Unit – 6
Oral Communication
Q1) What role does listening comprehension play in communication?
A1) What goes wrong when we ask 'Do you speak that language?' That is why listening, or oral perception, is classified as one of the branches of a tree. Language teachers often find it difficult to develop their listening skills, especially in the 'Foreign Languages' environment as students are not exposed to a language outside the classroom. We look at this topic in this section of the website.
Q2) What are some tips to help teachers develop students’ listening skills?
A2) An effective teacher knows that students do not always have the ability to develop oral comprehension skills on their own; without additional support for listening, on its own, it is not enough to develop better listening skills. Here are a number of things a teacher can use to facilitate the development of listening skills.
• Encourage active listening: Giving students something to listen to to ensure they are actively engaged in the work. Exercise sheets are another tool that promotes active listening;
• Identify listening strategies:Provide students with tools to guide their listening; for example, looking for specific information, identifying words or phrases that can be guessed, or discussing what they expect from certain types of speech; for example, newspapers or ads .;
• selecting the most appropriate presentation strategy: for example, using top-down (general understanding, summarizing) or flattening (indicating words, specific order forms);
• Allow students to hear as much of the target language as possible using a variety of teaching methods: for example, sometimes using visual cues, sometimes not;
• Use facts: For example, a speech or radio announcement in a target language, to help students become familiar with different accents and speech speed;
• Make sure the learners are familiar with the goals of the listening activity:
Is the goal to understand what is being said, to decide whether they will continue to listen or to get more information?
• Provide opportunities for reflection and discussion so that learners can share what they heard, read and used to better understand what was said;
• Organize listening activities, such as providing students with appropriate vocabulary, reading related text, looking at a related picture or clarifying required cultural details etc;
• Be sure to check the level of the listening task ahead of time to make sure it is level for the learners.
Q3) What are some examples of listening activities to use in the SL classroom?
A3) Here are some listening activities to use with students; they range from semi-guided tasks to unstructured tasks.
Semi-Guided Tasks (teacher can pose questions)
Unstructured Tasks: Explain one of the following and record it on cassette, computer program, etc. (students may be allowed to make brief notes for preparation)
Pre-Listening and While-Listening Activities
It is often said that spoken and written language are different. Other reasons for this include, the following: spoken language is often used to communicate with people rather than merely presenting information; It occurs in a setting that provides visual and verbal modes that aid comprehension; and, we usually listen with a specific purpose in mind, looking at what we hear to meet that purpose. In addition, native speakers have endless vague ideas of how a conversation should proceed, and interpret the conversation on the basis of their contextual knowledge of the speaker and the situation. All of these things require good listening skills. The teacher can help their students develop their listening skills by performing pre-listening and listening activities.
For example:
Ask class questions about the topic, but DON'T guess the answers. Then read a paragraph related to the same topic. Ask them the same questions again. After that, start the discussion on the effectiveness of the pre-listening questions: did they help the listener focus faster? Why or why not? Option Listing
Selective Listening :
Selected listening skills can be enhanced by giving students things to listen to. The aim would be to increase students' awareness of what they like and understand without the need for metallic input. The ideal task would be for students to listen to any number of the following oral tasks, and to respond to a series of prepared questions. Students may need to do some of these listening activities before the class.
Q4) It is necessary to learn stress, rhythm and intonation. Why?
A4) Learning English as a second language is very important to learn how to emphasize words, when we use rhythm in each sentence and how it will be used. These are parts of the pronunciation of the English language. Learning English doesn't read words and phrases. You need to learn how to avoid mother-tongue interference in order to improve speech around native speakers. The role of the mother tongue has an impact on language acquisition, rhythm, repression and psychological structure as they alter the same acquisition process. Therefore, it is necessary to learn the pressure, the rhythm and the sounds because they are components of pronunciation. What do these words mean?
Speech rhythm is one of the different parts of language. The English words spoken have a lot of letters. Some syllables are stressed weak and strong, others emphasized long and short. This is why the English language has its rhythm. It means the length of time between extreme pressure or annexation and it looks like a musical term in people's feelings. All languages are said to have their own rhythm. Aperson who is sick or weak in the tongue may lose their language without interest or rhythmic sounds. It is easier for children than for adults to learn or acquire the rhythm of a language.
If students want to practice English rhythm, the first thing is to start counting from first to twentieth and then point your finger on the table as you count.
Examples:
Q5) What is called Stress?
A5) Stress is the force that is put into the word to make the meaning clear in many sentences, where you say some words with more energy and others with less energy. English has accents to emphasize keywords such as verbs, nouns, adjectives and adverbs we name content such as nouns: bag, sausage, verbs: travel, drive, beat, adverbs: well, fast, and adjectives: fat, big, small. And some words that we do not emphasize are usernames: i, an, a, others, any, auxiliary verbs: am, was, can, can, should, should, adverbs: near, near, behind, etc., conjunctions: but , and, or ,,, etc., pronouns: he, she, we, he, her, etc. There are eight following patterns of accent in English.
Single syllable- Stressed e.g.
Two Syllable - First Syllable Stressed e.g.
Two Syllable - Second Syllable Stresssed
Three Syllables - First Syllable Stressed
Three syllable – Second Syllable Stressed
Three syllable- Third Syllable Stressed
Four syllable -Second Syllable Stressed
Four syllable – Third Syllable Stressed
In English, stress is very important to pronounce words clearly in order to understand the dialogue. There are the following types of stress.
Q6) What is Emphatic Stress?
A6) The emphasis that emphasizes the flow of tonic pressure from the final state of speech isto focus on the word content.
Q7) Define Contrastive Stress.
A7) This pattern is quite different from stress that is not limited to stress and discomfort. Speech has tonic pressure on any words. It is possible between content words and technical words to compare that world of speech.
Consider the following examples:
a) Do you want this or THAT one?
b) I want THAT one.
Some unfinished discussions are found in written documents researching contract involvement.
Consider the following sentences:
Q8) Mention the Four Types of Conversations and explain each.
A8) When you talk to someone, it helps to know what kind of conversation you are having. You can do that depending on the direction of the communication (a one-way street or two) tone / purpose (competition or collaboration).
When you talk to one, you talk to somebody, rather than to somebody. When in a two-way conversation, participants listen and speak. In a competitive discussion, people are more concerned about their opinion, and in collaborative discussions participants are more inclined to view everyone involved.
Based on understanding and voice, I have organized the discussion into four types: debate, dialogue, speech and diatribe.
Q9) Define Telephone Calls.
A9) Telephone conversations can be more difficult than in-person conversations. On the phone, you can't read the person's body language or collect many leads in this situation. Instead, you should only rely on the spoken word. Get your students to practice “talking on the phone” by placing chairs in the back or by observing two learners' eyes. Teach them how to answer the phone, what to say during a conversation and how to end the call. You can hide it from another student and select another student to start speaking. Ablinded student should guess who is "firing".
Q10) Describe Celebrity Interviews.
A10) Students of all ages love to “practice faith”. Help your learners expand their discussion skills by interviewing them. Get your learners in pairs. One student should be a reporter and the other should be an interviewer. After the first interview is done, allow your students to switch roles.
Q11) Give the definition of Situational Learning.
A11) Conversations take place anywhere and everywhere; your students should be prepared to speak in many situations. Help your students by giving them new experiences. Create a new environment for your classroom. For example, Transform your class into an airport. Assign one student to work at the check-in counter, one to the immigration officer and the other to the traveler. Now, get your students to have a proper discussion about their situation. If you teach a discussion class, you can be a ticket taker and your student can be a traveler. After that, you can switch roles. You can create instances like: "bank", "school", "shopping", "day", and many more.
These are some of the fun activities to do with your discussion section. Almost all of these activities can be organized by either a whole class or a one-on-one session. When teaching a discussion class to your language students, you simply have to remember to participate and it is appropriate. While discussion classes do not take that arrangement, it is still a good idea to get to your classroom with an idea or two in mind.
For example 1:
Conversations about 2 people meeting and starting a conversation
Michael: That test was long! Four hours! I really don't understand why we should take this test. Are our grade point averages (GPAs) grade not good enough for college?
Q12) Explain about Open Meeting in Effective Communication.
A12) It's easy to communicate your interest and how you feel in your group through open meetings. In this kind of forum, they will not only hear what you have to say, they will see and hear. This approach remains one of the best ways to communicate effectively with a team.
Q13) Creating a Receptive Atmosphereis important in Communication.Why?
A13) To effectively communicate with your team, you need to create a welcoming atmosphere. Avoid harsh situations at all costs because when you talk too much, the message you are trying to share may be misunderstood or stored.
Q14) Give few points on the Nonverbal Communication during the Interview
A14) Keep an eye on the interviewer for a few seconds at a time. Smile and smile (at appropriate times) when the person speaking is talking, but do not pass them by. Do not laugh unless the person you interview first. Respect and keep your tone in your speech.
Q15) Write about Nonverbal Communication at the End of the Interview.
A15) Before leaving the interview, be sure to give your interviewer another impromptu and a solid smile. When you leave, I would like to say farewell to the receptionist or other person you spoke to during the interview.
Your verbal communication is important. Do not use slang. Speak clearly and clearly. Remember your habits and thank the interviewer for taking the time to meet you.
Unit – 6
Oral Communication
Q1) What role does listening comprehension play in communication?
A1) What goes wrong when we ask 'Do you speak that language?' That is why listening, or oral perception, is classified as one of the branches of a tree. Language teachers often find it difficult to develop their listening skills, especially in the 'Foreign Languages' environment as students are not exposed to a language outside the classroom. We look at this topic in this section of the website.
Q2) What are some tips to help teachers develop students’ listening skills?
A2) An effective teacher knows that students do not always have the ability to develop oral comprehension skills on their own; without additional support for listening, on its own, it is not enough to develop better listening skills. Here are a number of things a teacher can use to facilitate the development of listening skills.
• Encourage active listening: Giving students something to listen to to ensure they are actively engaged in the work. Exercise sheets are another tool that promotes active listening;
• Identify listening strategies:Provide students with tools to guide their listening; for example, looking for specific information, identifying words or phrases that can be guessed, or discussing what they expect from certain types of speech; for example, newspapers or ads .;
• selecting the most appropriate presentation strategy: for example, using top-down (general understanding, summarizing) or flattening (indicating words, specific order forms);
• Allow students to hear as much of the target language as possible using a variety of teaching methods: for example, sometimes using visual cues, sometimes not;
• Use facts: For example, a speech or radio announcement in a target language, to help students become familiar with different accents and speech speed;
• Make sure the learners are familiar with the goals of the listening activity:
Is the goal to understand what is being said, to decide whether they will continue to listen or to get more information?
• Provide opportunities for reflection and discussion so that learners can share what they heard, read and used to better understand what was said;
• Organize listening activities, such as providing students with appropriate vocabulary, reading related text, looking at a related picture or clarifying required cultural details etc;
• Be sure to check the level of the listening task ahead of time to make sure it is level for the learners.
Q3) What are some examples of listening activities to use in the SL classroom?
A3) Here are some listening activities to use with students; they range from semi-guided tasks to unstructured tasks.
Semi-Guided Tasks (teacher can pose questions)
Unstructured Tasks: Explain one of the following and record it on cassette, computer program, etc. (students may be allowed to make brief notes for preparation)
Pre-Listening and While-Listening Activities
It is often said that spoken and written language are different. Other reasons for this include, the following: spoken language is often used to communicate with people rather than merely presenting information; It occurs in a setting that provides visual and verbal modes that aid comprehension; and, we usually listen with a specific purpose in mind, looking at what we hear to meet that purpose. In addition, native speakers have endless vague ideas of how a conversation should proceed, and interpret the conversation on the basis of their contextual knowledge of the speaker and the situation. All of these things require good listening skills. The teacher can help their students develop their listening skills by performing pre-listening and listening activities.
For example:
Ask class questions about the topic, but DON'T guess the answers. Then read a paragraph related to the same topic. Ask them the same questions again. After that, start the discussion on the effectiveness of the pre-listening questions: did they help the listener focus faster? Why or why not? Option Listing
Selective Listening :
Selected listening skills can be enhanced by giving students things to listen to. The aim would be to increase students' awareness of what they like and understand without the need for metallic input. The ideal task would be for students to listen to any number of the following oral tasks, and to respond to a series of prepared questions. Students may need to do some of these listening activities before the class.
Q4) It is necessary to learn stress, rhythm and intonation. Why?
A4) Learning English as a second language is very important to learn how to emphasize words, when we use rhythm in each sentence and how it will be used. These are parts of the pronunciation of the English language. Learning English doesn't read words and phrases. You need to learn how to avoid mother-tongue interference in order to improve speech around native speakers. The role of the mother tongue has an impact on language acquisition, rhythm, repression and psychological structure as they alter the same acquisition process. Therefore, it is necessary to learn the pressure, the rhythm and the sounds because they are components of pronunciation. What do these words mean?
Speech rhythm is one of the different parts of language. The English words spoken have a lot of letters. Some syllables are stressed weak and strong, others emphasized long and short. This is why the English language has its rhythm. It means the length of time between extreme pressure or annexation and it looks like a musical term in people's feelings. All languages are said to have their own rhythm. Aperson who is sick or weak in the tongue may lose their language without interest or rhythmic sounds. It is easier for children than for adults to learn or acquire the rhythm of a language.
If students want to practice English rhythm, the first thing is to start counting from first to twentieth and then point your finger on the table as you count.
Examples:
Q5) What is called Stress?
A5) Stress is the force that is put into the word to make the meaning clear in many sentences, where you say some words with more energy and others with less energy. English has accents to emphasize keywords such as verbs, nouns, adjectives and adverbs we name content such as nouns: bag, sausage, verbs: travel, drive, beat, adverbs: well, fast, and adjectives: fat, big, small. And some words that we do not emphasize are usernames: i, an, a, others, any, auxiliary verbs: am, was, can, can, should, should, adverbs: near, near, behind, etc., conjunctions: but , and, or ,,, etc., pronouns: he, she, we, he, her, etc. There are eight following patterns of accent in English.
Single syllable- Stressed e.g.
Two Syllable - First Syllable Stressed e.g.
Two Syllable - Second Syllable Stresssed
Three Syllables - First Syllable Stressed
Three syllable – Second Syllable Stressed
Three syllable- Third Syllable Stressed
Four syllable -Second Syllable Stressed
Four syllable – Third Syllable Stressed
In English, stress is very important to pronounce words clearly in order to understand the dialogue. There are the following types of stress.
Q6) What is Emphatic Stress?
A6) The emphasis that emphasizes the flow of tonic pressure from the final state of speech isto focus on the word content.
Q7) Define Contrastive Stress.
A7) This pattern is quite different from stress that is not limited to stress and discomfort. Speech has tonic pressure on any words. It is possible between content words and technical words to compare that world of speech.
Consider the following examples:
a) Do you want this or THAT one?
b) I want THAT one.
Some unfinished discussions are found in written documents researching contract involvement.
Consider the following sentences:
Q8) Mention the Four Types of Conversations and explain each.
A8) When you talk to someone, it helps to know what kind of conversation you are having. You can do that depending on the direction of the communication (a one-way street or two) tone / purpose (competition or collaboration).
When you talk to one, you talk to somebody, rather than to somebody. When in a two-way conversation, participants listen and speak. In a competitive discussion, people are more concerned about their opinion, and in collaborative discussions participants are more inclined to view everyone involved.
Based on understanding and voice, I have organized the discussion into four types: debate, dialogue, speech and diatribe.
Q9) Define Telephone Calls.
A9) Telephone conversations can be more difficult than in-person conversations. On the phone, you can't read the person's body language or collect many leads in this situation. Instead, you should only rely on the spoken word. Get your students to practice “talking on the phone” by placing chairs in the back or by observing two learners' eyes. Teach them how to answer the phone, what to say during a conversation and how to end the call. You can hide it from another student and select another student to start speaking. Ablinded student should guess who is "firing".
Q10) Describe Celebrity Interviews.
A10) Students of all ages love to “practice faith”. Help your learners expand their discussion skills by interviewing them. Get your learners in pairs. One student should be a reporter and the other should be an interviewer. After the first interview is done, allow your students to switch roles.
Q11) Give the definition of Situational Learning.
A11) Conversations take place anywhere and everywhere; your students should be prepared to speak in many situations. Help your students by giving them new experiences. Create a new environment for your classroom. For example, Transform your class into an airport. Assign one student to work at the check-in counter, one to the immigration officer and the other to the traveler. Now, get your students to have a proper discussion about their situation. If you teach a discussion class, you can be a ticket taker and your student can be a traveler. After that, you can switch roles. You can create instances like: "bank", "school", "shopping", "day", and many more.
These are some of the fun activities to do with your discussion section. Almost all of these activities can be organized by either a whole class or a one-on-one session. When teaching a discussion class to your language students, you simply have to remember to participate and it is appropriate. While discussion classes do not take that arrangement, it is still a good idea to get to your classroom with an idea or two in mind.
For example 1:
Conversations about 2 people meeting and starting a conversation
Michael: That test was long! Four hours! I really don't understand why we should take this test. Are our grade point averages (GPAs) grade not good enough for college?
Q12) Explain about Open Meeting in Effective Communication.
A12) It's easy to communicate your interest and how you feel in your group through open meetings. In this kind of forum, they will not only hear what you have to say, they will see and hear. This approach remains one of the best ways to communicate effectively with a team.
Q13) Creating a Receptive Atmosphereis important in Communication.Why?
A13) To effectively communicate with your team, you need to create a welcoming atmosphere. Avoid harsh situations at all costs because when you talk too much, the message you are trying to share may be misunderstood or stored.
Q14) Give few points on the Nonverbal Communication during the Interview
A14) Keep an eye on the interviewer for a few seconds at a time. Smile and smile (at appropriate times) when the person speaking is talking, but do not pass them by. Do not laugh unless the person you interview first. Respect and keep your tone in your speech.
Q15) Write about Nonverbal Communication at the End of the Interview.
A15) Before leaving the interview, be sure to give your interviewer another impromptu and a solid smile. When you leave, I would like to say farewell to the receptionist or other person you spoke to during the interview.
Your verbal communication is important. Do not use slang. Speak clearly and clearly. Remember your habits and thank the interviewer for taking the time to meet you.
