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Improving Listening and Speaking Skills

Improving Listening and Speaking Skills

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Improving Listening and Speaking Skills

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  1. Improving Listening and Speaking Skills Katie Bain English Language Fellow Barranquilla, Colombia

  2. Objective • Participantswilllearnmethodsforteachinglistening and speakingskills and willdesignlessonsthatthey can use in theclassroom.

  3. Components of Listening and SpeakingInstruction • Meaning-focused input • Meaning-focused output • Language-focused learning • Fluencydevelopment (Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, New York. )

  4. Meaning-focusedInput ReceptiveSkills • Students’ mainfocusisonmakingmeaning, understanding, and comprehending the input they are receiving. i + 1 (Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, New York. )

  5. Meaning-focusedOutput ProductiveSkills • Thisstrandfocusesonstudentsproducingmeaningfulmeaningfulspeechthatthey can use in thereal world. (Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, New York. )

  6. Language-focused Learning Accuracy • Grammar • Pronuciation • Vocabulary • Punctuation • Spelling (Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, New York. )

  7. GettingtoFluency • Studentsmake the bestpossible use of whattheyalreadyknow. • Thestudents’ focusisonconveying and understandingmeaning. (Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, New York. )

  8. Characteristicsof AnEffectiveListeningActivity • thelistening “text” isbrief (1 – 3 minutes) • thepurposeforlisteningisidentified and sharedwithlearners • thelistening “text” issupportedbyvisual clues • thelisteningexerciserequiresanappropriateresponse • thelistening “text” isrepeatedseveraltimes • theactivityprovidesimmediatefeedback • theactivity has elementsthatcontributetomotivation Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  9. FacilitatingListening/SpeakingActivities • Helplearnersfocustheirattention • Set up theactivity • Letthelearners do theactivity (wholeclass, pairs, groups) • Evaluatetheactivity • Providefollow up Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  10. ACTIVITIES!

  11. Activity 1: Picture Description Picture Descriptions • Finda largephoto. Show thepicturetotheentireclassand ask a series of questionsrelatedtothepicture. Elicit responses fromlearners. • Havestudentsbringpictures in thatrepresenttheiridentity, culture, orinterest. • Compare photosfrom U.S. and Colombianperspectives. • Havestudentsmake and presentphoto collages toidentifyaspects of culture and identity. Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  12. Activity 2:LanguageExperienceApproach • As a class, orfromonelearner, elicitanaccount of a real experiencefromwork, community, familyorfriends. • Writetheaccountontheboard as thelearnerspeaks. • Whenfinished, orallyaskcomprehensionquestionsabouttheaccountwrittenontheboard. Utilize a variety of WH-informationquestions, yes/no questions. • LanguageExperienceApproach Video Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  13. Activity 3: Interviews Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  14. Activity 4: MinimalPairs Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  15. Activity 5:Dictation Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  16. Activity 6:Past, Present, Future PastRightNowFuture ______________________________________________________ EveryDay • Prepare short lists of 10-12 level-appropriate sentences that are pertinent to the life skill topic or subject matter currently being studied. The sentences should utilize verb tenses already studied and practiced by learners. • Learners mark the tense of each sentence based on what they hear and check their answers with partners or as a class. Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  17. Activity 7: News Quips and Questions • Locate a short, level-appropriate newspaper story that is pertinent to the life skill topic or subject matter currently being studied. • Prepare a set of 4-6 comprehension questions based on the article. • Read the story aloud at a natural pace while learners listen to get the gist. • Next, give learners the set of comprehension questions. • www.voanews.com Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  18. Extensions on News Quips • Show various news clips and discuss the differences in perspectives. • Introduce news videos from Colombian sources about U.S. issues and from U.S. sources about Colombian issues. • Discuss how perspective influences reporting and how cultural biases can foster misconceptions or generalizations. • Have students practice reporting in “fair and objective” ways and discuss the challenges.

  19. Activity 8:What´s in the bag? • Locate 4-6 objects for which learners know the vocabulary words. • Place each object in a separate brown paper bag. In the manner of a riddle, give learners a series of clues about each object as its bag is displayed, (Examples: what color it is, what it is made of, what it is used for, who uses the object, how much it usually costs, what it weighs, etc. • When learners have heard all the clues, they guess whattheobjectis. Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  20. Activity 9: SongLyrics • Choose a song based on what you are learning or what students need to know. • Give students copies of the lyrics with certain words omitted. • Students try to fill in the missing words. • Singalong! • Hello Goodbye, by the Beatles

  21. Activity 10: ExpandingSentences • Make a list of 5-10 very simple sentences. As a whole class, or in groups of 4-5, ask each learner in turn to add a word, phrase, or clause to the sentence so it gradually expands and becomes more complex. • After a certain period of time, or when groups are unable to expand the sentence further, ask each group to write their final sentence on the board. Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy.

  22. Activities using the World Wide Web!!!!!!!!

  23. BeginningLevelActivity • Listen to an audiofile as a class. • Ask students a “gist” question: Example: Was the storyaboutthe Internet ornewspapers? • Listen again and again, withreadinessprompts Example: Listen for…theprediction of thefuture of thenewspaper. List at leastoneprediction. Example: On the Media http://www.voanews.com/ Example: http://StoryCorp Story (Chinnery, George M. . "Speaking and Listening Online: A Survey of Internet Resources." English Teaching Forum. 43.3 (2005): n. page. Web. 15 May. 2013.)

  24. IntermediateLevelActivities • Teachers prepare T/F ormultiplechoicequestionsbeforelisteningtoanaudiofile. • Studentswork in pairsorgroupstocreate a headlinefor a story. • Students script and record theirownnarrationto match a topic. Write a HeadlineforThisStory http://www.onthemedia.org/ (Chinnery, George M. . "Speaking and Listening Online: A Survey of Internet Resources." English Teaching Forum. 43.3 (2005): n. page. Web. 15 May. 2013.)

  25. AdvancedLevelActivities • Students re-write and record a more simplifiedversion of an audio segment. • Studentsdiscussto compare and contrasttwo audio files on the samesubject. Example: Listen to a storyon the samesubjectfrom CNN, MSNBC, and Fox News. Compare and contrastthedifferences in thewaynewsispresentedorhowdifferentnetworkspresentthesametopic. • CNN • Fox News • MSNBC • Al Jazeera (Chinnery, George M. . "Speaking and Listening Online: A Survey of Internet Resources." English Teaching Forum. 43.3 (2005): n. page. Web. 15 May. 2013.)

  26. Websites for Activities Ready-to-Go Create-Your-Own http://www.npr.org/ http://edition.cnn.com/ http://tv.msnbc.com/ http://video.nationalgeographic.com/video/kids/ http://www.timeforkids.com/photos-video • www.esl-lab.com • www.literacynet.org/cnnsf • www.americanenglish.state.gov • http://www.voanews.com/

  27. InteractiveListening/ChattingOptions • www.englishclub.com/esl-chat • www.eslcafe.com • Skype – • Ask a friendtospeaktotheclass. • Connectto a languagelearning classroom in the U.S. and develop conversationpartners. • Google Hangout • Facebook Chat or Video Chat • Global Schoolhouse (Chinnery, George M. . "Speaking and Listening Online: A Survey of Internet Resources." English Teaching Forum. 43.3 (2005): n. page. Web. 15 May. 2013.)

  28. DigitallyRecordingStudentSpeech • Havestudents record and uploadpresentationson Youtube. • Record short utterances in class and havestudentssend the videos toeachother and prepare and record responses as homeworkorclasswork. (Reilly, 2012)

  29. Create a Database • From projects and/or listening activities, create a listening and/or speaking database that future teachers can reference and use in their classrooms. • Include audio and video clips, student recordings, transcripts, and comprehension and discusion questions.

  30. CommunityMemberTalk • Invite a friendorcolleagueto the class in personorviaskypetodiscuss a topicthatisimportantto the class (the environment, publichealth, education, crime, etc.). • Broadcast a Ted Talk. • Use the talk as a springboardfordiscussion and research in yourclassroom. • Develop a classprojecton a criticalissuebasedonthetalk. http://www.ted.com/ (Reilly, 2012)

  31. Color Vowel Chart

  32. How does it work? • ColorVowelWordList.pdf • Words are placed into categories based on their vowel sound. • Vowel sound that defines which color a word is is the stressed syllable. • Color Vowel Yoga • Demo Lesson with the Color Vowel Chart • TheColorVowelChartPresentation.pdf

  33. Action Plan! • Work in pairsorsmallgroups. • Using ideas fromthepresentation (oryourown!), create a lesson plan tohelpstudentsimprovetheirlistening and speakingskills. • Includetheunittitle, themeortopic, importantvocabulary, lessonobjective, classroomactivities, and assessment plan. • Present!

  34. Lesson Plan • Unit Plan orTitle • ThemeorTopic of Lesson • ImportantVocabulary • LessonObjective: Studentswill… • Lesson Plan Activities: • Assessment:

  35. Sources • Chinnery, George M. . "Speaking and Listening Online: A Survey of Internet Resources." English Teaching Forum. 43.3 (2005): n. page. Web. 15 May. 2013. • Luzon Marco, Maria Jose. "Internet Content-Based Activities for English for Specific Purposes." English Teaching Forum. 1.1 (2002): n. page. Web. 15 May. 2013. • Miller, Jane C. (2010). Listening and Speaking Activities for Adult ESL Learners. Colorado Department of Education, AdultEducation & FamilyLiteracy. • Nation, I.S.P., Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge, New York.

  36. THANK YOU! Katie Bain ktbain53@gmail.com www.elfellowkbain.wordpress.com www.americanenglish.state.gov www.shapingenglish.ning.com