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TEFL-Group presentation -Speaking. Teaching Pronunciation & Speaking Erin 9610002 M Gillian 9610004 M
Teaching Pronunciation 1) Foreword; EFL students’ problems 2) Introduction 3) The Segmental/Suprasegmental Debate 4) Setting Realistic Goals 5) A Description of the Sound System of English 6) A Communicative Framework for Teaching Pronunciation 7) Some Teaching Techniques 8) An Integrated Whole-Body Approach Teaching Pronunciation 9) Media and Technology 10) Assessment
Foreword ＊Three goals of teaching pronunciation (Goodwin) 1. Enable our learners to understand be understood. 2. Build their confidence in entering communicative situations 3. Enable them to monitor their speech based on input from the environment
For ESL Students’ Problems 1. “Teacher treats me as inferior or academic disability because of muttering English. ” 2. “It’s hard foreigners to understand what I talked about because of my Chinese sense and mispronunciation the word. ” => The major problem is “pronunciation”
Introduction ＊Pronunciation is the language feature. ＊In the past – the articulation of consonants and vowels & the discrimination of minimal pairs. ＊In recent years – suprasegmental features (stress, intonation, and so on) ＊should be taught as communicative interaction along with other aspects
The Segmental/Suprasegmental Debate ＊ Segmental: individual sounds ＊ Suprasegmental: stress, intonation… ＊ It’s not sufficient to focus on only segmental or only suprasegmental ＊ to know which features should be taught and which communicative situation should be used are important issue
Setting Realistic Goals ＊Morley (1999) 1. Functional Intelligibility 2. Functional communicability 3. Increased Self-confidence 4. Speech Monitoring Abilities
Setting Realistic Goals 1. Functional Intelligibility ★ Intelligibility: The spoken English is presented with accent, and is not confusing the listeners. -> use “accent addition” rather than “accent reduction” (not force learners to eliminate their L 1 accent to learn new second language)
Setting Realistic Goals 2. Functional communicability ★ ★ Learners have a ability to use spoken English successfully in real communicative situations. To elicit students’ needs and interests by giving survey => What the features do we need to choose and which pronunciation practices should be focus.
Setting Realistic Goals 2. Functional communicability ＊Dalton and Seidlhofer 1. Prominence 2. Topic management 3. Information status 4. Turn-taking 5. Social meanings and roles 6. Degree of involvement
Setting Realistic Goals 3. Increased Self-confidence ★ speak and be understood ★ Design the real situation: Control-> Free Production-> Provide feedback
Setting Realistic Goals 4. Speech Monitoring Abilities ★ Let learners pay attention to their own speech and others’ speeches -> learners hear and try to imitate.
A Description of the Sound System of English ＊ Traditional (bottom-up) : sound → syllables → phrases and thought groups → extended discourse ＊ the steam of speech (top-down): sound system is used naturally => both segmental and suprasegmental features
A Description of the Sound System of English 1. Thought groups : ＊ tone units, breath groups, and intonation groups ＊ use pause to divide speech into manageable chunk -> easy to understand the main point of speech ＊ Avoid pausing frequently
A Description of the Sound System of English 1. Thought groups : ＊meaningful grammatical unit: Ex: I was speaking to him / on the phone yesterday. (O) I was speaking to / him on the / phone yesterday. (×)
A Description of the Sound System of English 1. Thought groups : ＊ambiguous phrases: Ex: 1. Alfred said / the boss is stupid. 2. Alfred / said the boss / is stupid. =>Who is stupid?
A Description of the Sound System of English 1. Thought groups : ＊speaker’s speed: 1). faster speakers have less pauses
A Description of the Sound System of English 1. Thought groups : ＊speaker’s speed: 2). more pauses: ★ politician or clergy -> emphasize on their idea and easy to process ex: My fellow citizens/this/is/our/moment. ★ frustrated parents say to a recalcitrant child ex: Come/here/right/now!
A Description of the Sound System of English 2. Prominence : ＊ nuclear stress, tonic syllables, focus words, emphasis, and primary phrase stress ＊ in thought group, an emphasized syllable is used by the way of lengthening and moving the pitch up or down Ex: I was SPEAKing to him/ on the PHONE yesterday.
A Description of the Sound System of English 2. Prominence : ＊ depends on context but generally represents information 1) new: ex: (I got a postcard from Sue. ) She’s in MEXicao.
A Description of the Sound System of English 2. Prominence : ＊ depends on content but generally represents information 2) in contrast to some other previous mentioned information: ex: (Are you leaving at five thirty? ) No, SIX thirty.
A Description of the Sound System of English 2. Prominence : ＊ depends on content but generally represents information 3) or simply the most meaningful or important item in the phrase: ex: He’s studying eco. NOMics.
A Description of the Sound System of English 2. Prominence : ＊ based on communicative context ex: I am reading. => Which word should be focused?
A Description of the Sound System of English 3. Intonation : ＊ the melodic line or pitch pattern in thought group ＊ the pitch movement within intonation contour occurs on the prominent element ex: Are you READy yet? No, I need to call DAVE first.
A Description of the Sound System of English 3. Intonation : ＊ regional and individual variation of authentic speech -> give “an” appropriate option about generalized patterns of specific contexts
A Description of the Sound System of English 3. Intonation : ＊ It is dangerous to make one-to-one associations between a given emotion and an intonation contour. => sometimes intonation contour couldn’t stand for the emotion exactly. (Word choice, facial expression…)
A Description of the Sound System of English 4. Rhythm : ＊stress-timed (including longer
A Description of the Sound System of English 4. Rhythm : ＊ Which words should be stressed and which unstressed? -> ★content words (more meaning, nouns, main verbs, adjectives, and some adverbs) => O function words (articles, pronouns, auxiliary verbs, and prepositions) => × ★
A Description of the Sound System of English 4. Rhythm : ＊ Rhythm v. s. Prominence -> ★Rhythm : “ALL” the syllables (content words) that receive stress in a thought group ★Prominence : “One” emphasized syllable in a thought group ． ． ． ex: She attends the University of MARyland.
A Description of the Sound System of English 4. Rhythm : ＊ Traditional analytical exercises : To let students understand the rhythm BUT: For speakers, there is no time to do it during the conversation
A Description of the Sound System of English 4. Rhythm : ＊Chelas Flores (1998): 1) apart from words and meaning 2) use written (on the board) ★dots (short syllables) ★dashes (long syllables) 3) pattern orally ★ti (unstressed syllables) ★TA (stressed syllables) ★ TAA (prominent element)
A Description of the Sound System of English 4. Rhythm : ＊Chelas Flores (1998): Instruction: 1) teacher pronounce some patterns let students point out on the board => draw learners’ attention (internalized) 2) use the actual phrases to let students distinguish => practice meaningful phrases
A Description of the Sound System of English 5. Reduced Speech : ＊to de-emphasize other unimportant syllables in a thought group ＊Two ways to reduce speech: 1) to shorten unstressed syllables 2) to relax the mouth (reduces vowels) => let learners speak quickly
A Description of the Sound System of English 5. Reduced Speech : ＊ The way of reduced vowels--schwa / /=> relax your jaw and lip. ＊ citation form (full, strong, or stressed ) & reduced form (unstressed or weak) Ex: citation form Has He has? /h z/ reduced form What has he done? / z/
A Description of the Sound System of English 6. Linking : ＊adjustment speakers make between words in connected speech ex: Why don’t you find out? ↓ fine doubt -> link the syllables together in order to pronounce it easily
A Description of the Sound System of English 5. Linking : ＊plurals, verb form and tense, possessive (to be conveyed by endings) ex: She changed-it. (1) ↓ change-dit. (2) -> (2) is easier to pronounce than (1) & (2) is clear to listeners
A Description of the Sound System of English 6. Linking : ＊plurals, verb form and tense, possessive (to be conveyed by endings) ex: They live in Miami. (Present) ﹀ They live-din Miami. (Past) ﹀ -> focus on linked sound
A Description of the Sound System of English 7. Consonants : ＊Three dimensions 1) Place of articulation: Where the sound is made? 2) Manner of articulation How the sound is made? 3) Voicing Whether the vocal cords are vibrating or not
A Description of the Sound System of English 7. Consonants : ＊ decide whether phonetic symbols are necessary -> some letters are the same as the phonetic representation BUT: certain sounds are not. ex: thumb /θ/, shop / /, and so on
A Description of the Sound System of English 7. Consonants : ＊various articulation of a consonant are based on its environment ex: p 1 ap 2 er ->p 1 is aspiration (puff of air), p 2 is not.
A Description of the Sound System of English 7. Consonants : ＊Clustering: a segment is deleted and changed ex: strengths, texts, facts, and handbag -> learners should know how consonant cluster and there acceptable cluster reduction.
A Description of the Sound System of English 7. Consonants : ＊difficulty with sounds that don’t exist in learners’ L 1 ex: th, l , and r sounds -> focus on sounds in context
A Description of the Sound System of English 8. Vowels : ＊ the syllable core ＊ constitute a syllable or a word ex: eye ＊ articulation is with smooth airflow
A Description of the Sound System of English 8. Vowels : ＊ There are four dimensions 1) tongue position (front/central/back) 2) tongue and jaw height (high/mid/low) 3) degree of lip rounding (spread/round) 4) the relative tension of the muscles (tense/lax)
A Description of the Sound System of English 8. Vowels : ＊ Some challenges in teaching 1) English has more vowels than others. 2) a lot of variation in vowels between dialects ex: doll and ball -> same pronunciation 3) glide movement : eye (diphthong) 4) most vowels can be spelled in many different ways ex: /i/-> ee or ea
A Description of the Sound System of English 8. Vowels : ＊ Some challenges in teaching 5) vowels sounds are usually reduced in unstressed syllables. ex: mo 1 to 2 r -> o 1 is stressed o 2 is unstressed (tore=>ter) => use the relaxing of the articulators to reduce or weaken the vowel
A Description of the Sound System of English 8. Vowels : ＊ Instruction 1) show each vowel with key word (and numbers) 2) repeat key words until remember 3) unnecessary to introduce any phonetic -> easier to refer the key or the number rather than vowels
A Description of the Sound System of English 9. Word stress : ＊There are primary stress( ．), ． secondary stress( ) and almost no stress(．) in a word ex: ． ． ．． ． com mun i ca tion
A Description of the Sound System of English 9. Word stress : ＊three factors 1) historical origin of a word 2) the part of speech 3) affixation
A Description of the Sound System of English 9. Word stress : ＊ In general terms 1)the root or base of a word, less on prefix ex: be. LIEVE, pre. DICT, com. PLAINT 2)compound nouns : primary stress on the first, secondary stress on the second ex: BUS stop, AIRplane
A Description of the Sound System of English 9. Word stress : ＊ In general terms 3) suffixes: a) Have no effect on stress ex: BEAUty-> BEAUtiful b) Take the primary stress themselves ex: bal. LOON c) Cause the stress pattern in the stem to shift to a different syllable ex: PERiod-> peri. ODic
A Communicative Framework for Teaching Pronunciation 1) Description and Analysis ＊use the chart (vowels, consonant, organ of speech) ＊present the rules inductively or deductively ex: present –ed or provide multiple examples and let learners figure out the rules
A Communicative Framework for Teaching Pronunciation 2) Listening Discrimination ＊contextualized minimal pair discrimination exercise ex: law! a. He wants to buy my boat. Will you sell it? b. He wants to buy my vote. That’s against the -> teacher say “a” or “b”, and listener has to response with the appropriate answer.
A Communicative Framework for Teaching Pronunciation 2) Listening Discrimination ＊falling or rising intonation ex: You can’t Rising ↗ Falling ↘ -> let listeners choose which intonation they hear
A Communicative Framework for Teaching Pronunciation 2) Listening Discrimination ＊Using a transcript with a short listening passage -> learners mark and circle a) teacher just focus on one or two features at a time b) focus listener’s attention
A Communicative Framework for Teaching Pronunciation 3) Controlled Practice ＊learner’s attention focus on form ＊poems, rhymes, dialogues, dramatic monologues are used. ＊Combine contextualized minimal pair activities
A Communicative Framework for Teaching Pronunciation 4) Guided Practice ＊learner’s attention focus on meaning, grammar, communicative intent and pronunciation. ＊new cognitive task -> maintain control of the pronunciation target
A Communicative Framework for Teaching Pronunciation 5) Communicative Practice ＊activities should be balanced between form and meaning (role play, debates…) ＊the attention should focus on one or two features at a time ＊Instruction: set up the objective ex: liking -> feedback
Some Teaching Techniques 1). Contextualized Minimal Pair Practice : ＊ contextualized sentences and rejoinder, not just isolated words ex 1: This pen leaks. Then, don’t write with it. This pan leaks. Then, don’t cook with it.
Some Teaching Techniques 2). Cartoons and Drawings : ＊ to give hints for production ＊ to use humorous cartoons story to play) elicit short plays (rhythm and role ＊ to let learners read analyze
Some Teaching Techniques 3). Gadgets and Props : ＊to help learners understand some features. ＊use kazoos to highlight intonation ＊use Cuisenaire rods to illustrate rhythm
Some Teaching Techniques 4). Rhymes, Poetry, and Jokes : ＊let learners learn a strong beat ＊let learners learn pronunciation and spelling at the same time ＊to illustrate and practice some features
Some Teaching Techniques 5). Drama : ＊various components of communicative competence can be practiced => particularly effective
Some Teaching Techniques 5). Drama : ＊ Stern(1980): ★ let pairs receive the different script ★ provide dramatic reading ★ teacher help learners to model the line, repeat, and draw attention ★ videotaped pairs’ performing the scene.
Some Teaching Techniques 6). Kinesthetic Activities : ＊use basic hand gestures (fingers) ＊ The Wizard of Oz : learners use movement to repeat (stand up & take a step)=> internalized ＊ Acton (1984): mirroring (imitate) => helping fossilized learners
An Integrated Whole-Body Approach to Teaching Pronunciation ＊combine spoken fluency approach and use of drama => spoken interaction ＊ using short videotaped interactions
An Integrated Whole-Body Approach to Teaching Pronunciation ＊Instruction (using videotaped) 1) analyze the video (repeat listening) 2) work in pairs to rehearse the interaction 3) learners review and fill in self-analysis sheet (teacher evaluate ) 4) learners perform similar interaction (see if learners can transfer what they’ve learned)
Media and Technology 1) Audio ★ the basic way to record learners’ sound or speech => review, find out errors & give feedback
Media and Technology 2) Video ★ contain the author teaching pronunciation lessons or actors performing a scene with experience
Media and Technology 2) Video ★ choose video type based on learners’ background and level ★ the wonderful tool for recording => record whole performance ★ let learners operate the video
Media and Technology 3) Computer Software ★ ★ a lot of functions visual feedback is not necessary => visual representation ★ record learners’ voice ★ some programs need cost
Media and Technology 4) Internet ★ provide a continually expanding websites ★ voice-encoding technology =>decrease the need for exchanging tapes ★ Need more plug-ins in order to connect more websites (sound card, headphones, speakers and a microphone)
Assessment 1. Diagnostic Evaluation: ＊use passages and free speech sample ＊The steps 1) read the passages which contain features and sounds 2) elicit learners by a topic, questions, and an illustration 3) learners have time to prepare for answering, and teachers evaluate by oral interview recording
Assessment 2. Ongoing Feedback: ＊gives learners’ progress & points out where need to improve. ＊There are three major ways 1) Self-Monitoring: ★ guide learners to self-correct by mentioning error silently.
Assessment 2. Ongoing Feedback: ＊There are three major ways 1) Self-Monitoring: a) Gestures b) Pronunciation correction signs c) Charts ★ record students’ speech (with selfanalysis sheet) => effective
Assessment 2. Ongoing Feedback: ＊There are three major ways 2) Peer Feedback: ★ in minimal pair activity: four members rather than two members => more reliable and convinced ★ in role play: two members in a group are enough =>unnecessary to share the pronunciation difficulty
Assessment 2. Ongoing Feedback: ＊There are three major ways 3) Teacher Feedback: ★ gestures, pronunciation correction signs ★ audiocassettes or computers sound files
Assessment 2. Ongoing Feedback: ＊There are three major ways 3) Teacher Feedback: ★ Three types of errors should be corrected ① breakdown in communication ② pattern ③ pronunciation points
Assessment 3. Classroom Achievement Tests: ＊evaluate learners’ progress => more focus than diagnostic assessment ＊ similar with classroom teaching tasks => reduce the effect of unfamiliar format on learner performance
Assessment 3. Classroom Achievement Tests: ＊oral performance should be recorded => easier for teachers to evaluate and learners to review and revise
Conclusion ＊ The goals of teaching pronunciation: 1. to understand be understood. 2. Build their confidence in entering communicative situations 3. to monitor their speech based on input from the environment => learners can communicate smoothly
Teaching Oral Skills • • Introduction Oral Skills Class Speaking Activities The Roles of the Teacher Teaching Oral Skills in an EFL Context Assessment Speaking lesson sequences
Introduction ＊To start a fluent speech contains: 1. Reduce form contractions, vowel reduction, and elision 2. Slang very informal words, phrases, etc commonly used in speech, esp. between people form the same social group
Introduction ＊To start a fluent speech contains: 3. Idioms phrase or sentence whose meaning is not clear form the meaning of its individual words and which must be learnt as whole unit
1. Reduced Forms Be verbs I’m home. You’re right. He’s not here. She’s late. We’re not going. They’re coming. Have/had p. p. I’ve finished the homework. They’d gone to the zoo. Auxiliaries I’ll see you next week. You should’ve called.
2. Slang • • He’s such a dork. Let’s hit the road. Give me a shout. I’ll ask for Mary’s hand. My car is a lemon. Keep the ball rolling. Remember to stop and smell the roses. • His folks will be in town this weekend.
Hyme’s theory of communicative competence proposes ＊Grammatical competence including rules of phonology, orthography, vocabulary, word formation, and sentence formation
Hyme’s theory of communicative competence proposes ＊Sociolinguistic competence rules for the expression and understanding of appropriate social meanings and grammatical forms in different context
Hyme’s theory of communicative competence proposes ＊Discourse competence rules of both cohesion- how sentence elements are tied together via reference, repetition, synonymy, etc-and coherence-how texts are constructed
Hyme’s theory of communicative competence proposes ＊Strategic competence a repertoire of compensatory strategies that help with variety of communication difficulties
In the past, teachers only focus on Grammatical competence ＊Fluency Speech without strain or inappropriate slowness or undue hesitation
In the past, teachers only focus on Grammatical competence ＊Natural language use Consistent with the aims of many ESL classrooms today where the negotiation of meaning is major goal
Oral Skills Class ＊Low level adults The teacher may need to find L 1 speakers to help students to get information on student experience, educational background, and needs
Oral Skills Class ＊Nonacademic adults Focus in survival English and basic communication functions based on a strong structural component
Oral Skills Class ＊Academic leaner Need to practice with different sorts of activities. Academic ESL students need most is extensive authentic practice in class participation
Speaking Activities 1. Disscussion 2. Speeches 3. Role plays 4. Conversation 5. Audiotaped oral dialogue journals 6. Othe accuracy-based activities
1. Discussion 1. Intorduce a topic there should be guidance beforehand. 2. Grouping or pairing however, there is no one" right way”.
1. Discussion 3. Responsibility each student should have a specific responsibility. 4. Disscussion students need to clear about what, why and what outcome.
For example • The invigilator should ignore it. • She should give the student a sign to show that she’s seen (so that the student will stop) • She should call the family and tell them the student was cheating. • She should inform the examining board so that the student will not be able to take that exam again.
2. Debate ＊Topic Set a topic that is controversial ＊Divide into Groups Random selection (e. g. draw lots)
2. Debate ＊Pros and cons Random selection (e. g. draw lots) ＊Vote Each students have one chance to vote
For example 1. Topic : Should students get expel when they are caught cheating? 2. Divide into Groups: 3. Pros and cons: 4. Vote: Students should not get expel when they are caught cheating.
3. Speeches ＊Prepared speech Topic for speeches will vary depending on the level of the student , or the teacher can provide the structure of speech –its rhetorical genre (narration, description, etc. ) EX: asking students to “tell us about an unforgettable experience you had”
3. Speeches ＊Impromptu speech Give students more actual practice with speaking the language, but also focuses on them to think, and speak without a note or something
＊Prepared speech (prepared talk) • Peer evaluation • Self- evaluation • All- evaluation Categories of performance: ü Delivery ü interaction/ rapport with audience ü content and organization ü language skills
＊Impromptu speech • Topic each learner is assigned a topic he or she is likely to know little about. Once students understand the task and are familiar with the markers, they are given a strip of paper with topic just before being asked to speak Ex: in university academic English classes, topics such as finding a derivative in mathematics… with nonacademic learners, describing how the camera works…
＊Impromptu speech • Hesitation markersum, eh, well , sort of, you know, and like (not be silent, and give as little actual information as possible) • Pronunciation and intonation After going over a list of hesitation markers and letting students practice
4. Role Plays • Reality of function: The students must not think of themselves as students, but as real participants in the situation. • A simulated environment: the teacher says that the classroom is an airport check-in area, for example.
4. Role Plays • Structure: Students must see how the activity is constructed and they must be given the necessary information to carry out the simulation effectively.
For example “Knife in school” : A boy has brought a large hunting knife to school. And the boy, his parents, the head teacher, and class teacher have a meeting to decide what must be done about it.
5. Conversation ＊Unplanned conversation Learners be forehead to come up few questions. ＊Transcript There is no need to require a detail transcript. ＊Interview Conversational issues that interests in student.
6. Audiotaped Oral Dialogue Journals ＊The oral dialogue journal are one format where practice with fluency and attention to accuracy can be accomplish at the same time. And be sure to remind students that speak extemporaneously.
6. Audiotaped Oral Dialogue Journals Ex: teacher starts the activity on the tape by giving some directions for assignment and suggesting topic. e. g. Tell me about your first day in the United States. (Not necessary to be perfect)
6. Audiotaped Oral Dialogue Journals ＊ After returning the tapes to students It’s nice to make some comments about the context It’s good for teacher to response the individual feedback and instruction on the pronunciation or grammar problems
6. Audiotaped Oral Dialogue Journals ＊ After returning the tapes to students • In small class: Not realistic for teacher on regular basis • In large class: It makes this unfeasible
Solution: • The tapes can be turned on rotating basis and provide feedback • Students can switch tapes with each other and provide feedback (in small class can be useful) • Give guidance from instructor (Lucas-Uygun) An activity-“Secret Audio Pals”*students exchange their tapes anonymously for several weeks and try to guess who they are.
7. Other Accuracy-Based Activity • Drills using the particular structure may prove useful as the first step towards more communicative output • For example (Wong) recommends an activity called ”Two-Minute Conversation” “If I were…” in which students become acquainted with each other by taking identity. “If I were (a/an)_____, I would be (a/an)_____, because…” low level students would probably benefit form some instruction.
7. Other Accuracy-Based Activity • Structured interview *in which students talk to their classmate by using interview form, using of wh-and /or yes/no questions. • For example “finding someone who…” here there are given sheet of habits or characteristics. *celebrity interview ★During the accuracy-based activity, errors can be ignored. Unless, the errors which impede communication.
The Roles of the Teacher ＊ Prompter: help, support, force some frustrated learners to stop their sense of frustration ＊ Participant: to be good animators and a part of activities in order to make the process of activity to be smoothly ＊ Feedback Provider: based on the particular situation
Teaching Oral Skills in an EFL Context ＊Problems: ü Students speak same L 1 and English is not used outside the classroom. ü Prohibited L 1. ü Curriculum does not stress speaking skills. ü Teachers are not native speakers.
Teaching Oral Skills in an EFL Context • Solutions (suggestions): ü Authentic, motivating, varied activities. ü Assign out-of-class learning activities. ü Invite native English speaker to the class.
Assessment ＊Evaluation of classroom performance ＊The input given to students, whether it be visual, aural, or interactive. ＊Oral assessment should be reported using terms that are clearly defined for abs understandable to students.
Speaking lesson sequences In the following examples the speaking activity is specified, together with its particular focus.
Example 1: Expert Activity: communication game Focus: controlled language processing Age: any Level: elementary and above Question: How do fish breath? Expert 1: The Expert 2: answer Expert 3: to Expert 4: this Expert 1: question Expert 2: is Expert 3: an Expert 4: answer Expert 1: that … etc.
Example 2: Films Activity: questionnaire Focus: lexis and grammar, interacting with others Age: young adults and above Level: lower intermediate and above Column: Name of film Tick if seen Good(☆☆), satisfactory(☆), Bad (x) or very bad (xx)
Example 3: Whose line is it anyway? Activity: improvisation game Focus: language processing, interacting with others Age: upper intermediate and above Level: young adult and above ü Who, where, and what. ü Two students in the pair. ü Rest of the class to suggest their occupations. ü Win point: how well they mange. ü Teacher: give cards that describe how they speak. (e. g. polite, angrily, ingratiatingly)
Example 4: Rooms in a house Activity: discussion Focus: interacting with others Age: adults Level: upper intermediate ü A family who are going to move into a house. ü Decide which bedroom would be suitable for each member of the family.
Example 5: Travel agent Activity: role-play Focus: interacting with others, information processing Age: any Level: intermediate and above A customer You want: ü A double room ü To go to a hotel in Miami for 7 nights (You can spend up to ﹩ 1400 on a hotel) ü To be as near as possible as the city centre ü To go to a hotel with a good discotheque ü A children’s swimming pool for your small son ü Someone to be available to look after your son at the hotel ü The hotel to serve good food ü a comfortable room (with good view)
B Travel agent Study the following information carefully so that you can answer A (the customer) Note: Various feature (e. g. view, discos, restaurant, etc. ) have been given different “smile” ratings to indicate quality. = excellent, = very good, and = good As an example we can say that you get a better view if you’re staying at the Paradison than you do if you are staying at the Regency Park.
Sun lnn Cost (double) per night View Distance form centre Regency Park Paradiso Oasis ﹩ 180 ﹩ 175 ﹩ 210 ﹩ 130 10 miles 12 miles 20 miles 3 miles Disco ------- Restaurant ------- Adult’ swimming pool Children’s swimming pool ------- Childcare facilities -------
Developing Children’s Listening and Speaking in ESL 1) Introduction 2) How Children Differ From Adults As Language Learners 3) How ESL Children Approach Oral Language 4) Techniques and Resources
Introduction • Child second language learners could differ from adults. Consider these anecdotes: *1. Repeating: children can sing the same song again and again, and they are willing to do some movements with the song. • For example: a group of 7 children sing “I’m a little teapot” with their one arm as the spout of the teapot. Singing and doing like a teapot. And then the group stars again.
Introduction * 2. speaking native language (feel insecure): in ESL class, children may refuse to talk in English and use their native language. The reason of this problem, maybe because she/he is insecure of this environment. For example: a girl who already in school for six months and decline to speak in English; however she would like to talk to her/his classmates.
Introduction *3. Hard to be quite (control): teacher is hard to control the class because student's attention span. For example: teacher prepare a lot of activities to instruct to students; however students’ attention maybe only last five minutes. Therefore each games waste lots of time.
How children differ from adults as language learners. Materials Books, Papers Blackboard, Overhead projectors Magnets, art supplies Hamsters, Stuffed animals costumes Adults Children
How children differ from adults as language learners • Activities need to be child centered and communication should be authentic: *something or games that interest students and they want to listen and speaking in English, not only teacher wants them to do. Many authors (Enright 1991; Enright and Rigg 1986; Genese 1994; Phillips 1993; Rigg and Allen 1989; Mc. Keon and Samway 1993; Scott and Ytreberg 1990; Vale 1995) suggest that teacher to teach ESL holistically and to focus on the whole child. Several themes repeatedly come up:
How children differ from adults as language learners • Six-year-olds->Provide a rich context, including movement, the senses, objects and pictures, and a variety o activities. * For example, children are learning term of community occupation, they wear hats or customs to follow the direction of teacher. Teachers accommodate the kinesthetic and visual learning styles favored by most children (Keefe 1979)
How children differ from adults as language learners • Seven-year-olds->teach ESL holistically, integrating the four skills. * For example, *listening- teacher can provide the story to student to listen. *speaking- students can repeat a refrain in the story, discuss each character in the story. *reading and writing- students label cards with the names of the characters and read aloud a version of the story written on the word cards and sentence strips. And then they can write a little book of their own.
How children differ from adults as language learners • Eight-year-olds-> focus on meaning, not correctness. * For example, groups decide theme and make poster and present a argument for their theme. Children speak, write, listen, or draw according to their ability. The teacher does not correct errors.
How children differ from adults as language learners • Eight-year-olds->Treat language as a tool for children to use for their own social and academic ends. * For example, children enjoy being part of a group as they sing and chant the same pieces in ESL class. Teacher should allow them to work with friends in the class.
How children differ from adults as language learners • Eleven-year-olds->Treat learners appropriately in light of their age and interest. * For example, at the end of an ESL content unit on some topic (e. g. volcanoes), students play some games using vocabulary and pictures from the unit.
How children differ from adults as language learners • Eleven-year-olds->Use language for authentic communication not as an object of analysis. * For example, students do not know the term modal verb, but enjoy making up role plays in which characters are polite to each other.
How children differ from adults as language learners • Twelve-year-olds-> Focus on collaboration and social development. • For example, a group of students compare maps of north of the America for example that were drawn in different centuries. They discuss and make comparison. They have to due a report or prepare the oral presentation. • Each students has to have a role in this group.
How children differ from adults as language learners • Advanced beginners-> Focus on the value of the activity, not the value of the language. * For example, students each receive a potato. And they have to name a name for their potato, prepare a oral introduction and also make a poster if their potato get lost.
How ESL Children Approach Oral Language ＊ Children enjoy rhythmic and repetitive language ＊ with less awareness => children are more comfortable to talk and as the part of role play
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ Children like songs, poems, and chants (add some gestures, body movement…) ＊ “Mother Goose” is suggested poem ＊ The principle of choosing poem: to pick ones that you like
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ Chants have a strong and catchy rhythm <-> poem ＊ “You Did It Again” => two voices, and express simple past forms of irregular verbs
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊another: children’s folklore -> the value should fit with your own and every student ex: rebellion against authority, put-downs of various ethnic groups, and joking about body parts and sexuality (×)
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ The advantages of using chants 1. vocabulary : hear pronunciation-> practice the sound 2. rhythm, intonation, and stress : English chants exaggerate each pattern
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ The advantages of using chants 3. grammar structure : hear and produce the same parts 4. culture : take “You Did It Again” example--pick up the undesirability of breaking or learn to apologize
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ Different learners’ level: ★ beginners : listen 1. introduce vocabulary and context clearly 2. provide visuals and objects 3. have other students role-play the chant => enjoy the rhythm of the language and being a part of the large group
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ Different learners’ level: ★ Intermediate and Advanced : participate 1. most learners take part in the chanting and singing, so memorizing the text 2. choose only to listen -> can benifit
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ Consideration of choosing song: 1. choose what you like : feeling 2. fit with your learners or based on course or topic 3. language of a song seems archaic => try to modernize 4. choose the song with movement
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ The way of teaching: 1. start with vocabulary and context 2. listening 3. repeating independent recitation 4. repeating singing => similar with audiolingual method
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ The step of teaching: 1. use pictures and objects to familiarize with vocabulary and content 2. let learners listen: reciting poem or chant, or sing or playing the tape 3. recite (sing, play) a line at a time, and learner repeat after you
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ The step of teaching: 4. recite the whole text with the class 5. the context has two parts: you take one, and learners take the other 6. divide learners into two groups: let them perform
Techniques and Resources 1. Using Songs, Poems, and Chants: ＊ The step of teaching: 7. practice the chants, songs, or poems about five minutes a day 8. use costumes and props 9. have the class present the songs, poems or chants to other children
Techniques and Resources 2. Dramatic Activities: ＊ using drama more easier to teach a lesson ＊ beneficial for children no matter have big or small part in the production ＊ children are more willing to participate drama activities than adults
Techniques and Resources 2. Dramatic Activities: ＊ role play: 1. read or tell the story in class 2. assign learners parts 3. let children act the role
Techniques and Resources 2. Dramatic Activities: ＊ instruction of using any kind of stories or chants: 1. read original story 2. read the script aloud 3. assign each learn to each part 4. let learn make costume and props 5. ask learners make up skits by themselves
Techniques and Resources 3. Storytelling • Stories are a powerful means of language teaching. A skillful teacher can use stories to develop “more efficient listening , more fluent speaking and the ability to read and write easily and competently” (Garvie 1990) • Teacher can tell the story while students move puppets or dolls, or teacher also can tell a version of a familiar story such as “ Billy Goats Gruff ” by a different author and illustrator. • Students can listen to the story using tape-recorded or earphone individually or together several times, and then they can retell it or write a script for the story.
Techniques and Resources Story Activities • For example 1, Recite: teacher chooses a brief story and rewrites it and each student has a sentence to memorize. Students decide how to line up their sentences in order and then recite the story again. *Choose story->students memorize->decide to make sentence in order->recite
teacher For example 2, Retell: Students in the classroom Students in The hall For example 3, Chain story: One student begin a story and others take turns adding sentences, whether orally or in writing.
Techniques and Resources 4. Gesture and Movement • Children need to move around more than adults do. *teacher can combine gesture and movement with songs , poem or chant, with drama, and with stories. *For example, teacher can say yes by raising one hand no by looking down at the floor. *With young children, teacher can break up 5~10 mins for 1~2 mins of physical exercise or dancing.
Techniques and Resources 5. Total Physical Response (TPR) • The best known ESL approach involving movement is TPR (Asher 1969). • Teacher commands students to do some movement or models them. Gradually students are able to carry out a variety of commands. • Students in the process acquire receptive language, especially vocabulary and grammar.
A lesson might start like this: • Teacher: Stand up. (pauses, then stands up) Touch your shoulder. (pauses, then stands up) Sit down. (pauses, then sits down) Stand up. (continues modeling) *Later, students understand follow the teacher’s commands.
A lesson might start like this: • Teacher: Touch your head. • Max, Dennis, Eric : (Touch heads) • Most other students: (follow others and touch heads) • Teacher: Good! Great job, Max, Dennis, Eric.
Techniques and Resources 5. Total Physical Response (TPR) • TPR fits with in Natural Approach (Krashen and Terrell 1983). Grammar is not overtly taught, the focus is on comprehension, and input is supposed to be comprehensible. *e. g. students study the water cycle, commands such as Touch/Point to /pick up the Clouds/River/Raindrop can be carried out using pictures or word cards.
Techniques and Resources 5. Total Physical Response (TPR) * e. g. A series of commands, teacher can ask students to carry out a simple process: making a terrarium in which water will evaporate and condense: Take the glass terrarium. Put water in the pool. Spray water on the sides. Put plastic wrap on the top. Put the terrarium by the window.
Total Physical Response (TPR) Storytelling • TPR Storytelling (Ray and Seely 1998; Seely ans Romiji 1998) is a method of second or foreign language teaching that includes action, pantomime and other techniques. * e. g. Teacher teach vocabulary of the story through the gesture. (Each word has its own gesture , perhaps a gesture that teacher invents or sign in American Sign Language. ) Students practice in pairs, and then teacher tell mini-story to students with gestures. A month later, teacher will tell another mini-story which is related to before, students will understand better because the previous stories and gestures.
Total Physical Response (TPR) Storytelling • Later students can tell story by themselves while others act it out. • Next step, teacher tells a main story which students later retell and revise. • Last, students create their own stories. *In the second, or third year, grammar is taught by telling the stories from another point of view. Requiring the learner to change tenses, pronouns, and so on.
Techniques and Resources 6. Teaching Grammar • In EFL situation, maybe class is the only place where students speak English. Teacher how to respond the students’ oral grammatical errors. • In Unties States, where many teachers favor the Natural Approach, errors are often seen as indicator of children’s knowledge, but not necessary to correct.
Errors • Ignore the errors (in grammar, vocabulary, and pronunciation) • Make a mental note • Rephrase the sentence • Rephrase and expand • Present a lesson to a group or the whole class later on
For example * Rephrase and expand -> • Students: teacher, I seed two mouses in the night market yesterday. • Teacher: oh, really? You saw two mice in night market yesterday. You came with your parents?
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