The Classroom Oral Competency Interview (COCI) exam tests for listening and speaking skills and is offered for any language. The exam can be administered to students in 6-12th grade as well as in college. The length of the exam is 5-7 minutes. The exam consists of a face to face interview and the result reported is a proficiency level.

Workbook teaches IPA, pronunciation (stress, intonation), vocabulary and presentation skills using an integrated skills approach through examples from Hamilton. Level: 2 below TLEE, 1 below TLEE; Skills: listening, speaking, pronunciation, vocabulary; Resource type: Workbook; Multimedia (interactive, audio-visuals).

This course is the continuation of 21G.105. It is designed to further help students develop sophisticated conversational, reading and writing skills by combining traditional textbook material with their own explorations of Chinese speaking societies, using the human, literary, and electronic resources available at MIT and in the Boston area. Some special features of Chinese society, its culture, its customs and habits, its history, and the psychology of its people are introduced. The class consists of reading, discussion, composition, network exploration, and conversational practice. The course is conducted in Mandarin.

Topic : Eid milan party (Eid gathering party)Learners: 5th - 8th students Level of culture:  All three levelsSkills: listening, speaking and writing Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims

In this activity, students will be exposed to a variety of music genres and artists from the Spanish-speaking world. Students will work on becoming more informed about different types of music and backgrounds of various artists. Through listening to snippets of songs and a JIGSAW activity, students will collect information about a singer and share it with each other.

In this activity, students will be playing a traditional bingo-style game (Lotería) in which they will listen to vocabulary and interpret what the word is in English. After the instructor has completed reading the lotería cards for the first round, the students will also have the opportunity to practice reading the Spanish words aloud.

The Writing Proficiency Test in Arabic (WPTA) measures Arabic reading, writing, listening, speaking, grammar, and vocabulary skills. The WPTA exam is in intended for the use of college students as well as to professionals and other adults. It can be administered to anyone at any level of ACTFL proficiency level. The length of the exam is 1-2 hours.

The Effective Workplace Communication Training is created to help learners gain crucial skills for effective communication in professional settings. Through interactive modules, participants will delve into the basics of workplace communication, covering verbal, non-verbal, written, and digital channels. The course highlights the significance of clear communication in promoting teamwork, minimizing misunderstandings, and boosting productivity in workplaces. Learners will engage with real-life scenarios and multimedia tools to enhance their active listening, empathy, assertiveness, and proficiency in both speaking and writing.

Students will learn to speak to a group and listen while others speak.
Students will learn about similarities and differences within the classroom and with our families. (Extension will be to make symbolic flag for families which leads into the US Symbols lesson).
Students will learn the meaning of strengths and struggles and begin to understand what their own strengths and struggles are.
Students will learn how they can help others in the class throughout the year, as well as others in their families.
Students will produce a class quilt of pictures of working collaborative to help each other.

This activity aligns to a novice-level unit about families. It focuses on numbers and basic family relationships as students listen to an authentic audio file, then further learning through compiling a family tree as a group. Two versions are included: One with instructions in English, and one with instructions in Spanish.

Learn about the techniques gold miners used to collect gold ore from the area around South Pass City, as well as the hazards they faced during the mining process.

In the accompany lesson plan (found in the Support Materials), students will watch a video that explains the mining process and hazards, and then create caution signs to show their understanding of the challenges the miners faced. Finally, the students will take part in a collaborative STEM challenge to build a working hoist using a limited amount of supplies.

LEARNING OBJECTIVES:

Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will understand how technology impacted the mining process of early gold miners, as well as the hazards the miners faced.
Students will define a design problem and use limited resources to solve it.

Students take classes and work all week to produce a Friday radio show that goes live on air. Every student presents their weeks work (reviews, commentary, investigations) on air. Watch as students work with their peer teachers to perfect their work before Friday.

In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

An activity combining language and science to encourage students to think about the night sky to help them write a poem related to astronomy.

The goal for this unit is to have students analyze a variety of sources on a current events subject of their interest, identify the different perspectives, and defend their own position.This is one lesson from a larger unit on Evaluating Media. This unit will also cover identifying credible sources, analyzing fake news and the role of propaganda, identifying the different ways news is communicated in different communities. This unit will take place in the beginning of the school year to help instill evaluative and critical thinking research skills as we discuss and explore our big ideas throughout the school year. The end goal is to have students create a digital resource for their topic that we can share out as an educational tool for others. We’ll be creating a padlet that links to all of their presentations (students will have their choice in medium, as long as it is digital) that we will share with our school community and ideally can connect and share with other schools and students. There is also a possibility of using PenPalSchools to share out final resources, but that would depend on getting approval from the district to utilize that website.

Learn about the Wyoming gold rush that occurred in South Pass City, and explore the varied perspectives of the people who experienced the gold rush in the 1840’s-1860’s.

In the accompanying lesson plan (found in the Support Materials), students will watch a video that introduces the gold rush and the people who were impacted by it, and then hold a discussion to understand the multiple perspectives. Then, the students take part in a creative writing activity in which they create a piece of text from one of the perspectives.

LEARNING OBJECTIVES:

Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will learn how to write a fictional narrative based on nonfiction resources, following a set of parameters.
Students will understand the motivations and perspectives of various people during the Wyoming gold rush.

This lesson is packed with information on causative verbs. Let, make, have and get are the most common causative verbs. In addition to this, students will practice forming and using causative verbs (verb + object + bare infinitive), (e.g. My brother let me drive his car). They will also be introduced to allow, permit and enable followed by the infinitives.  By the end of this lesson, students will be able to make logical sentences using causative verbs. This will allow them to gain insight into how to make demands, ask questions and describe services.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Lesson OverviewThis lesson, which will require multiple class periods to complete, involves a close reading of selected portions of The Declaration of Independence.  The lesson will begin by establishing students’ background knowledge regarding the American Revolution and the subsequent writing of The Declaration of Independence.  Vocabulary pertinent to the Declaration will be taught via a vocabulary board and periodically reviewed. The teacher will guide students through a PowerPoint presentation of the essential elements of a close reading of a text.  Students will work on developing reading strategies to manage a complex text such as the Declaration of Independence.  Students will analyze the tone, style, and organization of The Declaration of Independence as well as engage in a variety of small- and large-group discussions and routine writing activities.  Finally, they will compose an argument, asserting the rights of people with disabilities, connecting to The Declaration of Independence and as a source of evidence.Teacher Planning, Examples of Response Methods and MaterialsSee Full Lesson Plan AttachedEssential Question and NCSC Essential UnderstandingIs independence better described as a goal or a journey?Modified: “What does independence look like in my life goal and journey?”

Short Description:
Introduction to Speech Communication is used to support teaching, learning and research for SPCH 2713 at Oklahoma State University (OSU). In addition to inclusion of original work authored by the editors to meet the needs of their course at OSU, the editors adapted portions of Exploring Public Speaking: 4th Edition, Stand Up, Speak Out, and Fundamentals of Public Speaking. Please see the Acknowledgements chapter for full citations. We at Oklahoma State University Libraries acknowledge our gratitude for the expertise and generosity of the scholars at Affordable Learning Georgia, College of the Canyons, the Open Education Network and elsewhere for creating and sharing customizable versions of their work.

Long Description:
This book, Introduction to Speech Communication, is used to support teaching, learning and research for SPCH 2713 at Oklahoma State University (OSU). This resource has been customized for use at OSU by faculty members Sarah E. Hollingsworth, Kathryn Weinland, Sasha Hanrahan, Mary Walker, Terrisa Elwood and Megan Linsenmeyer. In addition to inclusion of original work authored by the editors to meet the needs of their course at OSU, the editors adapted and mixed together portions of Exploring Public Speaking: 4th Edition, Stand Up, Speak Out, and Fundamentals of Public Speaking. Please see below for full citations of each of these works. We at Oklahoma State University Libraries acknowledge our gratitude for the expertise and generosity of the scholars at Affordable Learning Georgia, College of the Canyons, the Open Education Network and elsewhere for creating and sharing customizable versions of their work.

Word Count: 342859

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This Wikibook aims to teach the Spanish language from scratch. It will cover all of the major grammar rules, moving slowly and offering exercises and plenty of examples. It's not all grammar though, as it offers vocabulary and phrases too, appealing to all learners. By the end, you should be able to read and write Spanish skilfully, though you'll need a human to help with listening and speaking.