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In this book, Erik Palmer shares the art of teaching speaking in any classroom. Teachers will find thoughtful and engaging strategies for integrating speaking skills throughout the curriculum.--[book cover]
Speaking Across the Curriculum gives teachers ready-made speaking and listening activities that can be infused into any curriculum. Over 50 activities help teachers encourage debate and discussion and teach students speaking and listening skills. Students will learn how to outline a speech, build active listening skills, develop a media presentation, persuade an audience and speak spontaneously. Activities also help students analyze and evaluate arguments and sources, including web sites.
An intelligibility-based approach to teaching that presents pronunciation as critical, yet neglected, in communicative language teaching.
The world is your stage. Own it. Great speaking does not come easy. But even the wallflowers among us can’t avoid speaking forever. In Own Any Occasion, speaker and educator Erik Palmer taps into his vast experience to simplify the process of extraordinary speaking, whether you’re giving a wedding toast or preparing for a one-on-one sales call. His approach is equal parts preparation and delivery: Never speak unless you have something worth saying, and never let a poor performance diminish a good message. In 11 steps, Palmer shows readers how to craft the perfect message and captivate audiences with exceptional delivery, no matter the circumstance. He demonstrates that the steps to impress when you meet your in-laws for the first time are the same ones that will help you succeed in front of an auditorium full of executives. Whether your audience is large or small, your message personal or professional, Palmer’s easy system will help you become the best speaker you can be in any situation. Own Any Occasion is for anyone who wants to master the art of speaking well, from first-time presenters to seasoned pros looking for a new process. Give yourself the tools to impress every listener and develop a more confident you.
This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit. This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect. This volume was originally published as a special issue of Research Papers in Education.
Contains sample activities including rap, pantomime, a game show, TV news and more. Cartoon illustrations throughout.
Whether considering the art of debate; understanding dialogic teaching methods; the necessity of questioning; or the ability to assess and develop these skills, this book has been written by a classroom teacher, for classroom teachers, in the hope that oracy is dragged out of the shadows and recognised for its significance to improving students’ life skills and future aspirations. When we think about the transferable skills all students will take with them post-academia, oracy, literacy and numeracy should logistically stand proudly side by side. This triad of skillsets are the key components that are used to measure intellectual development in childhood, as well as being further instilled and nurtured in all students throughout their education. However, as children become students and as these students become critical thinkers, an element of this crucial triad appears to have been disowned in recent years. In 2020, oracy appeared to have even less relevance in academia, with the only supportive provision for both Language and Literature to deal with any missed learning being the eradication of any recorded proof of this skill. Yet another indication that oracy has, in some circumstances, been cast into the shadows and banished into the realm of the subject specific curricular. We need to be realistic and embrace the idea that this skill is a necessity to success for all learners post-academia. Training students in the ability to communicate effectively with different audiences in different contexts, needs to be brought back into the spotlight in the hopes that we can attempt to resolve any misconceptions regarding oracy’s place in the curriculum. Through the recognition of the theoretical understanding of communication that will provide the foundations for this book, the aim is that it acts as a supportive guide that will provide suggestions and strategies in order to hopefully empower and encourage educators in all subjects in education, thus restoring the use and appreciation for this necessary skill both inside and outside the classroom. For so long, focus has been on the stress and rigor of assessments, and the fulfilment of the curriculum to ensure that all students can navigate their GCSE examinations. This book will question whether this will have a detrimental effect on students who may have been exposed to fewer of the skills that they will require when leaving an educational setting and venturing into everyday life. So, let’s address the elephant in the room, and provide it a voice.
"Provides the structure and content for 28 speech class lessons, including the handouts and forms needed ... Tested with 7th-11th grade students"--Page 4 of cover