Developing English Speaking Communication Proficiency by Expressing Feelings

Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
Developing English Speaking Communication Proficiency by Expressing Feelings
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“Developing English Speaking Communication Proficiency by Expressing Feelings,” was written by Norma Landa Flores, M.A. Speech Communication teacher/author/poet,curriculum developer. It is the fourth in a series of five English Speaking Pronunciation Proficiency & Oral Communication Interaction Competency Lessons that develop verbal skills used to ritualize in formal & informal ceremonial situations, express and share senses, attitudes & feelings, give voice to imagination by storytelling & role-playing, inform by speaking & listening, advise, enlighten, and to control by empowering by influencing, convincing, persuading & motivating to actions. Thus, the goal of this series will be to facilitate student speaker’s skills to ritualize, feel, imagine, inform and control by empowering multicultural listeners.

Page 2 provides a definition of the communication act of Expressing Feelings and a Feelings Poem in the form of a public message addressed to exploiters of Mother Earth. The poem makes use of 8 Expressing Feelings speech communication acts concluding with a summary of the purpose, information and importance of the feelings expressed. Two vowel sounds are described with directions for pronouncing them appropriately. The consonants that are featured are: [ ʃ ] as in Marsh and
[ tʃ ] as in March.

Page 3 is the Multiple Choice Questions for Discussion which describes Appropriateness as meeting the communication needs of the time, place, speaker & listener relationship & purpose of the message. 3 multiple choice questions about the content of the Expressing Feelings Poem are asked, followed by two lines to communicate why the writer thinks that the way to communicate in this situation is to say & do the this: _______________. The student/students can score their responses & try again if they fail to reach an agreement on the appropriateness of their responses.

Page 4 Contrasts & Assesses [ ʃ ] & [ tʃ ] consonant sounds in sentences with underlined words a speaker is asked to pronounce while a listener assesses the speaker’s articulation proficiency skills. Page 5 Lists the Contexts & Standards-Based Criteria for Assessing and Contrasting [ ʃ ] & [ tʃ ] vowel sounds in sentences.

Page 6 is the Assessment of Communication Competence and English Speaking Proficiency Skills instrument designed & copyrighted by Norma Landa Flores as the ACCESS Instrument in 2005. It can be used for evaluating entry & exit English Speaking Proficiency & Oral Communication class level placement.

Pages 7 & 8 direct the speaker & listener to develop their own Expressing Feelings Communication Interaction & share it with each other to assess their level of multicultural appropriateness & which sub-skill needs adjusting.

All in all, English, ESL, Environmental, Civic, Social Studies, Ethnic Studies & Culturally Diverse Students, Parents, Teachers, Community Leaders & Organizers can utilize, “Developing English Speaking Communication Proficiency by Expressing Feelings,” as a role model for teaching students how to interact to Share Feelings with each other & Validate each other’s beliefs, values & human needs. Teach Students to Listen and Speak Up Appropriately!
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