Speaking. Group members will speak at will; however, the facilitators may require that group members be recognized by the facilitator before speaking. Group members will try not to interrupt each other.
Speaking. Courteous and effective communicating with coworkers, providers, residents, family members, visitors, and ancillary departments.
Speaking. The tutor can assist in any of the following areas: ✓ Presentation skills ✓ Public speaking skills ✓ Controlling pronunciation while speaking ✓ Pronouncing the sounds, rhythm, stress and intonation of spoken English ✓ Strategies for improving intelligibility ✓ Improving fluency To make the most of English Language Tutoring: • Come with specific questions and concerns about aspects of your writing or speaking • Listen to the feedback you receive and try to work on those areas • Look for patterns of issues you are having, and make sure you attend to these the next time you visit: build on the feedback you receive so that the tutor does not have to point out the same things (keeping an error log might help you) Remember: • The tutor is not just there to ‘clean up’ your paper or your presentation for you. The goal is to identify the most serious issues and work with you to correct them. They are not an editing service, but a support resource. • The tutor is not a subject matter expert, so they cannot answer specific questions about the assignment or your courses. • Tutoring is advisory only. It does not guarantee a particular outcome. The tutor does not affect the final grade of any writing assignment or presentation and won’t discuss grades with you.
Speaking. The tutor can assist with any of the following areas: ✓ Presentation skills ✓ Public speaking skills ✓ Controlling pronunciation while speaking ✓ Pronouncing the sounds, rhythm, stress and intonation of spoken English ✓ Strategies for improving intelligibility ✓ Improving fluency To make the most of English Language Tutoring: ⮚ Come with specific questions and concerns about aspects of your writing or speaking ⮚ Listen to the feedback you receive and try to work on those areas ⮚ Look for patterns of issues you are having, and make sure you attend to these the next time you visit: build on the feedback you receive so that the tutor does not have to point out the same things (keeping an error log might help you) Remember: ⮚ The tutor is not just there to ‘clean up’ your paper or your presentation for you. The goal is to identify the most serious issues and work with you to correct them. They are not an editing service, but a support. ⮚ The tutor is not a subject matter expert, so cannot answer specific questions about the assignment or your courses. ⮚ Tutoring is advisory only. It does not guarantee a particular outcome. The tutor does not affect the final grade of any writing assignment or presentation and won’t discuss grades with you. By utilizing the SPS Tutoring Program,
Speaking. (i) TOPIC — An informative speech is an original memorized speech designed to explain, define, describe, or illustrate an object, idea, concept or process. The general purpose of the speech is for the audience to gain understanding and/or knowledge of a topic that the student believes important for the audience. Informative speaking avoids predominantly persuasive subjects and techniques. All speeches must have been prepared during the current competitive year.
Speaking. 10. Able to communicate in everyday social and routine workplace situations. In these situations the speaker can describe people, places, and things; narrate current, past, and future activities in complete, but simple paragraphs; state facts; compare and contrast; give straightforward instructions and directions; ask and answer predictable questions. Can confidently handle most normal, casual conversations on concrete topics such as job procedures, family, personal background and interests, travel, current events. Can often elaborate in common daily communicative situations, such as personal and accommodation-related interactions; for example, can give complicated, detailed, and extensive directions and make non-routine changes in travel and other arrangements. Can interact with native speakers not used to speaking with non-natives, although natives may have to adjust to some limitations. Can combine and link sentences into paragraph-length discourse. Simple structures and basic grammatical relations are typically controlled, while more complex structures are used inaccurately or avoided. Vocabulary use is appropriate for high-frequency utterances but unusual or imprecise at other times. Errors in pronunciation, vocabulary, and grammar may sometimes distort meaning. However, the individual generally speaks in a way that is appropriate to the situation, although command of the spoken language is not always firm. READING COMPREHENSION
Speaking. 14. Able to participate effectively in most formal and informal conversations on practical, social, and professional topics. Can discuss particular interests and special fields of competence with considerable ease. Can use the language to perform such common professional tasks as answering objections, clarifying points, justifying decisions, responding to challenges, supporting opinion, stating and defending policy. Can demonstrate language competence when conducting meetings, delivering briefings or other extended and elaborate monologues, hypothesising, and dealing with unfamiliar subjects and situations. Can reliably elicit information and informed opinion from native speakers. Can convey abstract concepts in discussions of such topics as economics, culture, science, technology, philosophy as well as his/her professional field. Produces extended discourse and conveys meaning correctly and effectively. Use of structural devices is flexible and elaborate. Speaks readily and in a way that is appropriate to the situation. Without searching for words or phrases, can use the language clearly and relatively naturally to elaborate on concepts freely and make ideas easily understandable to native speakers. May not fully understand some cultural references, proverbs, and allusions, as well as implications of nuances and idioms, but can easily repair the conversation. Pronunciation may be obviously foreign. Errors may occur in low frequency or highly complex structures characteristic of a formal style of speech. However, occasional errors in pronunciation, grammar, or vocabulary are not serious enough to distort meaning, and rarely disturb the native speaker. READING COMPREHENSION
Speaking. 18. Uses the language with great precision, accuracy, and fluency for all professional purposes including the representation of an official policy or point of view. Can perform highly sophisticated language tasks, involving most matters of interest to well-educated native speakers, even in unfamiliar general or professional-specialist situations. Can readily tailor his/her use of the language to communicate effectively with all types of audiences. Demonstrates the language skills needed to counsel or persuade others. Can set the tone of both professional and non-professional verbal exchanges with a wide variety of native speakers. Can easily shift subject matter and tone and adjust to such shifts initiated by other speakers. Communicates very effectively with native speakers in situations such as conferences, negotiations, lectures, presentations, briefings, and debates on matters of disagreement. Can elaborate on abstract concepts and advocate a position at length in these circumstances. Topics may come from such areas as economics, culture, science, and technology, as well as from his/her professional field. Organises discourse well, conveys meaning effectively, and uses stylistically appropriate discourse features. Can express nuances and make culturally appropriate references. Speaks effortlessly and smoothly, with a firm grasp of various levels of style, but would seldom be perceived as a native speaker. Nevertheless, any shortcomings, such as non-native pronunciation, do not interfere with intelligibility. READING
Speaking. 2. Unable to function in the spoken language Oral production is limited to occasional isolated words such as greetings or basic courtesy formulae. Has no communicative ability. READING COMPREHENSION
Speaking. 22. Speaking proficiency is functionally equivalent to that of a highly articulate well- educated native speaker and reflects the cultural standards of the country or areas where the language is natively spoken. The speaker uses the language with great flexibility so that all speech, including vocabulary, idioms, colloquialisms, and cultural references, is accepted as native by well-educated native listeners. Pronunciation is consistent with that of well-educated native speakers of a standard dialect. READING COMPREHENSION
