Conversation Class

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email-logo – Jenny Brook Bluegrass


girgishannaharoun@yahoo.co.uk

اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



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“The sufferings of this present time are not worth comparing with the glory that is to be revealed to us.”
—Romans 8:18 


Notice from the SVG FSA : Forex IBCs – Wilfred International Services






Humor:



51. The Laughing Lady |



Teacher: I hope I didn't see you looking at Maria's answers.


Student: I sure hope you didn't, either!

Use the other  language selector on my home page above to go through my whole site using any native language you speak,



then use the video above to see and listen to the same teaching topic in text below.



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Next, Use the world site selector on my home page above to go to the search engine site or the social media site you like.




My YouTube Channel:    Click: :( Mr. / Girgis H. H).


منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1



Conversation Class







Mr. / Girgis



Cultivate a relaxed atmosphere.

Suggested topics for conversation.

Other Activities.
Pragmatics of Greeting






Cultivate a relaxed atmosphere:

1) Learn the Student’s Name.

This indication of personal interest puts the student at ease and helps him overcome inhibitions about speaking out in a group.


a) Concentrate on the Student.

While talking to the student, the teacher should focus his attention primarily on the student’s eyes, and he should give the student his full attention.



b-Take Notes.

The teacher should ask the student to write his name on the notepad (which the teacher should always carry to class).


c) Identify the Seats and Use the Students’ Names.


2) Give Praise When It Is Deserved.





3) Smile.


A smile generates warmth and response. The teacher should not be afraid to smile—or to give a hearty laugh if a situation warrants it.


4) Speak Naturally.


There is a tendency on the part of some teachers, in their efforts to make the students understand, to speak very slowly, increase the volume of their voice, and over-enunciate words or use artificially emphasized intonation patterns.


5) The Student Should Talk, Not Take Notes.


A conversation class should give each student the maximum opportunity to talk, and to that end everything should be subordinated. The student should not take notes. A person does not usually carry on a conversation with a note pad and pen in hand.


6) Everyone Should Use English.


The teacher should discourage the use of the student’s mother tongue



Image result for tourists at hurghada and sharm el sheikh
Image result for tourists at hurghada and sharm el sheikh



Be alert and foster alertness


Since the conversation class provides practice in both speaking and understanding what is said, the teacher should stay alert and see to it that the attention of the students does not wander.


Be enthusiastic and engender enthusiasm


Enthusiasm is one of the most important factors in a conversation class.The teacher must remember that enthusiasm is infectious, and that much of the impetus for expression must come through enthusiasm that he himself engenders.


Be patient


Patience, necessary in any encounter with students, is especially important in a conversation class. The teacher should put himself in the place of the student. He should think of how he himself had to struggle to express his ideas when he was first learning a new language.





Be sensitive

The teacher must be sensitive to the subtleties of speech, gesture, and facial expressions of the students, for these reveal the way in which a student is thinking or reacting to the situation.


Think
The word think should be the watchword for all conversation classes. The teacher should never accept the idea that practicing English must be limited to talking alone. He should encourage the students to try to come to grips with ideas, with issues.


Listen
The teacher should try to get the students to speak as much as possible. With some classes, the teacher’s role is merely to be a critical listener. With others, he must play a more active role in order to keep the conversation moving.



Making Corrections

However, the teacher should always correct flagrant violations the moment they are made.







Other Activities


1-Extemporaneous Speaking.

Before the class meets, I type individual topics on small pieces of paper. When the students arrive, each one picks up a slip of paper. I give each student two minutes to organize his thoughts and two minutes to speak. After a student speaks, members of the class ask him two or three questions.


2) Colored Slides.

I show colored slides of interesting places known to the students. As each slide is shown, the students engage in casual conversation about the place being viewed.


3) Book Reviews.

I assign students to prepare and give in class five-minute reviews of books that interest the group.





4) Theater Party.


I sometimes plan a theater party with my class. The movie or play may be in English (preferably) or the native language. Afterward, perhaps over tea or coffee, the students discuss (in English) the play or movie they have seen.


5) Class on Tape.

Sometimes I tape a session of the conversation class. Then I play the tape for the class at another session. This creates great interest among the students. It also enables me to evaluate my performance as well as that of the students.


6) Role Playing.

The most exciting “role playing” I’ve ever had in a conversation class dealt with the topic of movies.  Movie Censor).





 Greetings:


   Part 1: Opening Dialogue
(Hello) ________. How’s it going?
(Great!) And you?
I’m (fine.)


  Part 2: Social Function Dialogue
(By the way) My name is ________.
I’m ________.
(I don’t think we’ve met. I am ________.)
(Nice to meet you.)
(Nice to meet you, too.)
(I’m sorry. What’s your name again? I’m ________.)
(Good to see you again. Long time no see.)


  Part 3: Transitions
(So, ...) (By the way, ...) (Well, ...)



Page 4: Question–Response Dialogue
How was your weekend? (week?) / Do you have any plans for this weekend?
(It was good.) / I (will) ________ and ________.
That’s great. (That’s too bad.)
How about your weekend? / Do you have any plans?
(It was great.) / I (am going to) ________ and ________.
Oh yeah? (Question)
(Answer)


  Part 5: Closing Dialogue
(Well, ...) (So, ...) / Hey, what time is it?
It is ________.
I’m sorry, but I have to go. It was nice talking to you. Talk to you later, OK?
Sure. Take it easy. Good-bye                    
                 


Other Resources:


1-Physical activity in class.



2-Learner-centered Teaching.



3-Characteristics of a good teacher.



4-Teacher's Toolbox.



5-Communication practice VS


pattern practice.



5-New Vocabulary.



6-Teaching songs.



7-Teaching spelling.



8-Model Lesson / Lesson Plan



9-How to teach a novel



10--Egyptian Education System.



11-Curriculum Analysis.



12-Curriculum Development.



13-Curriculum Design.

 Teaching Forum 2005,


Volume 43,


Number 3





1-From Passive Participant to Active


Thinker



2-Speaking and Listening Online



3-A Process Genre Model for


Teaching Writing



4-Literacy Memoirs



5-Classroom Techniques: -



6- Nonstop Writing



7-- English for Fools



8-A Lesson Plan Speaking


(and Writing) of Sports



9-Graphing Activity Student Survey



Communicative grammar



Assessment and Evaluation.


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