Listening and Speaking for Adult ESL...
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Transcript of Listening and Speaking for Adult ESL...
Listening and Speaking for Adult
ESL Learners
Heather McIntosh [email protected]
Ann Tigchelaar [email protected]
November 2015
What do we have in common?
At your tables, draw a grid on the flip chart paper,
with your names along the top row and left column.
Where each name intersects with another name,
find something in common to write in the blank.
John Cathy Lois Ruth Mary
John X
Cathy We like
chocolateX
Lois X
Ruth X
Mary X
Objectives of our session
Participants will be able to
◦ Create plans for their conversation circles
that flow logically and sequentially
◦ Create and adapt a variety of speaking and
listening activities that will engage and benefit
their participants
What to teach?
Needs assessment: find out what your
participants want to learn
Develop an outline for your session
based on the needs assessment
How to plan?
Objective setting: develop
specific outcomes for each
meeting◦ SMART objectives!
By the end of the meeting, the participants will be
able to . . . .(specific, measurable, achievable, relevant, time-
bound)
How to plan?
◦ SMART objectives!
By the end of the meeting, the participants will be
able to . . . .(Specific, Measurable, Achievable, Relevant, Time-
bound)
Small talk:
By the end of the conversation circle,
participants will be able to begin,
maintain and end a short, small talk
conversation with a neighbour.
Fun Quiz
Which are SMART objectives?
By the end of the class, participants will:1. Know about Halloween in Canada.
2. Be able to ask for a refund for a jug of spoiled milk in the grocery store.
3. Be able to call the landlord to complain about a broken fridge.
4. Understand hardware store flyers.
5. Be able to identify 5 appropriate and 5 inappropriate topics for small talk.
6. Be able to list all the mayors of Winnipeg in chronological order.
Stages of a Conversation Circle
listening plan
Put the stages of a conversation circle plan in order from first to last.
What happens at each stage?
Match each stage with its description.
Structure of a Listening Plan
BEFORE YOU LISTEN
Connect (to students’ experiences)
Activate (background vocabulary and
write on board)
Predict (what they will listen to)
WHILE YOU LISTEN
Listen the first time for the main idea
Listen a second time for details
(T/F, check items, take notes)
Listen a third time to confirm
AFTER YOU LISTEN
Confirm predictions
Do comprehension work
Apply to real world
Do focused language work
Sample plan – Before you listen
Have you ever led or participated in a conversation circle?
What was it like? (connect)
What did you do?
What did you like about it? (activate)
You’re going to listen to a lecture about what makes a good conversation circle.
Predict 3 ideas you might hear.
Predict 5 words you might hear.
While you listen:
- First time: listen for the main ideas
- Share with a partner
- Second time: write down details
- Answer T/F. Share with a partner.
- Third time: listen to confirm
After you listen:
- Check your predictions.
- Do comprehension work – retell
- Work with the language (vocabulary,
grammar)
GROUP PLANNING TASK
Using a small talk dialogue, create
3 activities before you listen
2 activities while you listen
2 activities after you listen
Record this information on flip chart paper.
We will share our ideas in a gallery walk.
Taking a closer look
Look at your dialogue and highlight
language we use to start a conversation
Hey, Bob. How’s it going?
Have you been waiting long?
What a beautiful day!
Highlight language we use to maintain a
conversation.
So what are your plans for the weekend?
What do you think about … ?
Pronunciation features
Stress and intonation
◦ How’s it goin’?
◦ You, too!
◦ Don’t remind me!
◦ Look at the time.
Reduction
◦ Did you hear the news . . .
◦ Didja hear the news . . .
◦ What do you think about . . .
◦ Whaddaya think about
◦ Let me know on Monday . . .
◦ Lemme know . . .
◦ Are going to go to . . . .
◦ Are gonna go to
Practice
Focused
– underline/highlight in dialogue, hold up hand when they hear it, point to
– practice repeating it chorally, look up and say, find someone who
Fluency
– do a conversation line, make up a similar conversation