1. Get Them Talking- Resources and Ideas for Use in The ELL Classroom Brenda Can Osseo Adult Basic Education CanB@district279.org

2. Find Someone Who

3. Why Oral Communication?

4. Why Oral Communication? • “Effective communication encompasses a variety of individual skills, including body language, clear speech, eye contact and active listening.” • http://www.ehow.com/about_5305266_effective-communication-activities.html

5. Why Oral Communication? • “Communication activities allow participants to focus on these skills and understand their impact on the effectiveness of communication.” • http://www.ehow.com/about_5305266_effective-communication-activities.html

6. The problem- research shows

7. The problem- research shows 1. Students are reluctant to use English for spontaneous interactions in the classroom.

8. The problem- research shows 2. When students encounter any problems they tend to abandon their effort to communicate in English and they resort to either their native language or silence.

9. The problem- research shows 3. Students appeal to the teacher to provide them with the “correct” lexical item or structure.

10. The problem- research shows 4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.”

11. The problem- research shows 4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.” “I don’t remember the word.”

12. The problem- research shows 4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.” “I don’t remember the word.” “I don’t know how to say it correctly.” • Gabrielatos, C. (1993). Learning how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26.

13. The problem- my experience

14. The problem- my experience 1.Students don’t see the “need” to speak to other students.

15. The problem- my experience 2. Students feel they have nothing to say.

16. The problem- my experience 3. The more verbal students dominate the conversation.

17. The problem- my experience 4. Some students are not “speakers.”

18. Reasons to Have Students Talk

19. Reasons to Have Students Talk • 1. They need the practice.

20. Reasons to Have Students Talk • 2. They need the time to speak in an informal setting without a teacher listening to every word.

21. Reasons to Have Students Talk • 3. They need a safe place to make mistakes and be able to ask questions.

22. Reasons to Have Students Talk • 4. They need to be able to speak English with people who do not speak their language.

23. Reasons to Have Students Talk 5. They need to be able to make “small talk” in social situations.

24. Reasons to Have Students Talk 6. They need to practice speaking, listening to others, taking turns, asking questions for clarification, and making eye contact with the others in the group.

25. Reasons to Have Students Talk 7. It’s a time for students to think about how they relate to others and if it’s “American.”

26. The solution

27. The solution • Guided practice using communication activities:

28. The solution • Guided practice using communication activities: Why?

29. The solution • Guided practice using communication activities: Why? • Students are given something to talk about.

30. The solution • Guided practice using communication activities: Why? • Students are given something to talk about. • Students are given specific directions.

31. The solution • Guided practice using communication activities: Why? • Students are given something to talk about. • Students are given specific directions. • The time frame can be large or small.

32. The solution • Guided practice using communication activities: Why? • Students are given something to talk about. • Students are given specific directions. • The time frame can be large or small. • Students have to work with other students.

33. The solution • Guided practice using communication activities: Why? • Students are given something to talk about. • Students are given specific directions. • The time frame can be large or small. • Students have to work with other students. • Each student can have “a turn.”

34. The solution • Guided practice using communication activities: Resources:

35. The solution • Guided practice using communication activities: Resources: • Board Games

36. The solution • Guided practice using communication activities: Resources: • Board Games • Conversation Questions

37. The solution • Guided practice using communication activities: Resources: • Board Games • Conversation Questions • Find Someone Who

38. The solution • Guided practice using communication activities: Resources: • Board Games • Conversation Questions • Find Someone Who • One Question Survey

39. Ways to Use These Activities

40. Ways to Use These Activities • At the beginning of class

41. Ways to Use These Activities • At the beginning of class • At the end Of Class

42. Ways to Use These Activities • At the beginning of class • At the end Of Class • Need to mix classes

43. Ways to Use These Activities • At the beginning of class • At the end Of Class • Need to mix classes • Emergency lesson plans

44. Ways to Use These Activities • At the beginning of class • At the end Of Class • Need to mix classes • Emergency lesson plans • Unexpected Volunteer

45. Ways to Use These Activities • At the beginning of class • At the end Of Class • Need to mix classes • Emergency lesson plans • Unexpected Volunteer • Small class size

46. Comments and Questions

47. Board Games

48. Board Games • The Set Up: • Make your own boards

49. Board Games • The Set Up: • Materials Needed:

50. Board Games • The Set Up: • Materials Needed: 1. Box to hold things