Question

Your were selected as a volunteer to assist your class teacher in PTM.Write a letter to your friend telling him/ her about your experience about the same.
Word limit ( 100 - 15 words)

please answer correctly otherwise you will be reported..​

Answer 1

Answer:

Some Basic Techniques for Improving Student’s Oral Skills:-

Oral language is one of the most important skills your students can master—both for social and academic success. Learners use this skill throughout the day to process and deliver instructions, make requests, ask questions, receive new information, and interact with peers. Here are some suggestions and techniques which are very helpful for developing children’s oral skills.

1. Encourage Conversation:

Every social interaction gives students a new opportunity to practice language. Some of your students might need a little guidance from you to engage in conversations, so spark interactions whenever you can. Ask questions, rephrase the student’s answers, and give prompts that encourage oral conversations to continue.

2. Model Syntactic Structure:

Your students may not use complete oral syntax in informal speech, but encourage them to do so when they’re in the classroom. When a student uses fragmented syntax, model complete syntax back to them. This builds oral language skills and gives students practice in a skill necessary for mastering written language.

3. Maintain Eye Contact:

Engage in eye contact with students during instruction and encourage them to do the same. Maintaining eye contact will help learners gauge their audi­ence’s attention and adjust their language, their volume, or the organization of their speech. This will help them be better under­stood, communicate more clearly, and successfully interpret nonverbal cues about their clarity.

4. Remind Students to Speak Loudly:

Ask students to feel the muscles used for speech while they’re talk­ing and monitor their volume and articulation. Remind them that clear and loud-enough speech is essential for holding the attention of the group and communicating their information and opinions effectively.

5. Explain the Subtleties of Tone:

Your students have probably experienced playground arguments related to tone; misunderstandings are common when students are using loud outdoor voices. Remind your students how tone of voice—which includes pitch, volume, speed, and rhythm—can change the meaning of what a speaker says. Often, it’s not what they say, it’s how they say it that can lead to misunderstanding of motives and attitudes. Ask your students to be mindful of tone when they’re trying to get a message across, and adjust their volume and pitch accordingly.

6. Attend to Listening Skills:

Ensure that your students are listening by using consistent cues to get their attention. You might use a phrase like “It’s listening time” to give students a reminder. Some students might also benefit from written reminders posted prominently on your wall.

7. Incorporate a “Question of the Day.”

During each school day’s opening activities, ask a question to encourage talk. (You can even write one on the board so your students can read it and start thinking about their answer as soon as they come in.) Start with simple one-part questions like “What is your favourite animal?” If a student doesn’t answer in a complete sentence, model a complete sentence and ask the student to repeat your model. Once your students are successfully answering these simple questions in com­plete sentences, move to two-part questions that require more complex answers: “What is your favourite animal? Why?”

8. Compile a Class Booklet of Students’ Phrases:

Give your students a sentence to finish, such as “When my dog got lost I looked…” Have each student contribute a prepositional phrase to com­plete the sentence (e.g., at the grocery store, in the park, under the bed). Then have your students create a class booklet by writing and illustrating their phrases. When all the phrase pages are assembled into a booklet, students can practice reading the very long sentence with all the places they looked for the dog. Encourage them to come up with a conclusion to the story.