63498395 Teaching Listening Speaking Pronunciation

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    Study Circle on Teaching Listening, Speaking, and Pronunciation IV-D-1

    Facilitator Guide

    IV-D. Study Circle on Teaching Listening,

    Speaking, and Pronunciation

    Table of Contents

    Facilitator Guide 3Introduction ......................................................................................................................... 3Session 1: Preparation .......................................................................................................... 4Session 2: Preparation ........................................................................................................ 10Session 3 ............................................................................................................................. 14Readings ............................................................................................................................. 16

    Improving Adult English Language Learners Speaking Skills ........................................... 16Improving Adult ESL Learners Pronunciation Skills .......................................................21Improving ESL Learners Listening Skills: At the Workplace and Beyond ..........................27

    Participant Handouts 35Information for Participants ............................................................................................... 35Reflections on Listening asks ........................................................................................... 37Reflections on Speaking asks ........................................................................................... 38New Activity Planning Form for Listening and Speaking asks ....................................... 39New Activity Notes for Listening and Speaking asks ......................................................40New Activity Planning Form for Pronunciation Instruction .............................................. 41New Activity Notes for Pronunciation Instruction ............................................................ 42

    Evaluation Form ................................................................................................................. 43Suggested Reading List ......................................................................................................44Readings ............................................................................................................................. 45

    Improving Adult English Language Learners Speaking Skills ...........................................45Improving Adult ESL Learners Pronunciation Skills .......................................................50Improving ESL Learners Listening Skills: At the Workplace and Beyond ..........................56

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    Study Circle on Teaching Listening, Speaking, and Pronunciation IV-D-3

    Facilitator Guide

    The CAELA Guide for Adult ESL Trainers

    Study Circle on Teaching Listening,

    Speaking, and Pronunciation

    Facilitator Guide

    Introduction

    Te purpose of this study circle is to familiarize participants with the existing research on theprocesses of listening, speaking, and pronunciation acquisition, and to explore the pedagogicalimplications of this research in their own classrooms.

    Readings

    Improving Adult English Language Learners Speaking Skills,4

    by MaryAnn CunninghamFlorez. www.cal.org/caela/esl_resources/digests/Speak.html

    Improving ESL Learners Listening Skills: At the Workplace and Beyond,4 by Carol VanDuzer. www.cal.org/caela/esl_resources/digests/LISENQA.html

    Improving Adult ESL Learners Pronunciation Skills,4 by MaryAnn Cunningham Florez.www.cal.org/caela/esl_resources/digests/Pronun.html

    Session Lengths

    Session 1:2 hours

    Session 2:2.5 hours

    Session 3:1.5 hours

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    The CAELA Guide for Adult ESL Trainers

    IV-D-4 Study Circle on Teaching Listening, Speaking, and Pronunciation

    Facilitator Guide

    Session 1

    Facilitator Preparation for Session 1

    1. wo weeks before the first session, send participants information about the study circle(location, times, etc.).

    2. At that time, ask them to do the following within 1 week:

    Write a short reaction/response to at least two of these statements:4

    Te most effective way to teach languages is to combine all of the skil ls inevery lesson rather than trying to teach them separately.

    Strategy use in language learning can and should be taught explicitly.

    For adult ESL learners, speaking and listening are the most important

    skills.Email their reactions (no more than half a page in total) to you, the facilitator. You4should then print these email responses without names on themand bring them tothe first session.

    3. After Step 2 has been completed, send one group of participants the CAELA digest onlistening skills and the others the digest on speaking skills. Instruct them to read thedigests before coming to the first session.

    4. Remind participants to bring all participant handouts with them to each session.

    1. Opening (5 minutes)

    Welcome the group and introduce yourself.4

    Review the purpose of this study circle.4

    Review logistical details such as the schedule, breaks, and the location of the4bathrooms.

    Agree on the basic ground rules. (See How to Conduct a Study Circle in the4Information for rainers section.)

    2. Participant introductions (5 minutes)

    Format:Whole group

    Have participants briefly introduce themselves.4

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    Study Circle on Teaching Listening, Speaking, and Pronunciation IV-D-5

    Facilitator Guide

    The CAELA Guide for Adult ESL Trainers

    3. Inkshed exercise on listening and speaking skills (1520 minutes)

    Format: Individual and small groups

    An inkshed is an opportunity for people to exchange ideas on a topic, through writing, in a shorttime. Responding to a prompt, participants write an initial reaction or idea on a piece of paper

    and place it in a central location in the room. Tey should not write their names on the paper.From the central location, they then take another persons paper, quickly read it, write a shortresponse to it on the same piece of paper, and return it to the center table. Tey then take anotherpaper, read the original reaction and subsequent response(s) on it, and add their comments, andso on. Encourage participants to read and respond to as many papers as they can. At the end of5 to 10 minutes, all papers must be returned. Participants then find their own original responsepaper and look over the other participants comments.

    For this study circle inkshed, the facilitator should place on a central table the printed-out emailresponses that the facilitator received before the session (after first checking that no names are onthe responses). Since the starting text has already been prepared, a 5- to 7-minute inkshed should

    allow enough time for each paper to have at least two or perhaps three comments added to it.After the writing part is finished, participants can read over the comments on their own originalresponse paper. Tey then break into small groups (three or four people) and discuss the results.Participants might consider these thoughts:

    Did the initial responses of the participants tend to resemble or differ from one4another?

    Were they surprised by any of the reactions to their initial thoughts?4

    Since they have read one of the CAELA digests after writing their initial response4paper, did anything in that reading confirm or change their original ideas?

    4. Reviewing the theory on listening and speaking (20 minutes)

    Format:Jigsaw activity in pairs

    In this section, participants share with each other the contents of the readings on listening andspeaking.

    First, provide participants with the questions below and give them 2 to 3 minutes to quicklyreview on their own the CAELA piece that they read before coming to the session.

    Ten, instruct participants to pair up with someone who read the other piece, and, based on thequestions, brief the other person on the information provided in the piece.

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    The CAELA Guide for Adult ESL Trainers

    IV-D-6 Study Circle on Teaching Listening, Speaking, and Pronunciation

    Facilitator Guide

    Note to facilitator:Key points to be raised are provided after the questions below.

    Questions for the digest on speaking skills:

    What does it mean to say that speaking is an interactive process of constructing4meaning?

    Key Points:Speaking is not only about producing words and sentences; it is a process thatinvolves receiving messages, processing them, and producing appropriate responses. Te result-ing content is dependent on the particular people involved, the context in which they arespeaking, and the purpose of the communication.

    What is an example of a language pattern that tends to recur in a particular situation or4contextsuch as when declining an invitation, requesting time off work, or asking forhelp in a department store?

    Key Points:When asking for help in a store (to take one example), the patterns may include

    Question (May I help you?)

    Statement of need ( Yes, Im looking for socks.)

    Response to the statement of need (Teyre in the womens clothing section, up onefloor, turn right when