ESL
6634
CSO
esl for adults: oral skills ONLINE", College:
CS (Graduate Continuing Studies)
Term:
200811 (Fall 2008)
Campus:
On-line
Credits:
2
Cost:
$460.00
Enrollment:
15 of 20
Instructor(s):
Vinogradov, Patsy
"Uncover the nature of oral communication.
Gain an awareness of the form, meaning, and use of spoken English and how to present language to learners most effectively. Learn about the principles of teaching listening and speaking; use of authentic materials; and the assessment of oral proficiency and listening comprehension. Develop a basic understanding of the sound system of English phonetics, stress, rhythm and intonation. Learn strategies for teaching pronunciation. Emphasis is on developing classroom practices that maximize students' participation. Target audience: ESL teachers of adult learners."
Required Books:
COURSE CONTENT
"Welcome to Online ESL 6634, an introduction to teaching listening and speaking skills to adult immigrants and refugees. I'm pleased that we have such a large group of students! I believe there are 16 of you in the course. This first unit will give us a chance to find out who you are, where you are, and much more.
Although I’ve been teaching the “in-person,” on-campus version of this course for several years, this is just the second time this course is being offered online. I welcome your active participation and feedback as we go along. Some of you may have taken the previous course in the sequence, 6631 (Introduction to Literacy), online earlier this year, or maybe on campus this past summer. If so, the format and many tasks will be similar. If not, welcome to our online space, and make yourself at home!
Incidentally, This picture on the right isn’t me…although she looks like a nice lady… For a little info about your instructor and a picture (so you know who you’re typing at these next few weeks!) click under Course Resources, then Staff Information."
Unit 1 has three main goals:
* Help you get comfortable with this on-line format, resources and tools available.
* Get to know each other.
* Introduce the course syllabus, calendar, and assignments
* Begin reading assigned textbook chapters, in preparation for upcoming units.
DISCUSSION BOARD
Introductory Unit: Practice with Discussion Board
To enter this discussion forum, click on the Forum title above. Once you have entered this forum, there will be a posting of instructions.
Your discussion topic is this:
How does written language compare with spoken language?
Hmm...this is deep! Well, it's very similar in ways that it's both a form of communication. It's different in ways of grammar usage. In written form, a reader can detect grammar mistakes much easier than oral. Especially when it comes to punctuation (periods, commas, apostrophes, etc....) or sentence usage (e.g. fragments).
Is the language we use when we speak different from the language we use when we read and write?
As stated in the question earlier, it's similar as they both serve as a form of communication. When we speak, our words usually come through a quicker cognitive or thought process compared to writing. Unless, we have some type of preparation for a formal speech, which is usually in a written form in the beginning process.
If so, how?
For example, when we write a speech, we usually brainstorm and write a rough draft of what to speak on. Then after some editing before a "final" speech, we present or communicate or processed ideas. However, this doesn't always work this way or not even used at all as a speech writer is taught to just jot down an "outline". Thus, the presenter of the speech will not write as if it's an essay (used with punctuations and full sentences).
And secondly, what do you need to be able to use and understand oral language effectively?
As we will probably learn in this online course based on the outline, we need to "observe" others or even ourselves in some oral exercise. Thus, we can notice any mistakes that needs correcting. Also, to get as much feedback from others as any writer does for editing purposes.
-Others:
Date: Sat Oct 25 2008 18:36
Author: F, Laura
Subject: Re: understanding oral language
"The senior citizens in my advanced ESL group report that they do one on one but become totally isolated at holiday dinners with their families when many people are talking at once, not talking directly to them, etc."
-My replies of others:
Date: Tue Oct 21 2008 22:32
"In some ways, it is a matter of context, speaker needs and situational requirements. "
Yes, I believe it's "situational" too. It reminds me back in my "college days" when I would "speak" differently with my peers in college compared to peers back at home. Growing-up in the city of St. Paul, I could say I had a form of communication called "street talk" (e.g. slang, informal, and sometimes "cussing" to be honest). Then when I went back to this "secluded" prairie-rural-college-town-community (University of Minnesota-Morris, MN), my form of communication would be more "book smart talk" (e.g. intellectual, formal, etc....). Basically, I was trying to "fit-in" in the environment I was in, which we can call it "assimilate" (covered in our first chapter in the book we are assigned this week). As teachers (most or all of us) of ESL, we probably see one-side (e.g. personality based on form of communication) of our students that we don't usually see if they were in a different environment. I remember one student I had that was very "formal" in the classroom environment, but was more "informal" outside (e.g. with peers). I believe it's because of the comfortable environment. I'm learning through these online courses that teachers need to work towards that in their classroom."
Author: Monteagudo, Sal
BOOK:
Chapter 1: Working with Adult ESL Learners
Useful Websites:
Chapter #2: Approaches and Program Options in Adult ESL
Useful Websites:
Chapter #3: Contextualized Language Teaching
Useful Websites:
ASSIGNMENT
Name Introductory Assignment
Instructions
After the first 3 chapters of reading, here are just a couple...
1. Do you have any tips on using the Rosetta Stone software program? We try to not to have the student go more than 30 minutes if possible (depending how "busy" we "teachers"-"volunteer(s)" are). Then we practice individual/group exercises (reading, writing, and/or orally).
2. What are the most common "mistakes" or "errors" have you personally learned from over the years you've taught and/or observed others teaching?
COURSE CONTENT
1-The Beginning-Level Language Learner
As we begin to examine the teaching and learning of oral language, let's start by putting ourselves in our students' shoes.
How does it feel to be immersed in a new, unfamiliar language?
Feels like starting Kindergarten again! Like trying to learn the basics-walking, riding a bike, tying your shoe, etc... One has to listen carefully and work slow to better understand. It seems like all of your senses (eyes-reading, ears-listening, etc...) are high and focussed!
What can the teacher and students do to help or hinder the language learning process?
First of all-do an icebreaker to get to know one another or break that wall between each other. As the teacher in the video did, she smiled and shook as many of the the students' hands to ease each others' comfort level for one another. The smile shows the teacher enjoys teaching and this makes learning more enjoyable, which I didn't see in my professors during college!
A suggestion from my experience would be having food and drinks-especially water! The student(s) and teacher(s) can get a little thirsty after all that "talking". Also, having food (e.g. cookies, crackers for the "health freaks"!) provides a "break-time" to just have normal conversations to get to know each other after a lesson activity.
2. Learner-Centered Instruction
What do you think? What does it mean to be learner-centered? Why is it important? What are some characteristics of a learner-centered classroom?
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above question. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
3- Communicative Competence
Turn to page 8 in Parrish. Do Task 1.2 in the jot box below.
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above question. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
Category 1: Language Forms Category 2: Social Interactions Category 3: Language Skills Category 4: Learning How to Learn
Category #1: Language Forms
-Grammar, Pronunciation, Vocabulary, Spelling,
Category #2: Social Interactions
-Using Gestures to Demonstrate Meaning, formal & informal language, Language fuctions (e.g. complaining, greetings, etc...), Using colloquial (conversational) language, Body Language,
Catergory #3: Language Skills
-Writing for different purposes, Reading for Different purposes, Listening for the information you need, Appropriate intonation (pitch whilst speaking)
Category #4: Learning How to Learn
-Guessing meaning of new Words, Asking someone to speak slowly, Asking for definitions,
*When designing language lessons, it's important to consider all of these areas of communicative competence. As you identify objectives and design activities, think about how you will help your learners build competency in various areas
4- Integrated Language Lessons
Components of Integrated Language Lessons (31 Kb)
One way we can help our learners achieve communicative competence is by taking an integrated approach to language teaching. When planning an integrated lesson, consider the competencies learners need in English and the functions, skills, grammar, vocabulary, and cultural competencies they'll need to successfully use the competency.
Let's try a few examples...
Components of Integrated Language Lessons
5- Contextualized Language Lessons
Functional Lesson (39 Kb)
When many people study foreign languages in formal settings, perhaps in high school or college, the foreign language is seen as the "object" of study. It is a subject to be studied, much like geometry, biology, or art history.
ASSIGNMENT (This is NOT to be turned in.)
6-Reading Assignment
"Keeping It Real" (53.5 Kb)
DISCUSSION BOARD
1-In Your Students' Shoes...Reflecting on Being a Beginning-Level Language Learner
Reflect on the experience of being a beginning-level language learner. You may use these questions to guide your discussion.
The areas she taught were: Speaking and listening through the repetition drills as large group-mostly in the beginning. Pronunciation-how to greet people in Farsi. Reading from what she wrote on the blackboard. Also, more reading and then writing through the worksheets she handed out, which the students can use as "homework" to continue what was learned in the classroom.
* How does the instructor help you to understand the content of the lesson?
Smiling (appears very friendly and having fun!), she repeats the word or phrase several times until the student says it correctly. Then uses a flash card for one word. Then she gets very interactive (see Ch. 1 pp. 15-Parrish's) by using her hands (gestures) making a wave to show the "syllables" (spaces or breaks between pronouncing the letters of the word). In the beginning part, the teacher practices receptive skills (Ch. 2 pp. 28- by Parrish's) or a silent period (Ch. 2 pp. 29- by Parrish's) for the students. Later, she uses the blackboard for the word "Hal-e-shumoa" "che-tor-eh". As she gets the class to repeat (start's using the student's productive skills in Ch. 2 pp. 28- by Parrish's) these words, she uses her hand gestures again-like a composer of an orchestra! This gives cues to the student(s) when to repeat the word as a musician knows when to play their instrument! As she shows the difference between two people having a conversation, she changes roles by switching left to right in front of the classroom. This helps the student(s) know who is in the giving-end and receiving-end. She continues do more hand gestures (touches her neck and moves it forward, like playing a trombone), like a "sign-language" expression of continuing/stretching a word (sounds like "Cuba" 8:09) in the long form (stretching it as long as possible). When she wants the students to say it "boldly" or "masculine", she shows the "muscle-weightlifter" form (tightens both fists and broadens her chest). She continues to use more visual aids (pictures of fruits: apple, banana, etc...11:15), which she randomly-individually hands it to various students in the classroom. Then she points to that picture or student as she has them repeat that particular word-pictures. After reviewing all the material, she gets the students to teach amongst one another. During this time, she walked around the classroom to see if any of them have questions and to see how each pair-group is doing. Then she reviews all of it again for the classroom as a "whole" (35:00). She continued to do more "masculine-muscle" gestures to show possibly the "masculinity form" of the word. Then (43:00) she got the students to mingle with another again as she goes around. Again, she doesn't spend too much time on a particular pair/group (48:00). After, she continues to use more variety of "visual aid"-this time a traditional custom-wear (head cover). Also, a "mustache" to show the "masculinity" of the word. She does another surprise by showing more vocabulary words (w/drawn pictures-cup, etc..) in the blackboard behind a screen she "unveiled" or lifted-up (50:00). Later, she does a "show & tell" time as she passes the "head cover" (visual aid earlier) around the classroom (one student even wears it later on in the video 1:00:00) during another "student-student" learning session (55:00) with a worksheet(s) assignment. To show that it was time to finish, she waves a paper around in front of the class and coughs. She would then do a "role-play" (sample of several multiple intelligences: verbal, visual, and bodily/kinesthetic-pp. 27 Ch.2-Parrish's) activity by getting students to volunteer to wear the "head cover" and "mustache"-showing masculinity and femininity roles. This is somewhat a "Total Physical Response" (Ch. 3 pp. 72), which she has the learner perform what she modeled. It was very encouraging for her to lead the class to clap (important as "correcting" the learner-Ch.3 pp. 76-77) after certain students' participation a couple of times. Then she would continue to go on to the blackboard (e.g. underlining words, pointing to drawn pictures, etc..). She continues to laugh and smile (a great way to lower the "affective filter"-see pp. 14 Ch. 1-Parrish's) at this point of the class session, which encourages students to keep going (1:08:00). I can tell she is still has the students captivated with the camera pointing to the students' attentive-attention (e.g. no one sleeping or looking at the opposite direction) being shown. As you can see, all of the students were adult learners of this second language-Farsi, which is very hard to learn as they past that critical period (pp. 17 Ch. 1-Parrish's). Overall, there was a display of a lot of interactionsim (see theory by Long pp. 15 Ch. 1-Parrish's), which the teacher allowed by going through the classroom more than several times to answer students' questions. This being a basic beginning-Farsi language class, the teacher demonstrated the Natural Approach (pp. 30 Ch. 2-Parrish's), which she allowed the students (receiving end) to learn more of the language forms and vocabulary before it was produced at times.
* How does the instructor help learners to feel comfortable and willing to speak in Farsi?
She smiles and personally goes around the classroom meeting as many individuals she can. The she encourages the students to repeat what she teaches them to each other-peers. It's kind of a great "ice-breaker" to meet not only the teacher, but to each other-student peers. She would give a little clap (16:00) to show the student(s) doing a "good job", which is very encouraging.
* At what point in the lesson do learners begin to interact with their peers?
After teaching a few basic greeting words and phrases-almost immediately in the beginning of the class. Then there would be 2-3 more activities that the student would interact with one another before this video or lesson ended. All of the interaction activities would follow after the teacher gave repetitive lessons on a particular word, phrase, or subject topic.
* How does she handle feedback and check for learning?
She listens to various individual students and repeats what she is teaching as she moves to another student, so that particular student doesn't get all the attention to feel embarrass if they are saying it wrong. This would occur during the "large-group" session. Then when it came to "small-group" time, she would go around the classroom to see how the students are doing too. The camera or video was not able to record what she said, but she probably was doing the same "feedback" in a one to one or smaller group setting.
Please make at least 2 original, substantive entries and at least 2 reactions to others' comments. Please complete your postings by 5pm, Thursday, October 30, 2008.
-Others' Feedback:
2-Learner-Centered Instruction
I’ve set up 10 “threads” of discussion in the discussion board. They include characteristics of the learner-centered classroom:
-Others:
I've gotten feedback from the local community (e.g. committee groups) of the need of "hospital terminology" pertaining to the admittance and registration process. I was able to witness it myself when I was taking a friend to the emergency room. While waiting, I saw one of my past student (manager of the dairy farm now) and his wife during a hospital visit. The doctor was asking the nurse to contact the medical translator (Spanish-English) by phone to be able to communicate with each other. I notice how much time it took to communicate, which I can't imagine if it was more of a serious emergency situation. After this experience, I came up with this "rough draft" "Assessment Instrument" (my final paper from my last online class-ESL Assessment 6638) to evaluate students' hospital registration process using different language forms (reading, writing, speaking, and listening). I actually got copies of the local hospital's registration (a visual aid or "realia" material) form for new patients. I then have my student's fill it out and then evaluate or assess how they do. I've done this with a couple of students and realize there needs some further research and experimentation-evaluation on this particular class activity. I might possibly pursue this to be my final "oral class exercise" project to tune-up this "rough draft" that can be applicable for current-future students' "real-life" English skills.
4. Learners control the direction of activities.
5. The content of instruction is relevant to the students' needs and interests and draws on their experiences and knowledge.
Other's:
6. Classroom interactions are authentic.
9. Teachers listen actively for themes as they emerge from learners.
As I've continue to grow in experience teaching ESL the past 4+ years, I've learned that students' give "hints" on themes to have us "teachers" to expand their learning experience. When I meet ESL students individually and have them share how was their week/weekend, I try to "expand" the topic/theme more after their share. First of all, I like asking this typical conversation topic to encourage the students to ask this to others to break that communication barrier with strangers. Most people like to share about themselves and sharing about what they've done the past week/weekend gives them an opportunity to "open-up" about who (e.g. interests, hobbies, etc...) they are. Also, another reason I like asking this question is to have my ESL student practice their oral skills. Instead of reading a book or computer (e.g. Rosetta Stone) out loud, sharing an experience orally becomes more natural. Thus, I'm able to see (e.g. grammar) what the ESL student could improve on based on their "natural" conversational talk.
Now getting back to the question, I find the theme based on my knowledge so far of the learner's ESL background and personality overall. I'm usually not able to do this effectively until I've gotten some significant amount of "teacher-student" time. Here is one example, a student (Brazilian that worked at an area farm for his "host" family) this summer I've taught ESL for over a month (comes once a week every Wednesdays), shared about his trip to "Mount Rushmore-Black Hills"-famous for the President's faces embedded in rock formations (e.g. scene in the recent movie "National Treasure: Book of Secrets"). During his share, a "light-bulb" came over my head of a theme(s) to teach on. After his and the other students' shares, I began my "new" last minute lesson topic(s). The first topic was on "Geography", which I drew a map of our location (Morris, MN-located only 1 hour east from the SD-MN border) adjacent to our neighboring state of SD. I did this for the other students that may not know where the Black Hills were. The next topic was on "U.S. Government or Civics". I gave this question to the small group of students (3-4), what are the names of the U.S. Presidents featured on "Mount Rushmore"? I actually didn't know all of them, but was "saved" by a knowledgeable student present. I not only taught the students, they taught me.
From this exercise, the benefits that I saw that came out of this was the students speaking more than I did. This helped gain their confidence to speak English more. Also, to expand their recent knowledge (both geography and civics) of their travel experience. Instead of starting a new topic on this particular evening, I expanded a theme or topic they had some prior knowledge of already.
*incorporated #5 too when submitting this!
10. Teachers constantly assess teaching and learning in relation to learners' needs.
5-Contextualized Language Lessons
In the discussion board, I've created a thread for the grammar lesson and one for the functional lesson. Post a response to each lesson, using these questions as a guide:
I like the "Grammar Lessons", which the topic on "job occupation" is a real life applicable subject to our students. Just recently, I was assessing a "new" student of his "needs"-goals & expected outcomes (see pp. 166 Ch. 6-Parrish's). The lesson we came up on this particular class session was "Greetings". One of the most common questions asked when people meet for the first time is-"What do you do for a living?" (a possible "thread" from the theme "Greetings"-see pp. 173). I role played with this student on this question and he had a difficult time answering this. As he was trying to describe it, I quickly told him what it is. However, I look back and should've used display questions (see pp. 174) or a word web (see pp. 184) to promote "higher-order thinking skills". He was actually a "masonry" and didn't have much knowledge of the terminology used his field of work. I ended up sharing some with him and asked him to write these down for future references.
This lesson topic of "Job Terminology" has been an valuable lesson topic for me to teach now in the 4+ years I've been volunteering as an ESL teacher. I wished I started a lesson format earlier to be used as a curricular routine (see pp. 172 Ch. 6-Parrish's) I would recommend this to be further emphasized in this "Grammar Lesson" form. I remember 4+ years ago when our literacy program re-started in our community (Morris, MN) at the local community education department (in the Morris Area Elementary School), which we would have a growing number (now over 200+) of migrant workers from Mexico that worked in area (Stevens County population of 10,000+) dairy farms. A lot of them wanted to learn terminology they can use in their field of work, so I decided to "google" this subject online. I found this site and shared it to one of the students (now a manager of one of the dairy farm sites), which we both use (e.g. compensation strategies-"any tools or tactics that learners employ to learn more effectively and more autonomously"-see pp. 182 Ch 6-Parrish's) it to share with others now!
How might you modify the lesson to meet the needs or interests of your learners?
-Others Responses:
What questions do you have about the lesson?
I would like to comment on the "Functional Lesson", which reminded me of a couple situations I dealt with in this local-rural- small- college- town (Morris, MN) community. The first was "complaining of neighbors", which was the other way around. A family that is friends with me was complaining about their neighbor across the street, who happen to be a "Mexican-family". The complaint was "noise", which this family I'm friends with didn't know how to tell them this. Well, the family I'm friends with ended-up moving outside of town to the quiet country (farm site) two months ago. However, I feel I could've somehow provide a dialogue format between the two families earlier. I would highly recommend a lesson on "Social Cultural Manners" to our ESL students to prevent "complaints" or "issues" like these from happening.
Another situation was a legal issue, which I don't want to go into details because of the insensitive nature of the case. Anyways, there was a "Spanish-speaking" family member that was in this legal case and had a hard time communicating with local-law-enforcement. Several years ago, we didn't have the best translation services, which we are somewhat better now. Fortunately, the state legal system provided a translator for this guy and the case was taken care of.
Please post at least 2 original substantive comments, and at least one response to a classmate's posting. Complete postings by 5pm on Monday, November 3, 2008.
NOTE: There are a variety of example lesson plans in your book in this chapter and in the listening and speaking chapter (chapter 4). These lesson plans will serve as "templates" as you write your final lesson project for this course. Review them carefully and refer back to them as you work on your project.
Book: READING ASSIGNMENT
4-Review Parrish, Chapter 3, Contextualized Language Teaching, pages 51-88.
6-Reading Assignment
"Keeping It Real" (53.5 Kb)
ASSIGNMENT: Reflection Paper #1
Reflection Paper #1 (15% of final grade)
Smiling (appears very friendly and having fun!), she repeats the word or phrase several times until the student says it correctly. Then uses a flash card for one word. Then she gets very interactive (see Ch. 1 pp. 15-Parrish's) by using her hands (gestures) making a wave to show the "syllables" (spaces or breaks between pronouncing the letters of the word). In the beginning part, the teacher practices receptive skills (Ch. 2 pp. 28- by Parrish's) or a silent period (Ch. 2 pp. 29- by Parrish's) for the students. Later, she uses the blackboard for the word "Hal-e-shumoa" "che-tor-eh". As she gets the class to repeat (start's using the student's productive skills in Ch. 2 pp. 28- by Parrish's) these words, she uses her hand gestures again-like a composer of an orchestra! This gives cues to the student(s) when to repeat the word as a musician knows when to play their instrument! As she shows the difference between two people having a conversation, she changes roles by switching left to right in front of the classroom. This helps the student(s) know who is in the giving-end and receiving-end. She continues do more hand gestures (touches her neck and moves it forward, like playing a trombone), like a "sign-language" expression of continuing/stretching a word (sounds like "Cuba" 8:09) in the long form (stretching it as long as possible). She continues to use more visual aids (pictures of fruits: apple, banana, etc...11:15), which she randomly-individually hands it to various students in the classroom. Then she points to that picture or student as she has them repeat that particular word-pictures. After reviewing all the material, she gets the students to teach amongst one another. During this time, she walked around the classroom to see if any of them have questions and to see how each pair-group is doing. Then she reviews all of it again for the classroom as a "whole" (35:00). She continued to do more "masculine-muscle" gestures to show possibly the "masculinity form" of the word. Then (43:00) she got the students to mingle with another again as she goes around. Again, she doesn't spend too much time on a particular pair/group (48:00). After, she continues to use more variety of "visual aid"-this time a traditional custom-wear (head cover). She does another surprise by showing more vocabulary words (w/drawn pictures-cup, etc..) in the blackboard behind a screen she "unveiled" or lifted-up (50:00). Later, she does a "show & tell" time as she passes the "head cover" (visual aid earlier) around the classroom (one student even wears it later on in the video 1:00:00) during another "student-student" learning session (55:00) with a worksheet(s) assignment. To show that it was time to finish, she waves a paper around in front of the class and coughs. She would then do a "role-play" (sample of several multiple intelligences: verbal, visual, and bodily/kinesthetic-pp. 27 Ch.2-Parrish's) activity by getting students to volunteer to wear the "head cover" and "mustache"-showing masculinity and femininity roles. This is somewhat a "Total Physical Response" (Ch. 3 pp. 72), which she has the learner perform what she modeled. Then she would continue to go on to the blackboard (e.g. underlining words, pointing to drawn pictures, etc..). She continues to laugh and smile (a great way to lower the "affective filter"-see pp. 14 Ch. 1-Parrish's) at this point of the class session, which encourages students to keep going (1:08:00). I can tell she is still has the students captivated with the camera pointing to the students' attentive-attention (e.g. no one sleeping or looking at the opposite direction) being shown. As you can see, all of the students were adult learners of this second language-Farsi, which is very hard to learn as they past that critical period (pp. 17 Ch. 1-Parrish's). Overall, there was a display of a lot of interactionsim (see theory by Long pp. 15 Ch. 1-Parrish's), which the teacher allowed by going through the classroom more than several times to answer students' questions. This being a basic beginning-Farsi language class, the teacher demonstrated the Natural Approach (pp. 30 Ch. 2-Parrish's), which she allowed the students (receiving end) to learn more of the language forms and vocabulary before it was produced at times.
-Uses a question mark flash card to show whether the phrase was a question.
• How did you learn “rules” about the language? Was the language presented through repetitive drills, communicative tasks, or another way? Were you able to negotiate meaning when necessary?
The rules I learned about the language were first learning the basic words and terminology before "whole" sentences. Learning (Ch. 1 pp. 13) bit by bit enables a learner to learn a "new" language slowly and easier, which was "consciously" (e.g. basic greetings) in my part as a student. The other learning process was through "acquisition" (Ch. 1 pp. 13), which was more natural and "unconsciously" (e.g. difference between masculine and feminine through role playing with visual aids) .
Yes, the language was presented through various ways. First, repetitive as the teacher had the students go through many series of drills (e.g. Audiolingual Method-ALM Ch. 1 pp. 11-12) repeating words and phrases. This was needed to get the student to make sure they really know it and it gets into their head. Second , communicative tasks as the teacher gave the opportunity for "student-student" (more down below) interaction. Lastly, she presented it with visual media (e.g. flash cards, role-play, and objects-clothing wear) as mentioned above.
Yes, I was able to negotiate meaning when necessary through the help of realia and visual aid objects as I stated above. The cultural clothing item-head cover (femininity) was very helpful in distinguishing the different roles (mustache-masculinity) the teacher played. When she wants the students to say it "boldly" or "masculine", she physically shows the "muscle-weightlifter" form (tightens both fists and broadens her chest).
• What kinds of interaction took place? (i.e., teacher-student(s), student(s)-student(s), and material-student(s)) What was the sequence of the different types of interaction?
• How did the instructor handle student errors?
The instructor handled errors in somewhat an a non-intimidated way, which kept the affective filter very low or non-existent! This was evident that my experience does support Krashen's hypothesis. When a student or group as a whole appeared to not pronounce the word or phrase right, the teacher would smile and repeated it again for that individual or even the whole group to say it again-making sure they get it "right" (e.g. of monitor hypothesis Ch 1 pp. 14). I notice when an individual didn't get it right, she would look to another student. This takes the attention and focus from this individual that may have pronounced it wrong. Thus, this individual will not feel embarrass or feel stressed. Then when the teacher is pleased about the student(s), she would give a little clap (16:00) to show the student(s) doing a "good job", which is very encouraging. It was very encouraging for her to lead the class to clap (important as "correcting" the learner-Ch.3 pp. 76-77) after certain students' participation a couple of times.
• What did you learn through this experience that will impact how you would teach absolute beginners?
I probably will try to smile more and show the "clapping" symbol that was in the video to let my students know that they are doing a "good job"! As Krashen proposed, students need that comprehensible input (Ch 1. pp. 13). I would like to get more visual aids (e.g. picture cards, flashcards, etc...).
She did a "great job" overall, which I can't compare myself to her well-done teaching techniques. One can always get some feedback, so mine would be:
-get bigger "visual-aid: flash cards", which the camera wasn't able to get-unless zoom in!
For my particular classroom, where I have mostly or all beginning level adult ESL learners, I would probably would like my students to be fully immersed in learning this second language (e.g. Basic Interpersonal Communication Skills (BICS) Ch 1. pp. 16). However, I'm very passionately-culturally (e.g. love learning simple basic words in other languages-hello, thank you, good, etc...) aware and I speak a little Spanish (e.g. 3+ years of lessons back in high school and college) and would permit my students to speak just a little of their "native" language (e.g. Russian, Portuguese, etc...) to understand one another pertaining to the lesson. My students smile with surprise if I'm able to say at least one word in their "native" language. Even though they past that "critical period" (Ch. 1 pp. 17) of acquiring a second language as adults, they are capable and need that "meaningful and authentic opportunity to use it beyond the classroom" (pp. 18). I've been able to witness my student to use it in various settings-work and community.
COURSE CONTENT
1- Language Practice Activities
In the last unit, we examined the characteristics and components of contextualized language lessons. Now let's look more closely at one of those components...meaningful and communicative practice activities.
Once you have presented the target language in a real-world context, you need to give your learners ample opportunities to practice that language in meaningful ways.Practice activities fall on a continuum between controlled activities that have a greater focus on accurate use of the target language, and free activities that focus on fluency through more authentic and spontaneous uses of the language. Both types of activities are important to language development and should be included in your lessons. You'll need to choose and design activities with the following factors in mind.
An appropriate practice activity…
*
Involves genuine communication
2- Developing Speaking Skills
In the last section, you read about and examined a variety of language practice activities that focused on the development of speaking skills. In this section, you'll watch several videos of adult ESL learners taking part in speaking lessons.
Helping our learners develop their English speaking skills involves much more than just getting them to engage in English conversation. Effective speaking lessons have clear objectives and that are tied to learners' needs outside of the classroom. They give learners practice in communicating in various contexts and completing real-life language tasks. Speaking lessons should help learners develop the characteristics of language fluency listed below.
Characteristics of Language Fluency
*
The ability to handle unpredictable language
Remember, when choosing and developing speaking tasks that focus on fluency...
*
Assure students that there is a true communicative purpose to the activity.
VIDEOS:
Dialogue/Drill Video
Let's examine an oral skills lesson that focuses on a real-life dialogue and follow-up drill activities. As you're watching, consider these questions:
* What are the stages in this dialogue/drill lesson?
Lori Howard, teacher:
Large group (demonstration)->small groups (production-applying what they saw or learned)->large groups (show that they understood-performance)
*pp. 111 Ch. 4
Scenario: Lost n' found
* How does the teacher establish the context?
She does a series of 3 para practice activities (large-small-large group)
* How does she present the dialogue?
She first demonstrates it herself in front of the large group. Then she has the large group split into smaller groups. At the end, she has pairs demonstrate it in front of the large class as a whole.
What strategies does she use to convey meaning?
Some of them didn't fully understand the need of hiding the flash cards, so she had to announce this out loud and also go into some of the individual pairs to repeat this.
Using visual aid (flash cards), realia (role play using actual clothing-pictures come to life!-see pp. 107), etc...
* What did you like about this lesson?
The lesson served as a "real-life" (e.g. problem-posing acitivity Ch. 4 pp. 106) situation, which happens to many of us. Losing something would very traumatic-especially the value of what was lost and more challenging for someone that speaks in another language. This lesson is very life-applicable, which is a topic-subject any ESL student could use. She was smiling to reduce any "affective filters". Her comments (e.g. "very good", clapping, etc...) after students demonstrated what they learned.
* What would you do differently?
The teacher shared (4:50) how the pairs of students (representing the person that lost the clothing material) would sometimes unintentionally show the picture card to the other person (representing the "Lost & Found"). Thus, the communication activity was not effective or fulfilling the purpose. It wasn't until the teacher "corrected" them (picture of the teacher moving the student's hand that was holding the picture card) when the activity became meaningful or purposeful (e.g. "transactional dialogue".
* Other reactions?
Wow, lots of students! I thought it was so ironic that one of the students "lost" (forgot to get it at the end of class) her jacket (pink) after a lesson on "lost & found". Was this planned by the video production group?-lol!
#2-Role Play Video
Now, let's take a look at a fluency-focused activity. This video is of intermediate-level students participating in a role-play. As you're watching, consider these questions:
Jean Rose
· What did you like about this lesson?
Setting-up the classroom a role play, which presented what the topic of the lesson will be. Also, she used her personal experience or life challenge of returning an item back to the store, which many of the students can relate. This shows individual students that they are not the only going through these "life-challenges". I thought using different objects was useful. In the beginning, she used realia-own "short" clothes and visual aids-pictures of clothing afterwards. Overall, I like the production of this video as they had the teacher explain each classroom scenario throughout the video.
· What didn't you like?
At first, I didn't understand why the teacher wasn't correcting the students' grammar during the role plays. Then later in the video, she explains why and that is to focus on communicating the purpose of the situation-returning the clothing item. However, the students may never know what they are doing wrong until it is pointed out. In my classroom, I sometimes may never get that chance to "correct" them because they don't come in a regular basis or ever at all. I can see why the teacher shared that grammar can be taught later if the students come to class in a regular basis.
· What types of things are students doing throughout the lesson?
Gaining confidence by adding their own words to help the teacher finish the dialogue sentences the teacher was writing on the board. Learning how to be polite when making a "complaint", which is hard to do in this typical costumer's situation. The teacher seem to really emphasized the importance of politeness throughout this lesson. For example in one of the role plays, she role modeled as a "rude" clerk before a "polite" clerk with a student that was part of the role play.
· What's the role of the teacher?
Assessing the experiences and language of the students prior to the role play. The teacher was trying to build their confidence as she had them "actively" contribute to finishing the sentence dialogue on the board the teacher was writing. As the teacher stated, this was helping build their vocabulary. In one of the narratives, the teachers shared how she wanted to transition from "teacher controlled" to "student centered" (or less "teacher controlled") role-play activities.
· Comment on the progression of the lesson/activities.
I thought it was a good strategy that the teacher didn't try to finish the sentences quickly on her own, instead she got the students to "participate" and contribute to finishing the sentence. This was a sample of a "set dialogue" that she stated later that was "using their own language"-thus, building their confidence! Three importance: stating a problem, making a request, and reaching a solution. Divides the group into groups of 3-customer, clerk, and observer, which the teacher would go around the classroom to give any feedback. The teacher stated the purpose of the observer, which emphasizes "function" first and then "language" learning becomes an aftermath of this activity. Awhile later (13:20), the teacher stated why she didn't correct grammar or "accuracy" as she wanted the students to work on "fluency"-main focus an role play. The reason for this is to get the students know how to communicate in "real-life" scenarios and grammar can be taught later on. Towards the end of the lesson, the teacher is already having the students do the role play on their own. The teacher stated that role play-classroom learning serves as a "safe practice" environment before the "real world" environment.
Returning an item back to the store, which we can all relate!
· Other reactions?
I liked how she affirmed one of the students after the role play (10:55) by saying "good Martin" (included name), which made it more personal.
3-Responding to Learner Errors
What approach to feedback works best for you?
Think of a time you were learning something new (a language, a craft, a sport). What kind of feedback did you receive?
"keep going!"
What feedback was most beneficial to you and motivated you to learn?
Candy
What discouraged you?
Baseball-swearing
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above questions. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above questions and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
Errors are part of any learning process, and this is true for language learning as well. Errors indicate that a learner is taking risks and trying out language that he/she hasn't mastered yet. Errors provide us as instructors with insight into our students' learning processes; they can tell us what they understand or what to focus our instruction on.
So, how do we respond to our learners' errors? We need to be selective and thoughtful about when to correct and the feedback strategies we use. One important consideration is the learner. Will he/she understand the correction? How will he/she feel about being corrected in a group? We all respond differently to feedback. If you compared your views on helpful and unhelpful feedback with your classmates', it's quite likely that there would be a range of responses. As you work with your learners, you will a develop a sense of their correction preferences.
Before correcting, you need to think about the gravity of the error and the context. Is the error causing a breakdown in communication? If so, correction will help repair communication. Is the focus of the activity on accuracy or fluency? It's often best to address errors made during fluency activities after the activity so you don't interrupt the flow of communication. Is the learner making an error in language you have already addressed in class? If so, they are more likely to understand and benefit from correction.
Whenever possible, try to help learners notice and self-correct their errors. You can do this by reformulating the utterance, giving them nonverbal cues, or eliciting the correct language by repeating the utterance up to the error or leaving a blank for the error. What other strategies have you used or observed?
Providing effective correction and feedback takes practice. You may want to audio-tape your classes occasionally so that you can go back and examine your own error correction strategies. Which ones help your learners notice their errors and self-correct? If certain strategies are less effective, how might you respond differently next time? This type of reflection will help you to refine and expand your error correction strategies.
Considerations in deciding when to correct learner errors...
Who is the learner?
Parrish, pg. 78-79
ONLINE DISCUSSION
2-Reflection on Oral Skills Videos
Go to the discussion board and respond to the videos of oral skills lessons. Use the following questions to guide your reflections:
*
What did you like about the lessons and activities you observed in the videos you watched?
"Lost N' Found"
"Returning an Item"
Did you have any ah-ha moments?
The "setting-up" classroom for a role play as explained in the next question...
What techniques did you observe that you would like to try in your own classroom? Why?
"Lost N' Found"
* What seem to be the principles behind the teachers’ choices?
"Returning Item"
What would you do differently if you were teaching these lessons?
"Lost N' Found"
Other comments?
"Lost N' Found"
-Others:
Please post at least 2 original substantive comments, and at least one 1 response to a classmate's posting. Complete postings by 5 pm on Monday, November 10, 2008.
3-Responding to Learner Errors.
Join the discussion on Responding to Learner Errors. Consider your own classroom and the feedback you provide to learners on their errors. (If you have not taught, think about language classes you've taken or observed.) Respond to the following questions:
*
How do you decide which errors and which learners to correct?
It depends on how much you know of the learner. As you get to know them, you somewhat gain some an idea on how and when to do it. First of all, I "respect my elders", so I would "correct" a student that's older than me in different way than someone younger. It's just a rule-especially when it comes to cultural sensitivity. I got this tip from a friend of mine doing Bible ministry work in my community. From this course so far, I'm learning about fluency, which Doug stated in the "Unit 3: Reflection on Oral Skills Videos". I never actually been taught about this strategy, which I'll "try" to apply it now to my teaching lessons.
What error correction strategies have you used?
Which ones seem to be most effective?
I wanted to remark the video from Unit #2 on Farsi. I noticed the teacher repeating a word or phrase after a student might've said it wrong. After reviewing Chapter #3-Part 3, I notice the teacher was using reformulation-"restating a learner's utterance correctly in a as naturalistic a way as possible" (pp. 80-81). It's a technique Parrish emphasizes to "encourage fluency".
-0thers:
Please make at least 1 original, substantive entry and at least 2 reactions to others’ comments. Please post by 5 pm Monday, November 10, 2008.
Book: READING ASSIGNMENT
1-Chapter #4-"Developing Listening & Speaking Skills"
Useful Websites:
3-Review Parrish, Chapter 3, Part III Correcting Learner Language, pg. 76-84.
ASSIGNMENT: Reflection Paper #2
Reflection Paper #2 (15% of final grade)
This assignment must be submitted by Sunday, November 16, 2008, at 5 p.m.
Observe and take descriptive notes of an oral skills lesson. Then, write a 2-3 page summary-response based on the observation and your knowledge of current principles and practices of teaching Adult ESL.
Just to give you some background of this particular classroom observation. I video taped the last 30 minutes of a 1 1/2 hour (@3-4:30p) class session on Wednesday, November 12th of 2008. This particular class meets twice (Fridays from 11a-1:30p) a week in the same amount of time, but different days. This class is located in the main office of one of the dairy farms that oversees other sites (3-4 in Stevens County alone and 2-3 already and newly developed outside of the county) owned by the same company. Each site contains around 30-50 migrant workers (depending on the number of cows in each site) with one manager. This class is only "mandatory" given to the managers, so there were about 7 present in this particular session I videotaped. The dairy farms also have "American" English-speaking employees, who also are "required" to take Spanish classes-taught by the same ESL teacher. These Spanish classes run for an hour each day-5 days a week early in the morning (7a-8am). The dairy farms just started offering these Spanish classes the beginning of 2008 and English classes the beginning of this Fall. The local dairy company has somewhat been "pressured" by the community to do these classes, so our community can "better communicate" with one another. I'm sure there are other factors for the dairy company to do this too. The teacher of this classroom I asked to do this video recording of is name Robert Frishmon. I first met him when he and his wife first moved to Morris, Minnesota. His wife (Rosa) is from Columbia and has been one of my ESL students (since the beginning of the year) in our ESL class site-La Tienda (means "The Store"-a local ethnic grocery store catering the Mexican community). Robert got his teaching degree at an intensive-rigorous school in Columbia.
Address these issues:
I had the opportunity to talk with the teacher after video taping the class, which he pretty much solidified what appeared to be the principles behind his choices. I was able to tape record the last 30 minutes (4p-4:30p) of the 1 1/2 hour class session. This was due to my unavailability in the beginning part because of my daily work schedule (8a-3:45p). The teacher recapped what I missed, which he first taught some basic "work-dairy farm-related" (e.g. workplace ESL-Chapter 2 pp. 45) terminology words. He hand-picked these words from this article he went over with the class afterwards. The article came out of this Spanish-English Dairy Farm publication called "Lecheria" (Dairy in English). The 30 minutes that I was there, he started to teach "phrases" using these dairy farm related-terminology words. As you can see schemata skills are being practice as these students have a fair amount of previous knowledge with this being a work-related ESL class.
• How are learners' knowledge and experiences validated?
Robert was teaching to a highly educated (advanced-level) group of students as they were all trained or current manager-level position employees of the dairy farms. These students pretty much know most of the basic dairy farm terminology words, they just needed to know how to "pronounce" them orally.
• In what ways is the content of instruction relevant to the students’ needs and interests?
The content of instruction is very much relevant to the students' needs and interest because it was work-applicable. The instructor has gotten somewhat a "thorough need assessment through his knowledge of the company" (Ch. 2 pp. 45). This is by his employment (since January of 08') through the company as he also teaches Spanish to the English-speaking "American" workers. Robert told me he teaches Spanish every morning Monday through Fridays, so he has grown to know what terminology "every-day" words and phrases they use in this particular field of work. What these students were learning was going to help them "succeed" in their current job and may accelerate their job status. These students didn't come voluntarily, but it was actually mandatory from the company they are currently working for.
The interest might vary from student to student, but whatever their "motivation" was in their job determined how much they wanted to learn from their teacher. In additional, what they were learning can be very helpful outside of work (e.g. home, community, etc...).
• How does the teacher draw on those experiences and knowledge?
The teacher shared some phrases from this particular article (realia) and had them "repeat" it. Then the teacher did an oral exercise that would draw some of their experiences and knowledge. Some example phrases were...
"We need to observe for downer cows"
Downer cow mistreatment
Robert then ask the class for some more examples of "common-used" phrases from their workplace.
"We need to increase pregnant cows."
Then he would ask the rest of the class to repeat these phrases too. Thus, applying their already known terminology to phrases they can pronounce at work. There were "student-student" interactionism (Ch. 1 pp. 15), each student had to ask another peer a question and respond with an answer statement using one these already taught work-related vocabulary words.
• How were learner errors handled?
The learner errors were handled very "indirectly"-decreasing their affective filter (Chapter 1 pp. 14). Robert would repeat the "right" pronunciation as "naturally as possible" of the phrases he asked the students to repeat-using reformulation (Chapter 3 pp. 80-81). He did this after a student "mispronounced" it. He would move on to the next student quickly as it was similarly displayed in the past videos we watched in Unit #3.
• How did the teacher provide feedback and assess learner proficiency?
Robert has "analyzed" my teaching in the past as he sat down with his wife (ESL student of mine) and then showed me "his way" to teach a lesson. It wasn't new to me of his feedback approach in the class I video taped. He would repeatedly say "good, good job, very good, again, etc.." after each student repeated a phrase. I've learned to do this in my class after Robert first taught me this personal technique earlier this year. When he can see an individual student is struggling with a certain phrase or word, he would have them repeat it until it was said "correctly" (e.g. of monitor hypothesis Ch 1 pp. 14). When it was a phrase, he would say part of it and let the student complete it. For example, one of the phrases was "Get out of my way". One student couldn't say this, so the teacher replied-"Get out _____?" (repeatedly). During half-way of this 30-minute end of the class, the teacher encouraged the students to bring a notebook and write what they were learning about.
• To what extent were the materials, tasks, and language authentic?
As I mentioned earlier in the beginning-the materials, tasks, and language were very authentic. The terminology and phrases that the student practiced in this particular class session came out of a magazine relating to their occupation-dairy farming. The teacher ended this particular class by inviting the class to ask any words or phrases they wanted to learn how to say. Some of the students asked about the meaning of certain terms or vocabulary words (rigor, partition, overcrowded, etc...). The teacher shared a tip to look for "root words" ("over load") or "cognates" (sympatico-sympathetic: similar latin root of "nice") of words they may not understood. The words were taken off an article/magazine and put in a worksheet, which was a handout for each of the students. They can take this home and review it after class. Before letting the class out, the teacher shared that they'll review this worksheet and practice discussion for their next class session (Friday @11:30a-1p). The location of the classroom couldn't be in a better place as it was in the main office (across the street from where the "live-smelling" dairy cows!) off the dairy farm site.
In conclusion, I thought this was a great learning experience. I've observed classes like these in the past 4 years since I started volunteering as an ESL teacher. I like to learn what other teachers do, so I can apply what I observe that can be applicable in my particular classroom. What I learn from this short video project is that I would like to learn more of my student's occupation and teach them work-related terminology words and phrases too. Not just work, but any type of setting (e.g. community) my students use English the most. It was also encouraging to see 1-2 managers that were students of mine 4 years ago, which shows how they have "progressed" in their career. I had the chance to talk to one of them and encourage him to keep going!
For each of these issues (and others if you wish), first describe what you observed. Then, provide your response/reaction. What would you change or do the same about the lesson or the teacher behavior? In your paper, be sure to focus on your response to and analysis of the lesson rather than providing a detailed description of the lesson.
You have two options for the observation. If you are currently teaching, you may video- or audiotape your own class. Then, conduct your “observation” using the tape. If you are not currently teaching, find an ESL class to observe. Consult instructor for assistance.
COURSES CONTENT
1- Developing Listening Skills
Celebrations handouts.doc (28.5 Kb)
Think about all of the language you have heard today or over the past week. We spend a great deal of our time listening, so this really is a critical area to work on with our learners! Effective listening lessons help students develop the skills they need to understand the language they will hear outside of the classroom. As Parrish notes, the language learners encounter every day doesn't always reflect the textbook-perfect language they might see or hear in class. Real-life language has:
*
extensive use of slang and colloquial expressions (off the top of my head)
It's important, therefore, to use listening passages that incorporate the authentic use of language as much as possible so that learners are exposed to the language they will hear when they walk out the classroom door. The listening lessons you design should give your learners the opportunity to develop the skills they need to understand that language. In this section, we'll examine different purposes and skills for listening, the structure of listening lessons (prelistening, listening, and follow-up), and sources for listening passages. Let's get started!
First, let's think about getting students ready to listen. We must start with what they already know about the topic and how their previous experiences shape their knowledge. Let's take the theme of health as an example. What goes through your mind when you hear the phrase "going to the doctor"?
A "Caucasian Man" with a stetscope in a white trouser coat.
What images and events do you visualize?
He is using the scope to check my breathing.
Task 4.2 Images of Going to the Doctor
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above questions. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question(s) and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
2- Listening Activities
An Immigrant's Story handout.doc (30 Kb)
Analyzing Listening Activities
Now let's examine some other listening activities. For each of the following activities, listen to the audio or watch the video as you complete the activity and answer the following questions:
*
What listening skills are being practiced?
What other prelistening (Chapter #4 pp. 91) activities could be used with the passage?
Download the Listening Activities Grid at the top of this section and use it to keep track of your notes. You will not need to turn it in, but it will be helpful as you complete the discussion board assignment below. Also download the handouts for the listening activities at the top of this section.
AUDIO:
1. Clerk at a store
What special skills are necessary in this job? What type of training?
What listening skills are being practiced?
Knowing what questions to ask for after the person you are interviewing answered the first set of questions
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What other prelistening activities could be used with the passage?
What other listening activities could be used with the passage?
What other follow-up activities could be used with the passage?
Interview other teachers in similar background to see any commonalities and/or differences
How could the activities be adapted for lower or higher level learners?
The terminology or key terms to be taught prior the interview. Using a video to show what you plan to do.
VIDEO:
Ho Nou -Ne Lei Young goes Li Vang, a 30 year old-entrepreneur. Shouting out English words and phrases to break his low self-esteem. Teach in and out of the classroom (Great Wall learning the alphabet using hand gestures or sign language?) Shouting helps break that fear with foreigners. 14 millions. From Hong Kong.
What listening skills are being practiced?
What other prelistening activities could be used with the passage?
Find a little more about the learners' experience in similar ESL classes and see how comfortable are their learning styles (e.g. active or passive).
What other listening activities could be used with the passage?
Related Sites:
crazy english
AUDIO:
50's to 60's song "Who got's the last laugh now"? (see They All Laughed lyrics from mp3lyrics.org) with band in background of lady (Ella Fitzgerald) singing. Singing about American history (Columbus-discovering "America", Ford, Whitney-Cotton Gin, etc...)
Related Sites:
What listening skills are being practiced?
Repeated intensive Listening (Chapter 4 Part I pp. 94) skills for American history "figures", which the student would probably have to listen to this song as many times depending on the individual's schemata. They'll be using the bottom-up processing (Chapter 4 Part I pp. 95) to understand word for word of the song lyrics.
What other prelistening activities could be used with the passage?
Find a little more about the learners' prior knowledge by having them share or write about each individual history "figure" mentioned in this video.
What other listening activities could be used with the passage?
Explore more in-depth of each historical figure mentioned in the song. Also, to learn more related American history by exploring others in similar fields. For example, others mentioned about possibly discovering America "first" were the Vikings.
How could the activities be adapted for lower or higher level learners?
For Lower or Beginning-Level learners, there can be more visual aid-pictures of these historical figures. For Higher or Advance-Level learners, use a video from the History Channel.
-Is This Yours?
"Who Owns these things ?"-Sara cleaning-up the classroom.
What listening skills are being practiced?
What other prelistening activities could be used with the passage?
Find a little more about the learners' prior knowledge by having them share about the vocabulary words or terminology mentioned in this video.
What other listening activities could be used with the passage?
How could the activities be adapted for lower or higher level learners?
-News
NPR Headlines News: BMW, by Jeanne Cochran (Washington, D.C.) Iraq, Minnesota Public Radio: Minnesota Transportation Bill: Governor Tim Pawlenty, taxes, Minneapolis City Council layoffs-firefighters, police officers; Minnesota Public School-testing of basic writing,...by Cunningham
*
What listening skills are being practiced?
With the help of the teacher, a student will be using the top-down processing (Chapter 4 Part 3 pp. 95) of listening to focus on the key information they need.
What other prelistening activities could be used with the passage?
Find a little more about the learners' prior knowledge by having them share about terms or themes mentioned in this audio recording:
What other listening activities could be used with the passage?
Other online radio site:
What other follow-up activities could be used with the passage?
Learn more on the issues or content covered in this audio news series through various resources (e.g. television, cable, internet, newspaper, etc...).
How could the activities be adapted for lower or higher level learners?
For Lower or Beginning-Level learners, there can be more visual aid-maps and colorful pictures of content covered in lesson. For Higher or Advance-Level learners, use a video from local or national news media sources (e.g. WCCO, KSTP & CNN, FOX, etc..) or websites (e.g. U.S Military). Then have them listen for "detail, opinion and attitude, and making inferences about the meaning of the listening passage" (Chapter #4 Part I pp. 97).
VIDEO:
#1 (Male)
Q&A: Civil War; Clan system is very controversial-language is a commonality; Clan issues left at home and not talked about at work; more conflict with border nations (e.g. Somolians & Ethiopians), conflicts with African Americans-more than a "color" issue, but cultural; etc..
#2 (Female)
Q&A: Life expectancy of 47 due to lack of health care (e.g. malaria) and civil war; weather-gov't bldgs closed after 2-3 inches of snow in east coast (VA), religion is a personal and private issue, Hmong and Somolian youth need to ask qustions to each other,etc...
#3 (Male)
Q&A: why do I have to be friends with other Russians I meet?, have friends from other countries, open up and realize the commonalities,
#4 Huynh(Male)
Q&A: 2nd wave of immigration "unluckiest", 3rd wave-POW: ,
What listening skills are being practiced?
Schemata skills are being practiced depending on the amount of experience an individual has compared to each individual person in the panel. For example, a Somolian refugee can relate to the first two that shared since they both have similar backgrounds-Somolian. A refugee from another country (e.g. Sudanese, Liberia, etc....) can relate to with similar stories escaping civil war nations.
What other prelistening activities could be used with the passage?
Learn about the history of each country (e.g. Somolia, Vietnam, and Russia) represented in the panel. Find a little more about the learners' prior knowledge by having them share about their "refugee" or "immigrant" experience.
What other listening activities could be used with the passage?
Have students listening or watching this video get a set of questions to focus on specific information to practice "top-down processing" (Chapter #4 Part I pp. 95). For example, have them look for "common challenges" as "newcomers" for each of the 4 members in the panel discussion.
What other follow-up activities could be used with the passage?
Explore more in depth of these countries represented in the panel and interview more individuals from these particular countries. Another alternative would be exploring other similar countries that are more current in the news-refugees coming from Iraq. For more personal interest, have students submit their own stories for local publication (e.g. Minnesota Literacy Council's "Journey-An Anthology of Adult Student Writings or local newspaper) for others to learn from their experience or life lesson.
How could the activities be adapted for lower or higher level learners?
For Lower or Beginning-Level learners, the teacher can learn some "basic terminology" words prior to the panel. For Higher of Advance-Level learners, students can serve in a panel similar to the one on the video.
Personal Comments: I personally thought this was very intriguing as I've had a student from Somolia, who came for GED and not ESL. It was very educational for me to learn what the 2 students that represented from this country shared in the panel. With the recent influx of this particular group the past decade or so in Minnesota-more of our state needs to be culturally educated about our "new neighbors". There was a movie awhile ago called "Black Hawk Down" that had a one-sided view (mostly or all negative) about Somolians, which we need to be educated about "their side".
*see UMMAlpha: Immigrants
2-Developing Listening Skills
42Celebrations handouts.doc (28.5 Kb)
Think about all of the language you have heard today or over the past week. We spend a great deal of our time listening, so this really is a critical area to work on with our learners! Effective listening lessons help students develop the skills they need to understand the language they will hear outside of the classroom. As Parrish notes, the language learners encounter every day doesn't always reflect the textbook-perfect language they might see or hear in class. Real-life language has:
extensive use of slang and colloquial expressions (off the top of my head)
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It's important, therefore, to use listening passages that incorporate the authentic use of language as much as possible so that learners are exposed to the language they will hear when they walk out the classroom door. The listening lessons you design should give your learners the opportunity to develop the skills they need to understand that language. In this section, we'll examine different purposes and skills for listening, the structure of listening lessons (prelistening, listening, and follow-up), and sources for listening passages. Let's get started!
Schema theory suggests that prior knowledge shapes our expectations and understanding of what we hear. The closer our schema is to the content of what we hear, the easier it will be for us to understand.
Schema (prior knowledge, experiences, emotions) is often very different for different students. When schema is not identified and further built by the teacher and his/her activities, students have mixed expectations, which leads to confusion. Our goal is to find out what schema students already have and add to it.
In listening lessons, we get learners ready to listen through prelistening activities.
Now, let's think about a listening lesson on making a doctor's appointment. What prelistening activities would help activate your learners' prior knowledge and provide the background knowledge necessary to understand a conversation between a patient and receptionist?
Task 4.2 Images of Going to the Doctor
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above questions. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question(s) and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
How Do We Listen?
Listening Skills
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Anticipating content
ASSIGNMENT - You do NOT need to turn this in.
Holiday Celebrations in Iran (Nowrouz-New Year) and France (Bestille Day-Independence Day)
Look at the activities and identify the listening skills that learners practice in each one. Consider other activities that you might do in each of the stages.
Sources for Listening Passages
3- Additional Video
VIDEO:
-Focused Listening Video -- OPTIONAL
If you are interested in seeing a listening lesson in action, take a look at this video of a class working on a lesson that focuses on listening to directions. As you're watching, consider these questions:
· What did you like about this lesson?
· What didn't you like?
· What types of things are students doing throughout the lesson?
· What's the role of the teacher?
· Comment on the progression of the lesson/activities.
· Other reactions?
4- Part 3
Early Production Video - OPTIONAL
As you're watching, consider these questions:
· What did you like about this lesson?
· What didn't you like?
· What types of things are students doing throughout the lesson?
· What's the role of the teacher?
· Comment on the progression of the lesson/activities.
· Other reactions?
Focused Listening Video -- OPTIONAL
If you are interested in seeing a listening lesson in action, take a look at this video of a class working on a lesson that focuses on listening to directions. As you're watching, consider these questions:
· What did you like about this lesson?
· What didn't you like?
· What types of things are students doing throughout the lesson?
· What's the role of the teacher?
· Comment on the progression of the lesson/activities.
· Other reactions?
ONLINE DISCUSSION
Join the discussion in the discussion board about sources for listening passages. I've created two threads, one for authentic passages and one for teacher-generated passages. For each category, discuss what listening materials you've used with students (or experienced as a language student.)
For the last 4 years, we've used the Rosetta Stone software program. However, we've gotten some feedback from folks from the community repeating what our past students' have "complained" about-it's boring and not very personal. Since then, we've tried to come-up with some other means of teaching them-more personal (based on their schemata-Ch. 4 p. 91) and interesting related-topics. We sit down with them and have more conversations (e.g. what did you do this weekend?), so our students can practice more naturally with informal dialogues.
When I was a student back in my high-school days, our teacher used entertaining music (cassatte tape player "back then"!). I still remember it-"Feliz Navidad" (Merry Christmas), which shows how this type of teaching has embedded me still today! Music seems to be a great "authentic material" for learning a second-language.
What are the advantages and disadvantages of authentic materials?
The advantages of authentic materials is that the students can relate to it and are very applicable (in and outside of the classroom). Unfortunately, I haven't been able to share my classroom experiences of using listening materials as I'm still learning about this form of teaching. I'm beginning to get some new ideas (e.g. music videos from the internet) in my head on what to use after this particular Unit this past week.
The only disadvantages I can see from this is the cultural sensitive materials (e.g. food-pork?) that we might not know about until it is presented in the classroom. This is just a trial and error learning experience we "teachers" just need to go through. Hopefully, we can learn it soon from each other, so it won't happen much or at all!
Teacher-generated materials?
Sometimes teacher-generated materials was created due to the personal knowledge and experience with past-current students. The materials pertain more to students in that particular geographic area of where the class is being taught. For example, I've used the Real-Life English book, which we learn about directions from studying maps. However, these maps are just "fictional", which I'm going to start using maps from our local community-more personal and related to our area.
The disadvantage can be our "lack of or less experience" of teaching, which we just need to learn by "trial and error". When generating our own materials, we can accidentally plan it the way "we" think is best. Our materials can be unintentionally "teacher centered" and not "learner centered" (Chapter 3). We just have to learn how (through prelistening activities-chapter 4 pp. 91) to get our learners more actively involved because that is the reason why they come to class-it's all a balance.
Analyzing Listening Activities
I've created a thread for each of the listening activities you just examined. Choose 2-3, and using your "Listening Activity Grid" as a guide, consider the following questions:
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What listening skills are being practiced?
Please make at least 2 original, substantive entries and at least 2 reactions to others' comments. Please complete your postings by 5 pm on Monday, July 30, 2007.
Others:
My Reply:
Hi Laura,
I like your format in your attachment! Yes, I like the interview idea in the "Immigrant Story (Video)". To add more to this, I had a similar exercise back in high school. After interviewing our peers in one of the classes, we had to stand-up and briefly share what we learned about this new peer/classmate we just interviewed. This helped build our own self-esteem, confidence, oral & comprehension skills, and best of all-getting to know another peer/classmate in the same class!
READING ASSIGNMENT
1-Review Parrish, Chapter 4, Part I Listening Skills Development, pg. 89-100.
COURSE CONTENT
1- Online Discussions for this unit
ONLINE DISCUSSIONS for this unit.
1.
Unit 5: Peer Discussion fof Reflection Paper #2
2- Pronunciation Instruction
In this unit, we will look at pronunciation instruction in the context of adult ESL instruction. In order to effectively identify your learners' primary English pronunciation problems and help them achieve more intelligible pronunciation, it's important to understand the basic features of English pronunciation.
We'll examine both the individual sounds, or segmentals, and the stress, rhythm, and intonation, or suprasegmentals, of the English language. We'll also examine the stages of a pronunciation lesson and some examples of activities that can be used to address pronunciation in a communicative classroom. You'll also have the opportunity to practice identifying, prioritizing, and addressing the pronunciation issues of ESL learners through video analysis and discussion board activities.
First, let's examine our own views on pronunciation and adult ESL instruction.
1. Most adults have extreme difficulty acquiring a native-like accent (2-somewhat disagree)
Most of my students do pretty well acquiring a "native-like accent". However, I notice my students that don'
Author: Monteagudo, Sal
Subject: Re: spoken vs written language
Hi Adrienne,
Is it ok to ask where did you grow-up, just for curiosity reasons. What I love about these discussion boards in getting to know each other through our responses. Thus, this is another life-learning incentive through these online courses!
I wanted to submit my reflections before I read others like yours, which I'm glad I did because I would've wanted to add more based on the topics you covered. For example, your response to the "second question"...
Subject: different backgrounds...Re: Spoken vs Written language
Hi Ken,
It's good to see you again (took classes last quarter)! I work with young adults with Aspergers-Autism and I'm trying to apply my ESL (volunteer one night a week) teaching skills with my "daytime" paid-job. I agree, the way you speak to them is different, which with any individual (depending on their background: social, cultural, age, mental, etc...). I'm trying to teach this young adult with Aspergers to say full sentences, which is very challenging. It seems like I'm able to teach easier with music, which would come handy in an ESL class too!
*see UMMAlpha: Immigrants
Worth a Visit
In a Word document, write two "burning questions" you have about teaching listening and speaking to adult ESL students.
I'll compile these from everyone, and hopefully your questions will be addressed during the course!
Please submit your two questions by Sunday, October 26 at 5 pm.
Unit #2
Watch the video of a group of learners participating in a foreign language lesson. Imagine that you are in the classroom with them and participate in the activities to the extent you can.
When you've finished the lesson, reflect on the experience through the discussion board activity and your first assignment.
Download and print the Word doc "Components of Integrated Language Lessons". It's just below the section title at the top of the page.
Take a few minutes to brainstorm the functions, skills, grammar, vocabulary, and cultural compentencies needed for each competency listed.
*see pp. 58 Ch.3
You do NOT need to turn this in.
Grammar Lesson (40 Kb)
Lesson Analysis (25.5 Kb)
But when we talk about "communicative" language teaching, we are looking at language study differently. Language study becomes a vehicle for language use, for real-life application. We are studying with clear purpose. The language classroom is not a place where a language is simply analyzed and drilled, it is a place where we prepare to live and function in that language.
In many ways, we are lucky to teach in the U.S. Our students are already living in the target language culture, and many of them have abundant opportunities to practice their English daily. What we teach can be immediately practical and holds real-life benefits for our students.
One way I like to think about the ESL classroom is that it is the "safe place" to take risks, gain confidence, and practice before going "out into the world" to use English. Our classrooms need to, as closely as possible, mirror the real-life English needs of our students.
Parrish writes, "We explore activities that promote natural use of language so that learners gain confidence in using English in the safe environment of the classroom. As with any type of lesson, teaching begins with understanding your learners' strengths, wants, and needs" (p. 51).
One way to create and maintain meaning in our classes is to keep lessons contextualized. This means that we strive to find real-life themes that our students are interested in and need, and we integrate language skills into those themes.
Here's a definition from Parrish, p. 54:
Contextualized Language Lessons-
"Lessons in which the teacher focuses on a particular language competency, function, grammar point, or set of vocabulary used in real-world contexts. While each lesson you teach may have a particular language focus (e.g. calling in sick to work, making polite requests, talking about the weather, or using the simple past tense), many skills and areas of language are integrated into each lesson."
1. Download the 3 Word documents at the top of this section:
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Grammar Lesson
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Functional Lesson
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Lesson Analysis
2. Review the Grammar Lesson Plan and the accompanying materials. Then use the Lesson Analysis questions to examine the lesson more closely. You do not need to turn this in - it is a tool for you to use in understanding the components of a contextualized language lesson.
3. Review the Functional Lesson Plan and the accompanying materials. Then use the Lesson Analysis questions to examine the lesson more closely. You do not need to turn this in - it is a tool for you to use in understanding the components of a contextualized language lesson.
4. Reflect on your observations through the Discussion Board activity below.
* What areas of language does she teach?
Author: B, Meghan
Subject: Teacher's demeanor goes a long way
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This teacher's goofy, humorous and almost flirtatious approach in the classroom really seemed to make students feel comfortable with trying out the language. She was up in front of the class, making weird eating noises, playing two roles which could make her seem like she had some kind of personality disorder and deepening her voice to seem like a man. Some students are afraid they will make fools of themselves when trying out a language for the first time. By behaving kind of strangely and boisterously in the classroom, the teacher helps to create an environment in which students will get out of their own comfort zones and and take a risk by trying the language. They might think, "If my teacher can act like a goof, I'm willing to put myself out there enough to the point where I might make a mistake and look a bit foolish."....
Subject: Teacher adjusts after checking for learning
"To check learning after repeating and repeating a new phrase or word as a whole class, the teacher gestured for individual students to repeat the word to check pronunciation or she would ask the question to the student to illicit the proper response from them. If it seemed the students hadn't quite gotten the word right, she repeated more and then asked individual students to repeat again. I thought it was really cool when at the end of the lesson she began omitting words in the dialogue a couple at a time as the students role-played for the class. When she first started this and the students simply read the board I questioned the value this exercise had. But as she began replacing words with blanks and pictures, it became clear it was a very valuable exercise because she could check to see that they actually knew the words and weren't just repeating them...
*cloze exercise (see Week #5-ch5.5 GoodnewsEverybody: LA-English: Assessments)
Author: P, Adrienne
Subject: understanding content
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The teacher used nice, large picture cards/visuals as well as props (mustache/shawls) that did exactly what she intended for introducing new vocabulary/concepts. They were fun, everyday things that everyone could recognize/relate to. Equally important was how the teacher used her voice, her body, gestures, facial expressions and enthusiasm to illustrate new words and new ideas/dialog. She was extremelly animated and really fun to watch. Her movements were clear and everything she did was in context and directly related to what she was introducing."
Author: B, Meghan
Subject: Re: Advantages and disadvantates to look for..Re: Interacting with peers
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Though this can be somewhat complicated, one way I have tried to shuffle up the "usual pairs" is to use vocab cards of commonly paired items, like salt and pepper, sun and moon, hot and cold. Ahead of time, I think of what I want the pairs to be, make sure to give paired items to the pairs I want and then have students mingle to find their partner. Doing a couple demonstrations of this at first is a good idea because sometimes students don't get at first that they have to keep their identity a secret and if they are the moon, they might ask their class mates, "Do you live in the sky?" to find their pair, the sun. It usually doesn't take long to do this and it's a fun, kind of sly way to mix up the pairs."
Author: P, Erin
Subject: Language Experience
"...The written paper handouts that the teacher provided with student in the classroom will also prove valuable as outside class aids to work with. I also was amazed how the instructor spoke no English until the end of the lessons. Since these were English speaking student learning another language, it might have been tempting to use a little English. Perhaps by not doing this the students work harder to understand?..."
1. Learners' knowledge and experience are validated.
Author: O, Jerehmy
Subject: Learners Prior Knowledge and Experience Validated
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I think it is hugely important to validate our student's prior knowledge and experience. Often my students are coming to class with already a number of strikes against them. Either they are refugees forced to look for a better life, or drop-outs of the mainstream school, or here, bedu who feel they really don't have any place in a school and feel somewhat ashamed that they can't even read their own language.
However, the reality is that they each are bringing their own unique skills, abilities, and experiences to the table as they sit in my class. No matter what they have been told, what they think, or what society "pins" them with, they deserved to be empowered and respected for who they are and what they have, not what they don't have.
In my experience, once my students begin to feel that they do have some assets to bring to the table and that hose assets are recognized they are more engaged and more positive about learning."
2. Learners have active roles in the classroom.
3. Learners make choices about content and classroom activities.
Author: P, Erin
Subject: Listening and Teaching to Students Needs - Authentically
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I do believe that it is important for teachers to actively listen to students and assess the needs of teaching and learning in relationship to the learners needs. Through through this assessment it is important that the lesson and instructor both authentic. I know sometimes this proves to be very difficult when there is a great degree of diversity of cultures and well as levels of literacy in the classroom. One example of an exercise that I helped with was the concept of calling in sick. We were originally working on a life skills unit that focused on what it meant to be a "good' employee. Because not everyone in the class was job seeking or currently working the teacher wanted to expand on the calling in sick concept. We discussed the need for this function and why it is important, what skills are necessary and the appropriate language to be used. We began with the task of calling school when you are sick. This was something that all students had in common, something that the school really want the student to do! The teacher/volunteered role played and also interacted with student volunteers. Then we looked at how the same skills could be applied to calling in sick to work, calling in sick for a scheduled appointment. By the end of the session each student was to role play the type of call they would most likely need to make. The language structure for each scenario was very similar, so transference could easily occur. We encouraged students to make a short list of phone numbers they might need to call in the event that they were sick."
7. Teachers use authentic language in their interactions with learners.
8. Learners acquire strategies that help them learn inside and outside of the classroom without the help of a teacher.
*see GoodnewsUSA: South Dakota
Choose 2-3 of the above characteristics that strike you as particularly interesting. Go to the thread in the discussion board for each of the 2-3 you’ve chosen.
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If you are currently teaching, provide examples of things you are doing in your classroom that correspond to each of the characteristics you've chosen. In what areas are you most responsive to your learners' needs? What are some areas that would benefit from further research and experimentation in your classroom?
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If you are not teaching, identify a few ways you may be able to respond to each of the characteristics you've chosen.
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Browse the other threads throughout the week.
Please post least 2 original, substantive entries and at least 1 response to a classmate's posting. Please complete your postings by 5pm, Monday, November 3, 2008.
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What techniques or activities do you think are particularly effective?
Author: M, Ken
Subject: Functional Lessons
"In my learners case, I imagine that I would want to give this exercise a critical reading objective by giving them actual examples of an apartment complex's complaints policy and asking them to discuss how each one discouraged or encouraged residents to file complaints. "
4-Read Parrish, Chapter 6, Planning for Teaching and Learning, Part I, pages 163-174.
In preparation for next week's unit, read Parrish, Chapter 4, Developing Speaking and Listening Skills, pages 89-121.
Download and read the article at the top of this section, "Keeping It Real."
(salsESL6634OralPaper1.doc)
This assignment must be submitted by Sunday, November 2, 2008 at 5 pm.
Reflect upon the foreign language immersion experience you observed in the video. Integrate your observations with the Second Language Acquisition concepts you learned in ESL 6631 or review TAESL Chapter 1, Part II. Describe how the instructor’s approach modeled (or failed to model) the principles we have discussed so far. Discuss your experience in terms of these issues:
• What techniques and strategies did the instructor use to make the input comprehensible?
The techniques and strategies the instructor used to make the input comprehensible were a variety of ways (mostly speaking and listening). The language areas she taught were: Speaking and listening through the repetition drills as large group-mostly in the beginning. Pronunciation-how to greet people in Farsi. Reading from what she wrote on the blackboard. Also, more reading and then writing through the worksheets she handed out, which the students can use as "homework" to continue what was learned in the classroom. In addition, below are some of my perspective that I shared on the discussion board:
The kinds of interaction or interactionism (Ch. 1 pp. 15) that took place was a mix, which helped made the input comprehensible (many samples stated above) . First, she started with "teacher-student(s)". Second, she had "student-student(s)" interacting with the greeting exercise. Third, she went back to "teacher-student(s)". Fourth, she mixed all the above with the "material-student(s)". Overall, she got the classroom's attention pretty much the whole class session! Mixing it up prevents the student(s) from getting bored or sleeping in class! She would pass the material to various students throughout the classroom, so she made sure each student were paying attention! After using all the "flash cards", she got all the students to interact one another again. As the students worked together, she would walk around the classroom to get that "teacher-student(s)" interaction at the same-time. This gave the student(s) an opportunity to ask the teacher for any clarification or questions. I remember from our MLC Volunteering Course, the teacher needs to "float" around the classroom to give the rest of the students a chance to ask her questions. I notice she tried to balance the time with the individuals and not spending too much time with one particular group of students.
• How did your experience support or defy Krashen’s Affective Filter Hypothesis?
-I personally would do a "half-time" break with food and beverages. This would help "water" any dry throats and give another "icebreaker" for student(s)-teacher to get to know one another more. However, I notice there was a "break" in the video editing, so there could've been a break too! As I watched it towards the end (58:00), I notice disposable cups on chairs throughout the classroom.
-Back in my high school, we would site with friends or people we are familiar with. In our ESL classes, we tend to have students that speak similar languages to be close together. The disadvantage of this is they might start speaking the same language to each other and maybe talking about a topic not related to the lesson. This occurred back in high school too, which I've considered myself "guilty" of doing this too-we were teenagers! My suggestion would getting the class to sit with someone they don't know and then go split into groups from there.
To earn full points, your paper must demonstrate your understanding of the theoretical concepts from the readings and class discussions by integrating them with specific examples from the foreign language lesson. The paper should be clear and well organized.
UNIT 3
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Is meaningful, not mechanical
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Is based on a real-life task and authentic use of language
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Maximizes student-student interaction
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Integrates a variety of skills
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The ability to anticipate the direction a conversation will take
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The ability to make oneself understood and negotiate meaning (e.g. ask for clarification, paraphrase what one understands); use compensation strategies (point to something when you don’t know the word for it, describe an object for which you don’t know the name)
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The ability to convey meaning and “get things done” with the language, even with limited words or accuracy
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The ability to pick up on and use visual cues from the environment and other speakers/listeners
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Provide clear guidelines and outcomes for the activity.
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Assign roles according to learners' strengths and abilities. As learners become more familiar with one another and comfortable with fluency activities, they can self-assign roles.
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Use visuals and realia to provide context and add authenticity.
3 types of para practice
1-Repeating in pairs
2-Less controlled-With Materials (pieces of clothing)
3-Information Gap (less controlled-see Ch. 4 pp. 104)-"require that students exchange information (e.g. describe "lost" clothing item) in order to complete a task"
It's easy for me to say after observing the video, but I would recommend the students to sit opposite of each other. When they do this, the picture cards would be hidden in secrecy and the activity would become more purposeful.
A "small-little" scene I notice that may have been culturally offensive was that the teacher physically touched one student's (representing the person that "lost" the clothing material) hand without any warning. I'm sure the teacher wasn't doing this intentionally, but a simple reaction; however, the student might have felt this was threatening???
After reading Chapter #4, a suggestion would be using "Picture Stories" (pp. 103) to show time lapse of pictures of a "lost & found" scenario.
The last pair that role played shown in the video seem to have the most trouble-particularly the student representing the "Lost & Found". He seem to have trouble distinguishing the different colors. This reminded me of one student that was using the Rosetta Stone on the topic of colors. He/she didn't know what all the colors were. We "teachers" sometimes persume a topic like this is something all ESL student know, but they don't! I would reccomend a review of "color" terminology or doing an activity (e.g. "Practice in Meaningful Contexts" pp. 68 in Chapter 3-Color spelling practice: "complete missing letters and color in box with color pencils")
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Might the error cause the student embarrassment?
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Is the learner making a mistake or an error?
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Does the error cause a breakdown in communication?
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What is the stage of the lesson and the purpose of the activity?
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What is the focus of the instruction?
The lesson served as a "real-life" (e.g. problem-posing activity Ch. 4 pp. 106) situation, which happens to many of us. Losing something would very traumatic-especially the value of what was lost and more challenging for someone that speaks in another language. This lesson is very life-applicable, which is a topic-subject any ESL student could use. She was smiling to reduce any "affective filters". Her comments (e.g. "very good", clapping, etc...) after students demonstrated what they learned.
I thought it was a good strategy that the teacher didn't try to finish the sentences quickly on her own, instead she got the students to "participate" and contribute to finishing the sentence. This was a sample of a "set dialogue" that she stated later that was "using their own language"-thus, building their confidence! Three importance: stating a problem, making a request, and reaching a solution. Divides the group into groups of 3-customer, clerk, and observer, which the teacher would go around the classroom to give any feedback. The teacher stated the purpose of the observer, which emphasizes "function" first and then "language" learning becomes an aftermath of this activity. Awhile later (13:20), the teacher stated why she didn't correct grammar or "accuracy" as she wanted the students to work on "fluency"-main focus an role play. The reason for this is to get the students know how to communicate in "real-life" scenarios and grammar can be taught later on. Towards the end of the lesson, the teacher is already having the students do the role play on their own. The teacher stated that role play-classroom learning serves as a "safe practice" environment before the "real world" environment.
The topic of the lesson itself would be very informative. Using the 3 types of para practice:
1-Repeating in pairs
2-Less controlled-With Materials (pieces of clothing)
3-Information Gap (less controlled-see Ch. 4 pp. 104)-"require that students exchange information (e.g. describe "lost" clothing item) in order to complete a task"
Large group (demonstration)->small groups (production-applying what they saw or learned)->large groups (show that they understood-performance)
"Returning Item"
Setting-up the classroom to do role play, which the teacher presented what the topic of the lesson will be. Also, she used her personal experience or life challenge of returning an item back to the store, which many of the students can relate. This shows individual students that they are not the only going through these "life-challenges". I like this because it connects the students with the teacher with this similar problem. Also, the teacher was trying to build their confidence as she had them "actively" contribute to finishing the sentence dialogue on the board the teacher was writing. I would like to apply this to my teaching practice as this will get the students to be more challenged (e.g. congnitive-thought processing) and build my patience to not quickly do it by my own. As the teacher stated, this was helping build their vocabulary. In one of the narratives, the teachers shared how she wanted to transition from "teacher controlled" to "student centered" (or less "teacher controlled") role-play activities.
As shown in the video, the teacher tried to "assess" (e.g. prelistening Ch. 4 pp. 91) their experiences. Also, she wanted to assess the language of the students and also to probably show this "real-life" scenario is a common problem that happens to everybody.
Both:
Both teachers in the videos wants to show students how they can handle these common "real-life" problems-challenges. They both do it by "practicing" in the classroom environment before "applying" it in the real-world environment.
After reading Chapter #4, a suggestion would be using "Picture Stories" (pp. 103) to show time lapse of pictures of a "lost & found" scenario.
The last pair that role played shown in the video seem to have the most trouble-particularly the student representing the "Lost & Found". He seem to have trouble distinguishing the different colors. This reminded me of one student that was using the Rosetta Stone on the topic of colors. He/she didn't know what all the colors were. We "teachers" sometimes presume a topic like this is something all ESL student know, but they don't! I would recommend a review of "color" terminology or doing an activity (e.g. "Practice in Meaningful Contexts" pp. 68 in Chapter 3-Color spelling practice: "complete missing letters and color in box with color pencils").
"Returning an Item"
At first, I didn't understand why the teacher wasn't correcting the students' grammar during the role plays. Then later in the video, she explains why and that is to focus on communicating the purpose of the situation-returning the clothing item. However, the students may never know what they are doing wrong until it is pointed out. In my classroom, I sometimes may never get that chance to "correct" them because they don't come in a regular basis or ever at all. I can see why the teacher shared that grammar can be taught later if the students come to class in a regular basis. I'll try to balance between the two. Also,
I liked how she affirmed one of the students after the role play (10:55) by saying "good Martin" (included name), which made it more personal. I'll try to do this too!
Wow, lots of students! I thought it was so ironic that one of the students "lost" (forgot to get it at the end of class) her jacket (pink) after a lesson on "lost & found". Was this planned by the video production group?-lol!
"Returning Item"
Overall, I like the production of this video as they had the teacher explain each classroom scenario throughout the video. This helped me to stop to take notes of the lesson being taught and write my own reflections.
Forum: Unit 3: Reflection on Oral Skills Videos
Date: Thu Nov 06 2008 22:13
Author: L, Doug
Subject: Re: Doug + Ken + Sal
"
If I am on the right track with this thread, it appeared to me that we saw two different approches to listening and speaking teaching. One video dealt with a set dialogue with lots of repetition and emphasis on correct pronunciation and sturcture. The other dealt with fluency and student-generated dialogue with no emphasis on correct pronunciation.
Perhaps my ah-ha moment is realizing what I would be most comfortable teaching - definitely the fluency-type approach. I like how the students can practice real dialogue - and how it will be more realistic for them. As the instructor in that video said, she can always go back and clean up some of their pronunciation or structural errors at a later time.
One technique that I thought was very good was the fluency-style instructor starting the dialogue lesson with something that was personal to her, and even brought in the gift her husband gave her. I did like the lost and found concept the first instructor modeled, and I would guess her class was not as advanced as the intermediate class was in the third video (thus the need for set dialogue and repetition). I really liked how she used her students own clothing and had them role model the set dialogue to get their own clothes back from lost and found. I guess this resonated with me because in my current line of work I deal with an enormous amount of lost and found clothes!",
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What error correction strategies would you like to try? Why?
Getting back to your question on how I know how to respond to my students. I "try" after getting to know my students well-through my "people skills" (majored in Human Services in college); however, I make mistakes too, so I learn from my past experiences! Yes, everyone wants to be treated with "respect", which teachers need to learn how to do this.
Author: M, Ken
Subject: Re: Doug + Ken + Sal Elaboration
"
I'm not expert at this, but what I prefer to find myself doing and hope to do more regularly is to avoid interrupting the learner. Interruption is ineffective; it distracts the speaker. If one leads the learner into a conversation, one should not interrupt the flow of speech to correct errors. If the learner pauses for help, or indicates that he or she is unsure, one can offer a prompt or clarification, but to stop the learner to correct develops a stop-start rhythm which throws the learner off and often annoys him or her. In a drill which is focusing on pronunciation, the learner expects correction, but waits for the teacher to do so. The correction is "natural" to the exchange and does not interrupt it. If the learner just isn't ready for the correction, it's best to let it go, because, again, the pause to correct will become great enough to slow the pace of learning to the point of interrupting the process."
Ken
(salsESL6634OralSkillsReflectionPaper2.doc)
• What seem to be the principles behind the teacher’s choices?
"How many cows should we cull (verb)?"
"How many cull cows do you have for Monday?"
*The teacher asked each student to ask this particular question individually to each other-taking turns around the classroom.
"Mistreatment of a downer cow at Greencastle livestock market, USA 2006. Documented by Animals´ Angels. "
"We need to reduce lameless."
"We need to reduce dead cows."
"We need to reduce navel infection."
"We need to reduce downer cows."
*One of the students boldly asked what downer cows mean after it has been used previously.
"Get out of my way"
UNIT 4
Celebrations Lesson Plan (1,019 Kb)
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ungrammatical utterances: There’s people in the room.
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reduced speech: wanna, gonna
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hesitations, false starts, and fillers such as well, you see, um…
Crazy English handout.doc (30 Kb)
Is this Yours? handout (421 Kb)
Listening Activities Grid.doc (30 Kb)
News Headlines handout.doc (22.5 Kb)
Song handout (454.5 Kb)
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What other listening activities could be used with the passage?
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What other follow-up activities could be used with the passage?
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How could the activities be adapted for lower or higher level learners?
-Job Skills
2. Server at a local restaurant
3. Jeff-Data Entry
4. Spanish teacher
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Click here to play audio clip (will open in Windows Media Player).
-"Crazy English" CNN Video Clip
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What other follow-up activities could be used with the passage?
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How could the activities be adapted for lower or higher level learners?
"Shanghaiist has collected reports and videos of Li Yang teaching his Crazy English. If you watch the video by muting the sound, you may think you’re watching a religious gathering with fervent worshipers waving their arms in spiritual communion. ..."
"..A few months ago, Li Yang was criticized in the Chinese media after he got 3,000 students to bow down on their knees in front of him in the traditional kowtow to show their "appreciation". But the students say he is popular for his "effective" teaching..."
"Li Yang's method for teaching English
Li Yang's method starts with pronunciation rather than grammar. Li Yang has developed hand symbols to correspond with different vowel sounds. These are effective in teaching pronunciation, especially with large groups of people.
Once the students have mastered pronunciation, they begin to prepare short speeches. The speeches are usually not prepared by themselves, but taken from a book or other source. Speeches are always memorized."
Crazy English
The national scramble to learn a new language before the Olympics.
by Evan Osnos April 28, 2008
"
“Conquer English to Make China Stronger!” Li Yang’s cosmology ties the ability to speak English to personal strength, and personal strength to national power...
To his fans, Li is less a language teacher than a testament to the promise of self-transformation. In the two decades since he began teaching, at age nineteen, he has appeared before millions of Chinese adults and children. He routinely teaches in arenas, to classes of ten thousand people or more..."
-Song
Blue moon Ella Fitzgerald
"Blue Moon
You saw me standing alone
Without a dream in my heart
Without a love of my own
Blue Moon
You know just what I was there for
You heard me saying a prayer for
Someone I really could care for..."
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What other follow-up activities could be used with the passage?
Calculator-Michael
Sunglasses-Nicole
Book bag-
Hairbrush-Jennifer
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What other follow-up activities could be used with the passage?
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Use other objects in a classroom: pencil, paper, pen, etc...
Basic Iraq war, Republican Guard, Iraqi geography (e.g. capital city-Baghdad), other terminology (e.g. etc..., U.S. military (e.g. divisions, brigadere, bombardment, Colonel-Collin Powell, Jessica Lynch-Army private soldier, 507 Maintenance Company, etc...), Turkey, Kurds, etc...Minnesota: status quo terminology
-Mission Network News
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"An Immigrant's Story" Video
Country: Somolia
28,000 + immigrated to Minnesota
Languages: Somali, Italian, Arabic, and English
Religion: Islam-5 prayers daily (3 prayers during work-day),
History: Civil War started in 1990
Country: Somolian
Residence: Italy, France, etc..
Education: Masters Degree
*education doesn't help after moving to America because English wasn't her first language, so she had to bag groceries to support 2 kids
Culture:
-no physical contact (e.g. handshake) with the opposite sex, so "Americans" should wait for a Somolian to make the first physical initiative contact
-rude to be called with the "finger"
-workplace:
Country: Russian
"fine"
Television: don't watch talk shows
English: Prefer writing than speaking
Challenges: Status: downsized from home country to new country. Anxiety issues. "Asking questions": repeatedly-e.g. Getting lost in "unknown" world; hopefully will be picked-up by police-lol! Americans don't have to ask questions, but should travel to a foreign country to see what it is like. Generational: older man raised in a "socialist" society, so didn't work hard compared to his co-workers, younger-"lost generation" vacuum between two systems
Country: Vietnam
State Population: 20,000
Families: "very strong". live with parents until they get married (25-26)
Education: very similar to American alphabet-easier to read and write
Holidays: New Year
42Celebrations Lesson Plan.doc (1,019 Kb)
42Celebrations Lesson Plan.pdf (93.92 Kb)
ungrammatical utterances: There’s people in the room.
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reduced speech: wanna, gonna
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hesitations, false starts, and fillers such as well, you see, um…
Turn to Parrish, pg. 93 and do Task 4.3.
How do you listen to each of the following?
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above questions. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question(s) and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
Messages on your answering machine? A weather report? The news? Advertisements? An announcement at a store? An announcement at an airport? Directions from a supervisor? A lecture?
* Listening to confirm predictions
* Listening for gist
* Listening for specific information
* Listening for details
* Making inferences
Analysis of a Listening Lesson
Go to the top of this section and download the plan and handouts for the lesson on Celebrations described in Chapter 4.
Click here to play audio clip (Windows Media Player will open).
Carefully review the lesson plan and the description in the chapter. Identify the 3 primary stages of the lesson and the purpose for each.
Carefully review Table 4.1 Stages of Listening Lessons and Suggested Activities in Parrish, pg. 97-98. While every lesson may not include all of the stages, every listening lesson should begin with prelistening activities and end with a follow-up activity. This table will be an excellent resource for you as you develop your own listening lessons.
Turn to Parrish, pg. 99, and do Task 4.6 in the box below.
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above questions. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question(s) and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.
Authentic texts
Teacher-generated texts
-Early Production Video - OPTIONAL
As you're watching, consider these questions:
· What did you like about this lesson?
· What didn't you like?
· What types of things are students doing throughout the lesson?
· What's the role of the teacher?
· Comment on the progression of the lesson/activities.
· Other reactions?
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What other prelistening activities could be used with the passage?
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What other listening activities could be used with the passage?
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What other follow-up activities could be used with the passage?
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How could the activities be adapted for lower or higher level learners?
<>
Author: B, Meghan
Subject: Song
I once used a song to focus on a grammar point. This made an otherwise boring topic a favorite of my students. Setting up to use a song can be a lot of work, but the enjoyment students get make it totally worth it!
What listening skills are being practiced?
They are listening for specific information. They are not expected to get every word, but pull out the main ideas by matching the inventor with the thing he invented. With the follow-up questions, students are also asked to make inferences about the meaning of the song.
What other prelistening activities could be used with the passage?
What it means to "discover" something might be important to review. Pictures of items mentioned in the song, along with other famous inventions could be shown and students could be asked to name the item and try to name the inventor. Students could also be told that they are about to listen to a song with the names of inventors in it. They could then brainstorm a list of inventors they've heard of to predict content.
What other listening activities could be used with the passage?
Students could be given a picture of the inventions and inventors named in the song. As they are mentioned together in the song, the person with the picture of the name of the invention would have to stand next to the student holding the picture or name of the matching inventor.
What other follow-up activities could be used with the passage?
Students could do internet research on one of the inventions or an inventor and report back to the class at the next meeting.
How could the activities be adapted for lower or higher level learners?
Higher level learners could fill in gaps in the song with the actual words sung.
UNIT #5
1.
What were some highlights from your outside observation of an ESL class? What do you think is worth sharing with someone from class?
Please tell someone about your observation, and give your reaction to what you saw.
Please post your own brief "highlights" of your observation and respond to your partner's posting by next Monday, November 24, 5pm.
2.
Questions for Patsy (optional)
3.
Unit 5: Pronunciation Case Study
1.
Please complete your postings by 5 pm on Monday, November 24, 2008.
As I mentioned in the announcements, try not to get overwhelmed by the new terminology and concepts in this unit. Take your time, ask questions, and enjoy the facinating world of pronunciation instruction!
Turn to Parrish, pg. 108 and do Task 4.8.
Note: This is a "jot box." It's for you to jot down your immediate thoughts on the above questions. Your comments will not be saved, graded, or seen by anyone. Take a moment to gather your thoughts on the above question(s) and put them in writing below. If for some reason you feel you'd like to print what you've written, you'll need to print this screen.