10Reading out loud as a kind of reading

„Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level.

Reading aloud is a wonderful tool to help you learn to read smoothly and build fluency skills, continuity and confidence. I encourage students of all ages to read aloud. Not only will this help you comprehend what you are reading, it will also allow you to listen back for your voice. Hearing your voice will assist you in identifying your unique writing voice. Learning to read aloud with confidence and clarity reaps many benefits.

Benefits of Read-Alouds

Read-alouds enable teachers to offer texts with more challenging concepts and/or language than students can read independently.The read-aloud strategy helps English-language learners develop new vocabulary and syntactic awareness.Reading aloud builds good reading habits. It stimulates imaginations and emotions; models good reading processes; exposes students to a range of literature; enriches vocabularies and rhetorical sensitivity; elucidates difficult texts; helps to distinguish different genres; supports independent reading; and encourages a lifelong enjoyment of reading. Read-alouds show students how to question, visualize, and make predictions while they read. 

11.Speaking as one of skills, ways and approaches to teaching speaking

SPEAKING is the productive skill in the oral mode.It like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.

The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.

Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves.

Structured output focuses on correct form. In structured output, students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced.

In communicative output, the learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and communication strategies that they know. In communicative output activities, the criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.