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Word speech teach

Ideas for Teaching Reported Speech

Reported speech is a very rich grammar area to teach because 1) it can involve considerable manipulation of form and 2) it’s a very easy piece of grammar to locate and exploit with texts. The activities here are divided into different kinds of drill, ways of exploiting texts and analysis.


Basic substitution drill: At its most basic, you can simply read out a sentence and ask the students (S) to rephrase it beginning with “He said…” “She said…”. For example:

T: I don’t like it.
S: He said he didn’t like it.
T: I hate it.
S: He said he hated it.

This can be made a little more interesting in the following ways.

Chain report: The following activity is a variation of the well-known ‘broken telephone’. Whisper a sentence in English to a student. That student then whispers it to another and so on until the last student has to say out loud what was said originally.

Chain report version 2: If the above seems too easy, ask students to alternate reported speech/direct speech. If they hear it in reported speech they put it back to direct speech and vice versa. For example:

T: I like it.
S1: He said he liked it.
S2: I like it.
S3: .

I didn’t get that, what did she say: This is a quick question drill. Ask a student a question. After they answer, ask another student what was said. For example:

T: Sasha, how did you get to class today?
S1: I came by car.
T: Sorry, I didn’t get that. Dasha, what did Sasha say?
S2: He said he had come by car.
T: Thanks.

Mingle drill: Prepare a series of cards/slips of paper, each with a different sentence. Here are some examples:

1) I’m sorry I’m late.
2) These truffles are delicious.
3) What time is it? I don’t have a watch.
4) Excuse me, I’m looking for my husband/wife.
5) Do those burgers have meat in them? I’m a vegetarian.
6) I have a PhD from Cambridge.
7) Do we know each other?
8) Remember me? We met at last year’s party.

Create enough cards so that each student has one. You can repeat the same sentences on other cards. Explain that you want the students to role play the following situation. They are all at a very formal cocktail party. Everybody must circulate and talk to each other. The trick is they must say what is on their card and as little else as possible. If you have a CD player or cassette player in the classroom, you could play some quiet music in the background during the mingle. After 5 minutes (or however long it takes for most students to have spoken to each other) tell everyone to sit down again. Ask people to report back on what other people told them, using rported speech.


Clarifications: This is another teacher-led activity that also focuses on listening skills. It uses an oral text generated by the teacher. For this activity you need to prepare the following:

1) A short anecdote (2 minutes long) that you can tell – hopefully related to the topic that you are already doing in class (eg. If you are doing holidays, make it about holidays).

2) Four or five sentences that contradict things in your anecdote.

Write the sentences on the board. Read them out to the students. Now explain that you are going to tell a story, but that some of the facts in the story are different. The students must listen carefully. When they hear a fact that is different from those on the board, someone must interrupt you and seek clarification, using the following structure:

Excuse me, but didn’t you say that. (and include what you had said earlier, the facts that are on the board). Here is an example:

Teacher writes on the board:

I live in a big house
I’m married
I don’t have any children

The teacher reads out the sentences and then she gives the instructions for the activity. She begins the story:

T: Well, the other day I was in my flat. It’s a small flat in the city centre.
S: Excuse me, didn’t you say that you lived in a big house?
T: Ah yes, I did say that. So, it was in my big house. My boyfriend was at work.
S: Excuse me, didn’t you say that you were married?
T: Of course. I’m married. I meant to say my husband was at work and the baby was crying.
S: Excuse me, didn’t you say you didn’t have any children?
T: That’s right. It isn’t my baby, it’s my sister’s baby.

Reported interview: For this activity, search around the internet for an interview. This kind of activity works best if the interviewee is someone that your class is interested in, or at least someone they have heard about. Select some of the interview from the web page and paste it into a word document. Make copies for every two students in the class. In class, divide the students into pairs. Distribute the interview and ask them to work together and make a reported version of it. Give them a word limit (150 words). When they have finished their draft report, have them swap reports with another pair. Ask them to reduce the report now to 100 words. Circulate and help.

Reporting back-famous interview: In this activity, students create the interview themselves. Divide students into groups. Tell the groups that they must do the following:

1) Decide on a famous person (living or dead) who they would like to interview.

2) Nominate one person in that group to be the famous person.

Once groups have nominated their famous people to come up to the front and form a new group. Explain that the famous people are all on a panel to be interviewed by the class, who are journalists. Give the journalists some time to think of questions. During this time the famous people can talk about what they are going to say. When the journalists are ready, begin moderating the interview by asking for questions. Once the famous people have answered all the questions send them back to their original seats. Now ask everybody to write a report with at least two things they remember from the interview. They should include examples of reported speech in their report. Asks students to compare their reports in pairs. Circulate and help. At the end, ask different pairs to read out their reports.

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News texts: Prepare for this activity by going to a news website (for example, www.google.com) and looking around for short news stories with examples of reported speech. Select examples of these texts and create a small worksheet. First ask students to read the excerpts and tick the stories they already know about. Then ask them to speculate about what the direct speech was. Tell them to write in direct speech the reported speech. They can add more detail if they like. At the end, have different students read their quotes and ask the others if they can see what story it came from. Some examples:

The Indonesian foreign minister said that the summit was held not only as an ordinary meeting to commemorate old memories of cooperation among members of the two continents, but to help create a better future.

Judge Garzon says Spain was a key base for hiding, helping, recruiting and financing al-Qaeda members.

Shades of meaning 1: The choice of whether or not to ‘backshift’ the tenses in reported speech often has to do with the reporter’s interpretation. You can ask students to compare the meanings between two examples of reported speech (minimal pair sentences). For example:

He said he’s hungry / He said he was hungry

She said she would come / She said she will come

See the section on tense choices in reported and reporting clauses for further examples that you could use and explanation of the differences in meaning.

Shades of meaning 2: You can also do the above exercise with examples from the news stories. Give the example and ask students to speculate why the tense was chosen.

Word speech teach

You guys! I’m seriously in love with this amazing contraption!

Let’s start with laminating. I LOVE my standard laminator, but I often don’t have even the five minutes that it takes to warm up before I can actually use it. Enter, the Xyron Creative Station. This little baby can be used immediately to protect your materials! Just slide a sheet of paper in, wind the handle, and use the sliding cutter to remove it!

A repositionable adhesive?! Need I say more?! I love that I can use the same materials over and over again with this additional cartridge!

* Umm. nothing? The Xyron Creative Station is a seriously great machine that I’ll be using time and time again!

You can find a video about the Xyron Creative Station HERE!

Disclaimer: This product was prov >

Wednesday, May 31, 2017

Endless Alphabet

This app includes 100 words to spell! Students can choose any word that they’d like!

First, monsters run in and scatter all of the letters.

Then, as the letters are dragged back to their correct place, they each say their sound (over and over) as they go! This is an AWESOME way to work on letter sounds!

Hooray, all of the letters are back where they belong!

Once all of the letters have returned, the word is defined.

What a great way to work on vocabulary, since the definition is given verbally and a picture of the definition is also included!

I can tell you that this app is definitely kid-approved! My 3-year-old stole my iPad and played this app for almost an hour before I even got a chance to explore it!

You can find this fantastic app for $8.99 HERE!

Disclaimer: This app was given to me for review. No other compensation was prov >

Tuesday, May 30, 2017

Social Detective Intermediate

You know I LOVE anything Social Thinking, so I am very happy to share an awesome new app with you called, «Social Detective Intermediate»!

This app is FABULOUS! I have a group of rather rambunctious energetic spirited 2nd graders and this app has held their attention throughout multiple sessions over the last few weeks as I have been checking out this app!

So what is included in this app? Each social situation includes a video, which is awesome for engaging students!

Following the video, students must answer a few questions about the social situation. First, they must make a smart guess. This is basically like inferring information about «expected behaviors».

Students must also determine emotions within the app.

Additionally, students must make guesses as to what the people are thinking in the videos.

This app is so easy to use!

* The videos are incredibly engaging, even for students who sometimes have difficulty with attending, in my opinion.
* Each video targets basic social skills and is super easy to use.
* Videos can be replayed, so you can stop and start them as needed.
* There are a bunch of videos, so you can definitely use this app session after session after session.

* I wish there was a way to go back to previous videos because sometimes my students would quickly push buttons instead of having conversations about why they were choosing their answers.

This app is currently $19.99 and you can find it HERE! In my opinion, this is a WONDERFUL app for anyone who teaches social skills!

Disclaimer: This app was given to me for review. No other compensation was provided. The opinions expressed here are solely my own.

The Prediction Was Predictably Predicted

For your vocabulary lesson, you need to teach students the word “prediction.”

You have 9 other words to teach along with prediction, and thus you have introduced 10 new words to the students. But what if you could quadruple that without taking more time? By teaching students basic word formation skills early in the term, you can teach them prediction, predict, predictable, and predictably all at the same time. Once you’ve taught students how to manipulate parts of speech in a sentence, they now have increased their vocabulary by four words instead of just one.

Teaching word formation can be challenging, and students can often get confused as to whether they should use the adjective or the adverb. Yet, if you teach them these simple guidelines below, you’ll be ready to start increasing their vocabulary four-fold with every new vocabulary list you provide.

How to Teach Word Formation and Parts of Speech


Create a chart/table that has four columns for noun/verb/adjective/adverb and as many rows as new vocabulary words you introduce. It’s beneficial to give students their own individual chart so that they can use it for studying, but it would also be helpful to keep a large chart in the classroom so students can easily be reminded of the patterns found within.

Don’t feel obliged to complete all four columns for every word as not every word in English neatly breaks down into these four word forms. Sometimes a word won’t have all of the forms, or the forms may be rarely used in English. Having gaps in the chart will reinforce the idea that they can’t always apply these patterns.

Teach common suffixes

By using a chart as recommended above, students will also begin to see similarities among word endings. Help them to discover the most common endings for parts of speech and even relationships between parts of speech. For example, guide them to figuring out that adjectives ending in –able/-ible often take the noun ending –ity. (e.g. responsible- responsibility; possible-possibility; capable- capability)

Here are some other patterns to help your students discover within the chart:

  • Common endings –
    • Nouns for things = ment; -ity; -ness; -tion
    • Nouns for people = -er; -or; -ist
    • Verbs = rarely have special endings because they get manipulated for tense; usually the shortest word form
    • Adjectives = -ous; -able/-ible; -al; -ed/-ing; -ful/-less; -ic; -ive
    • Adverbs = -ly
  • To form an adverb, add –ly to the adjective form (not the noun/verb form)
  • If two word forms are the same, it will usually be the noun and verb (e.g.: parent, answer, guess).
  • Nouns ending in –tion will usually take the –al suffix for adjectives.

Be sure to stress to your students that these are patterns, not “rules,” and that there will be some exceptions to most of these patterns. However, by establishing these patterns concretely, students will be able to vastly improve their vocabulary quickly, and they will more readily notice and remember exceptions to the pattern.

Teach Common “Guidelines” for usage

Knowing the correct part of speech for a word form is important, but it’s less than half the battle. The real challenge comes with being able to know how to use it appropriately in a sentence. Below are some (but definitely not all) of the most common usage patterns. Again, emphasize that these are just guidelines because there are many exceptions in English. Once you have taught students these patterns, they will be able to use most word forms immediately in their writing.


  • Nouns are people, places, or things.
  • Nouns always come before verbs and after verbs.
  • Every sentence will have at least one noun.

Nouns are usually in these positions:

  • a/an/the ___________
    • The prediction came true.
  • adjective ___________
    • Wrong predictions are dangerous.
  • Possessive (my, your, his, her, John’s) ________
    • Their prediction was wrong.
  • have ____________
    • I have a prediction .
  • ________ Verb
    • Predictions make people’s lives easier.


  • Verbs show the action or state of being in a sentence.
  • Verbs usually aren’t the first word in a sentence.
    • Exception—Commands: (Go to >Verbs are usually in these positions:

    • Subject ________________
      • Jessica predicted that she would win the game yesterday.
    • Adverb _______________
      • He always predicts the weather.
    • can/should/might/must _________
      • She can’t predict what he will do.
    • d >predict something unless you know it is true.
  • to ________
    • I’m going to predict your future.


  • Adjectives describe nouns (people, places, and things).
  • They answer the question: “What kind of person/place/thing?”

Adjectives are usually in these positions:

  • am/is/are/was/were _______________
    • The game was predictable.
  • _________ noun
    • Predictable people are easy to understand.
  • very __________________
    • Tony is a very predictable person.
  • adverb _______________
    • Tony is always predictable .
  • a/an/the ______________ noun
    • The predictable answer was “yes.”


  • Adverbs describe verbs or adjectives.
  • They answer the question “How d >Adverbs are usually in these positions:

  • _____________________ ,
    • Predictably , Tommy was late again.
  • __________________ Verb
    • He predictably walked in late.
  • Verb __________________
    • He walked quickly .
  • very _________________
    • He walked very quickly .
  • ________________________ Adjective
    • Tom is predictably late.

How to Practice Word Formation and Parts of Speech:

“Word Up” Review Game

Write each word form on two different note cards (or make things easy on yourself by printing the word forms on the computer and then cutting them into individual words). Divide students into two equal teams and have them sit in two lines facing their opposing team. Distribute one whole set of word forms equally amongst each team such that for every word form, a student on Team A has the word and a student on Team B has the word. Stand in front of the students and call out the word and part of speech you want for that word (e.g., “The noun form for predict”). The first student to raise their hand with the word prediction earns a point for their team. Continue until you’ve gone through all the word forms; keep in mind that going back and repeating word forms you have already called out will help keep all students on their toes and engaged in the activity.

Grab the ___________

Print off sets of all of your word forms; make sure you have enough for as many groups as you want. Put students into groups of three or four and have them arrange their desks in a small circle with each other. Arrange the word forms evenly on all the students’ desks. At the front, call out a command – “Grab all the adverbs” and students must race the other members of their group to collect as many adverbs as possible. Alternatively, you can follow the pattern of the “Word Up” game in this small group fashion and have students grab the individual word forms that you call out as well.

Go Fish

In groups of three or four, distribute one set of all of the word forms to each group. Each student should have four words in their hand with the remaining words spread out face-down on a desk. Students must ask each other for the appropriate forms that they need to complete a “set” (i.e. adverb, adjective, noun, and verb). For example, Student A might ask Student B if he has the “Noun form of predict.” If he does, Student B must give Student A the form; if Student B does not have it, Student A draws a word form from the pile on the desk.

While not all of a learner’s target vocabulary will be applicable to word formation (prepositions, idioms, phrasal verbs, etc…), teaching students basic word formation skills will help them to not only build their vocabulary faster but also be more confident with how to use words in sentences.

How do you get students to use word forms correctly?

How to Teach Vocabulary Words

How to Teach Vocabulary Words

Learn how to teach vocabulary words in a way that is easy and painless!

Does your child have vocabulary problems?

Does your child have trouble learning new words?

Here is the procedure we use in speech therapy for how to teach vocabulary words. You can do this at home to improve your child’s vocabulary as well!

How to Teach Vocabulary Words, Step One:

Choose a word: It is important when teaching your child new words that you focus on one word at a time. This will help your child learn the word faster and allow you to teach him more words in a shorter amount of time. When trying to decide what word to teach your child, think about something that he sees frequently in his daily routine or something that you say a lot when speaking to your child. For example, if you’re always telling your child to get his shoes or to go get a book, you could pick “shoe” or “book” as a target word for your child.

How to Teach Vocabulary Words, Step Two

Helping your child understand the word: Before you can expect your child to tell you what that thing is called, you must first work on making sure they understand the word when you say it. This involves having your child point to or find the object when you say the word. Here are some activities that will help your child understand the target word

  • Point out the object whenever you see it. You can say “Oh here’s a book! Book.” Make sure you say the word by itself many times (instead of always saying the word in a sentence like “Oh here’s a book”)
  • Put two objects in front of your child (one being the target word) and ask your child “Where’s the ____”. Reward your child with praise and/or a toy or food he likes when he finds the right one. Once he gets better at that, start adding more objects in front of him. Try the same activity with three or four objects in front of him.
  • Find pictures of the object in books or online (google image search) and have your child point to the object when you name it.

How to Teach Vocabulary Words, Step Three:

Saying the word out-loud: Once your child is able to point to or find the object or a picture of the object when you say it, you will want to work on having your child say the word also. Here are some activities to help your child be able to speak the word.

  • Have your child imitate the word after you say it. Show your child the object and tell her “say _____”. When your child imitates the word back to you, reward her with praise and/or a toy or food she likes. If your child isn’t speaking yet, help her make the sign language hand-sign for the word.
  • When you see the object or a picture of the object, ask your child “what’s this?”. Wait for a minute to see if she will come up with the answer. If not, say the word for your child and have her say it back to you.
  • If the word you chose is something that your child really likes, try putting the object out of your child’s reach and don’t give it to her until she asks for it by name. If she is reaching but not saying the word, try to give her a little prompt to get her started. You could say the first sound or two of the word and see if she can remember the rest, or just move your mouth like you’re going to say the word but don’t let any sound come out. For example, if your child wants “bubbles”, you could put your lips together like you are going to say the “b” sound but don’t really say it. Then, if your child still doesn’t say it, try just saying “buh” and see if she can say the rest of the word.

This process may take a while and you will probably have to repeat the word MANY times before your child starts to learn it so have patience! Stick with it and you will be able to teach your child many words this way! For more great tips on improving your child’s speech and language skills at home, don’t forget to sign up for our email newsletter!

Where to Find More Info about how to teach a vocabulary word:

This guide, along with 38 others, is included in Ms. Carrie’s E-Book: Speech and Language Therapy Guide: Step-By-Step Speech Therapy Activities to Teach Speech and Language Skills At Home or In Therapy. This guide includes detailed information on teaching various speech and language skills, including this one, along with worksheets, handouts, sample IEP goals, data collection, and video demonstrations. For more information, click the button below:

More Resources for Speech-Language Pathologists:

Looking for more therapy ideas and resources to help you provide the BEST services to your clients? Join us in The SLP Solution, our membership program for speech-language professionals! Inside the membership, you’ll find:

  • Step-By-Step Guides for teaching a variety of speech/language/communication skills
  • Pre-Made Worksheets and Therapy Activities for hundreds of different topics
  • Training Videos for dealing with difficult disorders or problems
  • Answers to Your Questions in our exclusive SLP community
  • Tools and Resources to help you with your paperwork and admin tasks
  • Continuing Education through our monthly webinars and webinar recordings

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