelling and pronunciation * Be able to acknowledge sources through citation and referencing * Demonstrating ability of text mapping * Understanding the purpose of a text and employ relevant reading techniques * Practicing effective writing skills * Demonstrating official and basic academic speaking * Demonstrating academic study skills Learning Resources: The...
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... stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [SL.8.1a,b,c,d] | Students, with scaffolding as needed: * read and actively engage in comprehending appropriately complex stories and poetryStudents...
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...Skills Chairperson: Mr. Fadi EL-Hakim Textbook * Public Speaking An Audience-Centered Approach By Steven A. Beebe –Susan J. Beebe, 8th edition * Writing Research Papers By James Lester, 11th edition Course Description Most careers require some level of public speaking ability, whether it involves making a proposal to your group or management at work, making a sales presentation, teaching people how to use a product or system, or making a presentation to your employees as a manager. Sometimes we face other public speaking situations; including teaching young people how to do something, making our opinion known at a public meeting, or commemorating special events. Course Objective: The aim of this course is to help students become a more effective and responsible speaker and listener. It will encourage them to communicate more openly in different settings (speeches, group discussion, interviews, etc.). This course will also enhance effective public speaking skills, and research methodology techniques. Learning Outcomes: Upon completion of this course, the student will be able to: * differentiate between the basic forms of speeches: informative and persuasive. * become articulate in speech making * increase your confidence in your public speaking ability. * learn principles of effective public speaking. * demonstrate effective aspects of speech preparation. * apply public speaking skills to a variety of speech contexts. * apply effective...
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