English Corner – The Utility of One-on-One Practice

When you are learning a new language especially one where you don’t have a lot of access to native speakers of that language, your ability to learn the foreign language can suffer as a result. Even if you are learning from someone in your country who speaks with advanced proficiency, there is still a discernible difference between a native speaker who also would likely be a qualified teacher for foreign students and one who is a teacher but is still a non-native teacher.

Now, there are a lot of great foreign teachers of second languages including the English language out there who are non-native speakers but I think that if a student has the chance to work with native speakers especially if they have taught before and are certified, your odds of getting better at the target language will increase exponentially. Most group classes or formal class settings for language learning instruction place an emphasis on a comprehensive strategy involving reading, grammar, vocabulary, and listening comprehension. However, while there is a little bit of speaking and writing practice, it is often not enough and there is also no time spent on the individual student and their own strengths and weaknesses.

If you are in a class of 25 to 30 students, one teacher will not be able to effectively work with each student as much or as effectively to improve either the speaking or writing skills in such a constrained time period. If you have four or five hours of English language instruction per week, the chances are high that out of that amount of time, there will only be 30 minutes to an hour dedicated to either speaking or writing instruction, which is very little.

While group or class settings can be ideal for addressing certain proficiency needs such as the aforementioned reading, listening, grammar, and vocabulary practice, such a large setting is often not conducive to conducting good lessons related to addressing speaking or writing practice. In order to boost a student’s proficiency levels specifically with regards to their speaking or writing needs, then you’re going to have to go smaller to get the best results. Any student of the English language must take it upon themselves to find one-on-one practice because that is the best way to help them achieve the best results when it comes to improving their English especially when it comes to speaking or writing.

Even if a student has no access to one-on-one practice, an admirable alternative would be small group sessions or roundtables of no more than five students so they can get as much individualized attention as possible. The key point to make is that one-on-one or small group practice will help the individual student advance a lot more in English than in a large classroom setting. Large classroom settings can benefit ESL students in some ways especially for socialized learning and group practice, but it lacks that kind of one-on-one correction and encouragement that a foreign language student often needs to succeed.

If the English student in question doesn’t have the funds or the time to research private options, it would be ideal for the school or learning institution providing his class study to provide him or her with some outside options for additional learning, especially online if the student is able to do so. While funding private one-on-one learning may not be possible for the academic institution, to improve their students’ performance, they should do their best to make one-on-one tutoring as cost effective as possible.

If it cannot be offered within the institution, then it should be subsidized as much as possible and referred back to other trusted learning centers or individual teachers who will do a great job in assisting the student in one-on-one tutoring. One-on-one learning, especially for speaking and/or writing purposes is extremely effective for a number of reasons. The greater amount of attention, the ability to correct the student quickly and show them how to fix their errors, and the ability to have a longer, more in-depth conversation or writing session is key to helping the student than they could receive instead in the classroom setting.

To have the ability to study the language on a one-to-one basis is a key part of becoming a better English speaker and writer. To have an hour or two of one-on-one practice will do wonders for the student’s self-confidence, their comprehension, and their ability to cover more topics than they would in a class with 25 other students. The next best option that the student has without spending any money is to attend a language exchange event if available in their city or town where they can practice English with another speaker in exchange for sharing their native language with another student or more. These language exchanges are a great way for language students to meet each other, practice their native and foreign languages, and build a community of like-minded students. While these are not specifically one-on-one practice events, you are likely to be speaking to one other person at a time as you rotate to talk to other people at the event as they likely go for a few hours each time.

By practicing one-on-one, you are not able to hide from your language ability and will put them to the test. Overall, that is an excellent way to develop your English proficiency and to do it more quickly. In a classroom, you can hide as other students answer questions and do work on shared projects but there is no hiding in a one-on-one practice session. While it can be intimidating to work with a teacher or a peer one-on-one, it’s not only good for the student’s English language skills but also for their personal development and socialization.

An added bonus to this is that the student can learn from a native speaker perhaps or a person from a country where the language is native to them. Lastly, with the advent of digital learning, it is now easier to work online with a native speaker from halfway around the world in English or another language for free with a peer or with a paid tutor for anywhere from thirty minutes to a couple of hours each week.

Group lessons and classroom learning are key to being better at English but if you really want to develop your proficiency to the highest level, you should consider learning and practicing on a one-on-one basis as much as possible. You’ll be putting yourself out there and may mistakes but that is a natural part of any learning process and you will definitely grow as a result of being accountable for both your failures and your successes as a language learner.

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English Corner – Semicolons

Similar to commas, Semicolons are an important punctuation mark that plays a key role in many English sentences. When you think of a semicolon, think of it being a slight pause in a sentence between the two main clauses or parts that should be separated as you would do with a comma. You will want to use the semicolon in between two independent clauses within a basic sentence and this is especially true if there is no coordinating conjunction being used such as and, or, but, etc. A good example of when semicolons can be used is when you are writing a list of items or things that need to be separated from one another. This is probably the most important use of a semicolon, but it is far from being the only usage.

Semicolons are often used in the middle or towards the end of a sentence if apart of a multi-item list. You won’t see a semicolon being used at the beginning or the end of a sentence as you would with a period or a question mark. Semicolons, colons, and commas are all part of what is known as ‘internal punctuation’, which forms the backbone of a complete sentence. Semicolons can be used with other semicolons within the same sentence as it would be the case when commas are used with commas in a similar sentence.

Semicolons can be used interchangeably with commas as well within the same sentence depending on whether two different people, places, or things are being referenced separately. It is perhaps most common that the semicolon is used with another semicolon or more, but it can be used with other forms of internal punctuation. In addition, semicolons can be used with a colon (:) because the colon often precedes the semicolon(s) in a complete sentence in terms of usage.

Let us look at a few examples where semicolons are being used with a colon preceding it:

1.)   Jackie bought the following items from the supermarket today: Corn; String beans; Tomatoes; Bread.

2.)   James listed his worst fears for his teacher in the following order: Flying; Being in front of an audience; Heights; Spiders.

Let us look at how semicolons (;) can be used with commas (,) correctly within the same sentence:

1.)   George’s family included John, his older brother; Jenny, his younger sister; and Jerry, his younger brother.

2.)   There are McDonald’s restaurants all over the world including Istanbul, Turkey; Mexico City, Mexico; and Bogota, Colombia.

3.)   The astronauts had to decide about the countdown: Would they count from three, two, one; or one, two, three?

All these examples show how interchangeable punctuation marks are within a complete sentence especially when you are listing family members or restaurant chains in different cities. You can see how commas and semicolons can be used together, especially to highlight pauses within a sentence to show differences between places and/or people. Semicolons are not used as often as commas but they play an important role.

Let’s look at how semicolons are used to separate independent clauses especially when a coordinating conjunction is not being used in its place:

1.)   Tim goes to France; I go to Spain.

2.)   Jenny wanted to play tennis; I told her the courts were closed due to rain.

3.)   Jack has three dogs; Tommy has one.

4.)   I believe in UFOs; Jordan thinks I have gone crazy.

In these sentences, you are particularly going to use semicolons when the thoughts in each independent clause are opposed to each other or neutral to the other. When you want to contradict the previous clause, you can use a semicolon to highlight the difference between the two points of views instead of using a coordinating conjunction. To put it another way, coordinating conjunctions are used with independent clauses that are similar to each other whereas you use semicolons with independent clauses that are opposed or contradictory of one another. Sentences with semicolons tend to be shorter than those sentences that use commas or coordinating conjunctions, which do a better job of lengthening the sentence without making it a run-on sentence.

Lastly, a semicolon has an important usage in between sentences or within sentences when it comes to quotations. A comma can replace a period after a quotation and then is followed by a semicolon to link the two sentences together especially when the two people are in a conversation.

Let’s look at a few examples of how semicolons are used within a sentence where there are quotations cited as part of a larger story or narrative:

1.)   “I don’t want to do this,” he stated; “You have no choice in the matter.”

2.)   “Is this your home?” she asked; “Why don’t you go inside to your family?”

3.)   “Why do you look so upset?” he inquired; “What do you have to worry about these days?”

Unless followed by the beginning of a quotation or a proper noun or subject, semicolons are followed by a lower-case letter. You can see from these examples and the explanations given that semicolons are a key part of English grammar and punctuation. Whether its with connecting short independent clauses or bringing together a series of quotations, semicolons can be very useful in English writing. The most important use of semicolons remains making lists especially of different people and places along with their descriptive qualities. Please be sure to follow the example sentences I have given to form your own semicolon sentences. Keep practicing, do your best, and be sure to read this blog post again in the future to better understand this important punctuation mark.

English Corner – Sentence Order and Structure

In previous ‘English Corner’ posts, I have covered ‘Personal Pronouns’ and ‘Singular and Plural Nouns’. I now would like to focus wholeheartedly on how the average English language learner can create a basic yet complete sentence that follows the SVO rule.

What is the SVO rule you may be asking? Good question. SVO stands for Subject – Verb – Object, which is the chronological order for which English sentences are made of. Other languages besides English may be forming sentences as Subject – Object – Verb, Object – Verb – Subject or Object – Subject – Verb but just for this particular language that we are learning which is English, we are going to stick with Subject – Verb – Object and the SVO rule.

If you have doubts about remembering that SVO stands for Subject – Verb – Object as an acronym, you can instead remember it as Some Valuable Onions (SVO) or So Very Open (SVO). These are just two examples of acronyms that you can associate with the SVO rule. It is important to remember that an English sentence will not make any sense unless it follows this particular rule and of placing these characteristics in the right chronological order.

Let’s begin with the Subject:

Subjects are often personal pronouns or proper nouns, which begin the English sentence. If you are using a personal pronoun, you would begin your sentence with I, You, We, They, He, and She if you are referring to a person. You would use a proper noun to refer to an object or a thing as ‘It.’ In addition, you can focus on using proper nouns as well that refer to specific people, places, and things. For example, you could begin a sentence with ‘The President, Albert Einstein, The Miami Dolphins, Hollywood, etc.) These proper nouns are usually formal titles referring to a person’s rank, their full name, or the title of the object or thing being referenced to.

Let’s continue with the Verb:

There are thousands of verbs that we can put in the heart of our sentences but let’s focus here on just the basic ones that are the come up the most frequently. When it comes to verbs, they usually will come right after the ‘subject’ in terms of the order to be in the middle. You also may need to add another verb or two to the sentence to make it complete with an additional subject word at the beginning if you are referencing another person in the ‘personal pronoun’ form.

When it comes to ‘verbs’, you will have the main verb of the sentence and then the ‘auxiliary verbs’ before or after the main verb which are meant to support the actual meaning of the sentence. Auxiliary verbs are not integral to basic sentence structure, but it is something to be aware of as most English sentences will have more than one verb. If you mess up the order of verbs in the sentence, do not be too concerned because that is an easy mistake to make. The key thing to keep in mind is that you are putting the verb after the subject and before the object or object(s) of the sentence.

Let’s finish with the Object:

The object of a sentence brings meaning or purpose to it so without the ending or the ‘object’ being made clear, the sentence will not function on its own within a larger paragraph or an essay. Objects can be either ‘direct’ or ‘indirect’ in terms of their relation to the subject. Types of objects include animals, people, places, things, etc. that are referenced to in some way at the end of the sentence.

A preposition can also go in front of the ‘object’ such as ‘for, to, on, with, by’ and can either be prepositions of place or prepositions of time.

Objects can be abstract, real, theoretical, or imaginary as long as they relate to both the previous subject(s) or verb(s) of the sentence. You can refer to an object directly in the sentence or indirectly depending upon the context.

It is important that the sentence when you finish writing it makes sense grammatically and in terms of using the correct vocabulary. Lastly, while you need a complete sentence, it does not have to be a run-on sentence meaning that you can break up a sentence in two or more sentences if you are saying too much.

Let’s look at a few examples going from the shortest sentence to the longest sentence:

Example #1: I like football.

Example #2: I want to play video games.

Example #3: She was not a good ballet dancer, but she was an excellent writer.

Example #4: You are not supposed to be at the music festival as you have a big test to study for tomorrow.

Example #5: Abraham Lincoln is known as the 16th President of the United States but he was also an avid reader, a lawyer, a U.S. Senator, and an outdoorsman.

Each of these examples sum up the varying levels of complexity that make up sentences in the English language. As you can see, it is likely that the longer a sentence is, the more complex it will be with additional subjects, verbs, and/or objects. The key to avoid run-on sentences is to look over your written work to make sure that the sentence is following the SVO rule but has the right vocabulary to go along with it.

The first example starts us off with one subject, one verb, and one object. The second example adds an auxiliary verb to the sentence and adds a preposition as well. The third sentence enters in a comma as well as an explanation regarding how ‘she’ was ‘not’ a ballet dancer, ‘but’ was an excellent writer. You have two objects, a preposition, and the same verb being used twice in the simple past tense. To add on to the complexity, the fourth sentence highlights the two objects as well as three total verbs and has a time frame by using ‘tomorrow’ as its indirect object at the end of this example. Lastly, the fifth and most complete English sentence discusses a real-life subject in President Abraham Lincoln and how he could have a number of other ‘objects’ associated with him. This sentence also has different verbs as well as a descriptive adjective like ‘avid’ to add some flair to this last example.

As you can see from my explanations and my examples, English language sentences are as diverse and as varied as the language itself. Whether it is three words or thirty words, one complete and compelling sentence can make all the difference in making you both a better English writer and a better English learner overall. Good luck and remember to use this post as a way to begin your quest to create excellent English sentences!

English Corner – Spot The Mistakes

Once you have learned to embrace your errors, the next key part of being an editor of your written English language work is to spot the mistakes. You need to become proficient in catching your mistakes, understanding why they were mistakes, and then fixing them. You are bound to make some mistakes with your English writing but the best way to get over that hurdle is to spot them, understand them, and fix them. It doesn’t even have to be your English when it comes to spotting the mistakes.

Beyond your own work, look at the English language wherever you go and see if there are any mistakes that other people have made. You may be able to help other writers whether they are friends, family, colleagues, or fellow students by helping them spot their mistakes and assisting them in getting them fixed.

Part of becoming proficient as an editor is getting that extra practice that comes with spotting errors in the English that others have put forward. You should always point out their mistakes in a polite and courteous manner, but you should be able to learn from their mistakes in addition to your own. Peer editing is a crucial part of becoming a better English writer and it will make you more adept as an editor too when it comes to be time to review your own work.

Most of us go about our daily lives trying to not focus on the advertisements or the notices that come across our path. However, another crucial way to boost your English language skills is to look closely at those words and phrases you see every day when you’re out and about. You may not notice it but there are sometimes silly and easily fixable errors that are in these notices and advertisements.

When you spot them, take the time to snap a photo with your phone and then when you’re home later, you’ll be able to write down the incorrect word or sentence and re-write it, so it is correct. In order to make this happen, you have to be observant and you have to sometimes get close to the notice, advertisement, or posting in public and really look carefully at it to see if the written English is right. What may be tedious at first may end up being a fun game of sorts that you can play with friends and family to improve your English.

Spotting errors does not only have to be with regards to advertisements or public notices. Despite how well edited written pieces of work are, you are likely to still find small errors in publications such as newspapers, journals, magazines, and even short stories. If you have purchased any one of these items, you should take the time to highlight the errors you find because there may be a few that have slipped the radar of the editor before it came time for publication. In addition to highlighting these errors, you should consider fixing the mistakes and even making the publisher and/or author aware of the fact that there were some mistakes left in the final version of the written piece.

The last key component when it comes to spotting English mistakes is having a way to document them whether you found these mistakes either in public or in private. It would be really beneficial to have a list of English mistakes that you have noticed and fixed as well as what was the running theme that they may have had in common. It would be wise to group those mistakes in categories whether they were grammatical errors, structural errors, or spelling errors. You could also write about the patterns of the mistakes in a journal or a Word document so you can keep track of where, how, and why you spotted those English errors.

Also, there are hundreds of activities, worksheets, and general practice problems out there that any student can use to boost their proficiency in being a better English editor. You will need to be already a decent writer to make proper edits, but you can do so at the Intermediate level or above. In addition, daily or even weekly practice by completing those ‘mistake’ correction worksheets will go a long way to become a good editor not only for yourself but for your fellow classmates or work colleagues.

There are many different websites out there where you can download, open, and use these activities for free and they are really easy to do so on your own. After completing these worksheets, be sure to get a trusted friend who is good in English or a qualified teacher or professor to look over your corrections to make sure that you did well in spotting and correcting the errors in the paragraph, essay, or article. Without proper oversight, you will not be as well off as an English editor so having a person for peer review is key in this case.

Spotting the mistakes that you make with the English language is easy enough, but it takes a lot of hard work and effort to spot the mistakes of others. However, by doing so, you’ll develop the skillset necessary to be a good Editor not just for yourself but for other English writers. Having the chance to practice spotting errors and mistakes in writing will set you apart from other learners. You should not be afraid of challenging yourself or your ego to point out the mistakes that you or others will inevitably make and then fix them.

While doing so, keep a running tally of these mistakes and understand if they are a pattern and how you can overcome making the same mistake over and over again. As I have mentioned previously, you learn through making mistakes and this is the case for both native English speakers and for English as a Second Language learners. Nobody’s perfect and we all have flaws in our language abilities. Instead of hiding from these mistakes, let us hold each other accountable and bring them out into the open so that we all may improve and become better English learners.

English Corner – Embrace Your Errors

It’s natural to make mistakes. As famous English poet Alexander Pope once wrote, “To err is human.” To err or to make a mistake is unavoidable and the earlier you accept the fact, the faster you will be able to move on. If you can’t acknowledge your mistake, you won’t be able to fix it which will help you to become a better English learner. The 1st step in the process of improving your proficiency is realizing you are going to make mistakes and to be ready to correct them so that it does not happen again.

The ability to make yourself vulnerable is key when it comes to learning a new language. The vulnerability to put yourself out there and making yourself susceptible to making mistakes will do more for your English language learning than anything else. If you do not try at all or if you refuse to participate, you will definitely not improve at all. It is okay to be nervous, shy, and even worried about these mistakes but you should know that there are countless others who have come before you, made the same mistakes but they learned from them, and they were able to use these mistakes to fuel their improvements and use them as motivation to become better listeners, readers, speakers, and writers.

When you make an error, stop yourself and ask: ‘why is this an error?’ Also, realize ‘how could it be fixed?’ and then lastly inquire to yourself about ‘what can I do to avoid this mistake in the future?’. If you stop, answer, and process these three questions, you will be well on your way to avoiding further errors and helping also to allay your fears of making them in the first place.

An English teacher can only do so much for each student especially if they have 30 to 40 of them in the classroom. The individual student must take it upon themselves to face their fear head on, make the inevitable mistakes, and to learn from them through perseverance and practice. A teacher can only do so much to motivate his or her students but it is up to the student themselves how far they want to take their language learning. The classroom is a place of equal standing among language students but it is outside of the classroom where those who put in the most effort, who will likely make the most mistakes, but who spend the most time fixing those mistakes who will have the most lasting success.

Learning a language is hard work but it can be among the most gratifying things worth accomplishing during our lives. It can be messy, uncomfortable, and challenging process but that goes for life itself as well. There will be setbacks and obstacles laid in your way but you must not be afraid of making mistakes. Being able to make mistakes and to bounce back from them shows a spirit of character and determination that is not easily quenched. If the fire of learning is in you, you won’t be dismayed when you use the singular noun instead of the plural noun or you put the verb at the beginning of the sentence instead of in the middle.

Hopefully, you will have caring teachers to light your path forward along with friends and family at your side when you stumble and make those mistakes. Embracing your errors is not an easy process by any means but it’s a necessary part of the learning process. Looking back on your past mistakes, you will be grateful that you made them because they taught you a lesson and they made you a better learner. Without the chance to make mistakes, there is no true mastery. I hope that all of you English language learners reading this article to know that when you fail, simply brush it off, try again, and push forward until you succeed.

English Corner – Utilization, Not Memorization

Many English language learners and students are taught from a young age to memorize, repeat, and regurgitate what they have been assigned by their teachers. When it comes to the main focus of English as a Second Language, there is a tendency for educators in this field to focus on having memorization be the main focal point of an English student’s language base when it should not be this way. Instead of memorization and repetition, we should instead focus on helping English language learners with utilization, which means putting the English grammar and vocabulary they have acquired for actual use.

While learning different types of English vocabulary and understanding English grammar rules are very important parts for a beginner student to master, instead of focusing on fill-in-the-blank, matching, and multiple choice questions, teachers should instead focus on putting the English student in situations where they need to use this vocabulary or remember these grammar rules so they’ll better be able to retain the knowledge they have gained. Relying too heavily upon vocabulary sheets or grammar rules sheets for too long will disengage the students from enjoying the process of mastering a foreign language.

A good lesson should encompass grammar and vocabulary together, but for which leads to a chance for the students in the class to be put in activities or lessons where they need to use what they have learned right away so they retain it better. There are numerous examples out there on how to achieve this kind of lesson plan but a good one would involve speaking and writing parts, so students not only engage with the material alone but also with each other or in small groups. English does not have to be boring but a strict curriculum with the same activities over and over again will not help students to improve their retention of the language.

Students have the responsibility to study the grammar and vocabulary that the teacher has assigned in class, but it is the teacher’s responsibility to mix the subject matter up enough so that the students will have enough chances to let the material sink in over time so that they can absorb it better. In addition to speaking and writing exercises, utilizing listening and reading activities are crucial too. To break up the monotony of continuous vocabulary and grammar exercises, a good English teacher will mix it up in different ways to make the class more fun and interactive.

In my experiences as an English as a Second Language teacher, I have noticed a deficit in some cases where the students are able to do well on grammar and vocabulary assignments but struggle greatly when it comes to utilizing these lessons to improve their speaking and writing capabilities. By incorporating related speaking and writing activities to supplement the new material, students will better able to progress in these areas as well. Going through the textbook, doing the same kind of activities over and over again is no recipe for a proficient English learner.

When it comes to speaking, if you are doing a unit on types of food and drinks, it’s good to do an activity where students ask each other questions and get answers from their classmates. They could ask, “what is your favorite food?”, “what do you like to eat for breakfast / lunch / dinner?”, “What supermarket do you go to?”, “Do you like to cook? why or why not?” These question and answer activities are extremely effective in keeping the students engaged and allow them to put their grammar and vocabulary knowledge to good use by actually applying it in a real-life situation.

For grammar retention, writing sentences and even essays are a key aspect to utilizing the grammar lessons that they have learned in the past and applying them in the present. For example, if you introduce an essay topic or question such as “Where do you see yourself in ten years?, what will you be doing with your life, and what would you like to do?”, this essay assignment is a great way to jog the student’s memory so that they remember how to use verb tenses such as the ‘simple future tense’ or the ‘future progressive tense.’ Letting students use the future tense to describe their future selves is a great way in engaging them honestly and utilizing their understanding of English grammar by putting it into the written form.

Your English students will also be more engaged when they can utilize their base grammar and vocabulary knowledge to both read and listen. Having high levels of comprehension in these two areas is crucial in becoming a proficient learner of this language. For Reading, it’s important to incorporate different forms of reading for your class such as poetry, short stories, interesting magazine articles, and relevant newspaper articles.

For example, if your class is learning about how to describe weather in English, it would be good to share the newspaper section, which covers the weather specifically, and have the students describe the weather in different cities and towns from reading the descriptions in the newspaper. Having the students read newspaper articles about current events and other news will help satisfy their curiosity about English-speaking cultures and countries. There are numerous speaking and reading activities that can be done together to utilize what the student has learned to be put to good use.

Lastly, being able to utilize listening to music, audiobook passages, or news reports will do a great job in allowing the students to hear the grammar and vocabulary necessary to further their comprehension. You can get very creative with listening lessons and add on speaking and writing components to give your students more chances to utilize their English language skills in different ways. Testing the students without multiple choice, matching, or fill-in-the-blank activities can be done by assessing their comprehension of listening passages. Listening and repetition is also another way to help students retain their vocabulary and grammar knowledge.

A huge reason why English as a Second Language students struggle with retaining their knowledge of the language is that they are simply not utilizing it enough. Teachers should be aware that endless vocabulary and grammar lessons that are based around memorization and repetition are not helping their students but hurting them instead. In addition, focusing only on teaching to the test is a recipe for disaster and students will not enjoy actually learning the language if the teacher is not utilizing creative lesson planning, fun activities, and group cooperation when it comes to improving their students’ English skills.

In order for students to keep their English skills going into the future, teachers should focus on speaking, writing, listening, and reading lessons so that students will not only utilize the language in various ways but to also remember and use it years into the future long after they finish working with that teacher.

English Corner – The Keys to Public Speaking

It can be difficult to speak in front of another person when you are not so sure of your English abilities. You’re probably comfortable when you talk to your family or your friends but you struggle to practice your English skills in front of random strangers. You’re fine on the phone with your best friend and may have no problem talking to them one-on-one. You might even be comfortable speaking in front of a class to practice a dialogue that your teacher prepared for you.

However, what about when it comes to speaking in English in front of a large group? Public speaking makes most people uncomfortable or nervous even when they are talking in their native language. Fortunately, there are some things you can do to make it easier especially when it is your first time talking in front of strangers or an audience where you do not know anyone. The next time you have to do a presentation or make a speech, try these techniques and see if they help you. The more you practice your English in front of people who don’t know you, the more you’ll be able to gain self-confidence and get better at speaking even if you happen to make a few mistakes.

Choose a Topic You Know Well: Think about your background and experiences. Who are you? and what do you know a lot about? When you speak to a group for the first time, you have to be yourself. Don’t try to talk about something you know little about. Also, remember to not try to be someone you’re not. If you love sports, for example, do a presentation on your favorite baseball team and why you like them so much. You could also discuss what sport is your favorite to play and how it is played.

In order to grab the audience’s attention, remember to include personal stories from your own life and use a conversational tone as you would with a friend or a family member. Your audience wants to hear about your knowledge and expertise but they also want to get to know the real you along with how you were able to become the person you are today.

Practice and Practice Again: After you plan your formal presentation, it’s time to practice your English. If you do not want to practice it in front of friends or family, at least try to practice in front of a mirror or in front of your pet if you have one. You should use a clock or an alarm so that you know how long your presentation will take. Then, do your whole presentation out loud without stopping, even if you catch yourself making a few grammatical errors.

It is absolutely necessary that you follow through with your presentation even if you are not perfect at it during your practice runs. Also, please be sure to practice with the equipment you plan to use such as a laptop or projector. You may also need to practice with a microphone so you can know if you need to be louder or if you need to tone down your voice a bit for the future presentation. Practice more than once and when you have put that fear behind you, remember to practice in front of a friend or family member if possible. They might be able to give you some helpful advice about your tone, grammar, subject matter, etc. They will be your best critic because they know how your English is in spoken form.

Use Eye Contact and Gestures: Words are only one way that we communicate during a spoken presentation. You can also connect with your audience through your body language. First, always make eye contact with someone in the audience. Remember to look directly at different people in the audience so that they feel that you are talking to them personally. Second, use natural movement with your body and use gestures to get your points across. You do not have to wave your hands and arms around ecstatically but it is good to move them around to emphasize a certain part of your speech that you feel is uniquely important. Walking around the stage or platform a little can make you look less nervous and also gives you an air of confidence. On top of all that, being able to use your hands while you talk can also be helpful for your presentation.

Never Say “You’re Sorry”: Finally, don’t ever apologize for being nervous during a presentation, especially when English is not your native language. The audience probably doesn’t know or realize how nervous you are, and they are more interested in hearing about your topic for which you are an expert in. Also, if you don’t know the answer to a question, it’s alright to admit that you don’t know it and to move on to the next one. You don’t have to say you’re sorry. However, it’s great if you can explain to that audience member that the question is not something you know about. When you can do this in a polite manner, you will be able to move on to the next question without offending the audience you’re talking to.

Do Your Best: Nobody’s perfect at public speaking even if their native language is English. You may make a few mistakes but the audience will respect and admire you for giving it your best and presenting to them about a worthwhile topic. As the old saying goes, “Rome wasn’t built in a day” and neither will the perfection of your public speaking skills. The main things to take out of your public speaking experience are to develop your grammar, diction, vocabulary, and overall cadence. Putting yourself out there is hard to do but you will be a better English speaker for it and after having gone through these experiences, you will have more confidence and better communication skills. Whether you are pitching your new business, explaining your scientific discovery, or examining the witness at a trial, good public speaking is absolutely key to your professional development.